Early childhood inclusion is a national priority--but how can preschool programs step up the progress of inclusion and ensure that all young children learn and grow together? Big-picture change is the answer, and this new edition of a trusted bestseller offers programs, communities, and states a clear path forward.
Written by top inclusion experts and updated with timely new topics and tools, this comprehensive resource will help readers develop program-level policies for implementing and sustaining full-scale preschool inclusion. School leaders and administrators will learn how to overcome todays challenges to high-quality inclusion, establish a strong collaborative team, create a solid action plan for building an inclusive program, and monitor how well the plan works. This how-to guide also includes a wealth of practical tools and resources for creating supportive policies, procedures, and practices.
Great for use as a self-directed professional learning resource or as a textbook in early childhood administration courses, this toolbox of ready-to-use guidance will help program leaders promote access, participation, and belonging for all young children.
WHATS NEW
Increased focus on equity
More guidelines and materials on coaching for preschool inclusion
New and expanded chapters on identifying program challenges, creating new policies and procedures, establishing effective professional development systems, and using evidence-based practices
Updates on current policy statements and challenges related to inclusion
New examples of implementation strategies
Updated practical tools for supporting preschool inclusion teams
Resources on facilitating an action plan for a successful inclusive program
PRACTICAL MATERIALS: To enhance independent study or coursework, this book includes fact sheets, templates, infographics, checklists, sample materials, problem-solving tips, and reflection questions. Forms and appendixes are reproducible and available on the Brookes Download Hub.
Erin E. Barton, Ph.D., BCBA-D, Barton Consulting, LLC, Nashville, TN is an international educational consultant and Faculty for the Pyramid Model Consortium. She has worked in the field of education for over thirty years in many different capacities including as a special education teacher, family coach, and university professor. She has developed the training materials and coaching tools for supporting the use of evidence-based practices in natural and inclusive settings.
She is a Board-Certified Behavior Analyst and directs research projects related to evidence-based practices for young children, policies and practices that support high quality inclusion, and effective professional development systems. Dr. Barton is an active scholar with over 120 publications in major journals, multiple chapters, and several textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of Topics in Early Childhood Special Education. She has received many honors including the 2021 Peabody Faculty Excellence Award: Service to Students and 2020 Chancellors Faculty Fellow at Vanderbilt University. She also was honored with the 2019 Merle B. Karnes Award for Service to the Division for Early Childhood and the 2017 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children.
Barbara J. Smith, Ph.D., Research Professor, University of Denver Colorado serves on the Leadership Team of the National Center for Pyramid Model Innovations (NCPMI) and was an early developer of the Pyramid Model leadership strategies. She is co-author, with Erin Barton, of The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program published by Brookes. She has developed an online, navigable guide to implementation and scale-up that is being used by states in their adoption of the Pyramid Model and inclusion.
Brandy M. Locchetta, Ph.D., BCBA-D, Assistant Professor, University of West Georgia, Carrollton is an Assistant Professor of Special Education and coordinator of the Applied Behavior Analysis program at the University of West Georgia. She graduated from Vanderbilt University with a Ph.D. in Special Education and Applied Behavior Analysis. Brandy has worked in a wide variety of roles at various system levels in early childhood and special education since 2001. Brandy brings a tremendous passion and wealth of experience and expertise to the areas of early childhood inclusion, applied behavior analysis in schools, special education law and policy, social-emotional development, social justice issues in education, and practitioner preparation.
