Educational Environments, Preschool
Indicator 6: Percent of preschool children with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
B. Separate special education class, separate school or residential facility.
B. Separate special education class, separate school or residential facility.
For current information regarding this indicator please review the APR.
Data - District Profiles
Training and Technical Assistance
- Accurate Coding
(April 2024) - Preschool Educational Environment Decision Tree
- Making the Move to High Quality Preschool Inclusive Environments
- Determining Least Restrictive Environment (LRE) for a Child
- National Professional Development Center on Inclusion (NPDCI)
A National Resource: The National Professional Development Center on Inclusion (NPDCI) is working with states to create a system of high quality, cross-agency, accessible professional development for early childhood personnel. While NPDCI serves as a resource to all states, the center will select eight states for more intense collaboration. NPDCI is taking advantage of the many resources the Internet now provides to collaborate on a larger scale to build a knowledge base around professional development and inclusion. We have launched a Community of Practice which serves as a forum for people to come together and share challenges, ask questions, and contribute ideas on issues related to early childhood professional development and inclusion. We host webinars on a variety of topics related to inclusion, and all NPDCI products, position statements and planning are available on the website.