OCDEL Provides Strategies to Promote Inclusion for Children in ECE Programs

The Office of Child Development and Early Learning (OCDEL) is providing guidance and strategies to help Early Childhood Education (ECE) programs work to ensure access to high-quality inclusive programing is available for all young children with disabilities and their families.

Learn More

In September 2015, the U.S. Departments of Health and Human Services (HHS) and Education (ED) released a policy statement recommending states develop policies and practices to increase the inclusion of infants, toddlers, and preschool children with disabilities in high quality ECE programs.

As a response, the Office of Child Development and Early Learning (OCDEL) issued an announcement on September 30, 2020, to provide guidance on strategies that promote inclusion for all children, set an expectation from OCDEL that high-quality ECE programs are inclusive of children with disabilities, and identifies resources available to local ECE programs.

This announcement applies to federally funded OCDEL programs, including Child Care Works, Child Care Certification, Early Head Start, Head Start, Early Intervention, Home Visiting Programs, and Keystone STARS, as well as state funded programs, including Head Start Supplemental Assistance Program, Pennsylvania Pre-K Counts, and Family Centers (which receive both federal and state funding).

Local ECE programs must take the following steps to promote and implement practices that support the inclusion of all young children in the ECE programs within their local communities:

1. In collaboration with program staff and families:

   • develop and implement a written program policy that focuses on actively including young children with disabilities in the ECE programs.

   • review and modify existing policies, practices, and procedures to ensure barriers are removed that would prevent including children with disabilities in the ECE programs.

   • develop resources for effective communication between families and ECE program staff to ensure families know the benefits of and their rights related to inclusion.

2. Assess ECE program staff competencies and implement professional development, which includes family perspectives, related to inclusion based on the needs of staff and families.

3. Seek assistance from ELRCs to identify examples of inclusive program policies, structures, and activities to provide models for dissemination and replication throughout Pennsylvania.

4. Develop and strengthen partnerships between ECE programs and Early Intervention programs so that supports and services for children with disabilities can be provided within the daily routines and activities of quality ECE programs.

5. Participate in ongoing opportunities for stakeholder input and professional development opportunities on additional OCDEL guidance related to the inclusion of all children.

6. Implement the policy in conjunction with the Announcement, Reduction of Expulsion and Suspension in Early Childhood Programs in Pennsylvania and any additional guidance related to the inclusion of all children.

OCDEL will also take the following steps to promote practices that support the inclusion of all young children in ECE programs:

1. In collaboration with and input from stakeholders and families, provide high-quality professional development opportunities through The Pennsylvania Key, Early Learning Resource Centers (ELRCs), Professional Development Organizations, and Early Intervention Technical Assistance.

2. Provide individualized support, including on-site coaching and consultation, to OCDEL-funded programs.

3. In collaboration with stakeholders and families, identify examples of inclusive program policies, structures, and activities to provide models for dissemination and replication throughout Pennsylvania.

4. Recognize quality ECE programs are the general education environment for children with and without disabilities.

5. Through the ELRCs:

   • Identify opportunities for community partnerships to promote inclusion, including partnerships for providing individualized support, professional development and other capacity building resources.

   • Provide support and guidance to assist child care programs to progress in their Keystone STAR level rating.

   • Support child care programs to understand their vital role in supporting inclusion.

6. In collaboration with stakeholders and families, provide written guidelines for implementing inclusion policies.

For details, read OCDEL’s full announcement.