Reverse Inclusion

In an Early Childhood Special Education (ECSE) classroom operated by school division special education personnel, typically-developing children are recruited to attend the preschool program so that children can learn together in an inclusive environment. To qualify as a regular early childhood classroom, at least 50% of the children are to be typically developing. It is important to note that to produce the desired social and instructional outcomes for all the children in the classroom, there must be a sufficient number of peer models to enhance engagement, provide interaction, and develop friendships.