Inclusive Settings Policy
Young children with special needs are receiving services in integrated settings along with their typically developing peers. Both Part B and Part H of the IDEA Amendments (1991) support early intervention and education inclusive settings. Specifically, infants and toddlers must receive services in normalized, natural environments, and preschoolers with special needs must receive services in the least restrictive environment possible. The regulations for Part H define natural environment as, "settings that are natural and normal for the child's age peers who have no disability." This includes home and community settings. Based on the least restrictive environment principle States must ensure that:
To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities for the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
This practice of inclusion is based on the belief that young children with special needs are more similar to their peers than different form them and that all young children benefit from learning together as members of a diverse community.
Because inclusion is the preferred option, all professionals working with young children need to be knowledgeable about the needs of young children with disabilities and about appropriate interventions with them in order to provide age appropriate and individually appropriate services to all of the children with whom they work. Professionals must also be prepared to work in a diverse range of community settings in which young children and families receive services.
To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities for the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
This practice of inclusion is based on the belief that young children with special needs are more similar to their peers than different form them and that all young children benefit from learning together as members of a diverse community.
Because inclusion is the preferred option, all professionals working with young children need to be knowledgeable about the needs of young children with disabilities and about appropriate interventions with them in order to provide age appropriate and individually appropriate services to all of the children with whom they work. Professionals must also be prepared to work in a diverse range of community settings in which young children and families receive services.
