Strategies to Support Community Inclusion of Young Children With Disabilities

16 YOUNG EXCEPTIONAL CHILDREN Vol. 26, No. 1, March 2023 https://doi.org/10.1177/10962506211028575 DOI: 10.1177/10962506211028575 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Kate and Bob are the parents of two young children, Eugene (38 months) and June (18 months). Their son, Eugene, was diagnosed with cerebral palsy, received early intervention services, and is now attending an inclusive preschool in their local school. Kate, noticing Eugene’s growing interest in participating in activities with peers, arranged for her parents to take both children to their community’s public library story time. Eugene’s grandparents reported how much both Eugene and June enjoyed the outing and have added this to their weekly schedule of outings with the grandchildren. Kate began to wonder about other activities and places in the community that he would enjoy. She was, however, not sure about where to turn for ideas for activities and how to get support for ensuring that Eugene could safely access the activity and successfully participate. She reached out to Mandy, the early childhood special education teacher of Eugene’s preschool co-teaching team. Mandy is excited about the potential benefits for Eugene as he participates in activities with his family, however she is not sure about her role and exactly where to start. Inclusion is central to our work in early intervention and early childhood special education (EI/ ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early 1028575 YECXXX10.1177/10962506211028575Young Exceptional ChildrenCommunity Inclusion of Children With Disabilties / Park et al. research-article2021