Parent-Provider Relationships that Support Successful Inclusion

Young children with significant disabilities CAN make developmental and social gains when they are served in inclusive community settings. This paper describes what we learned from our study of the practices implemented to successfully include young children with significant disabilities. “Successfully included,” for this study, means that the child made progress on IFSP outcomes or IEP goals; made gains in general development and learning; and was accepted as a full member of the group. In addition, parents and professionals were satisfied with the child’s gains and experience in the group setting. We interviewed and observed early intervention (EI), early childhood special education (ECSE), and early childhood education (ECE) providers and parents.