Date of Award
Culminating Project Type
Early Childhood Special Education Studies: M.S.
Child and Family Studies
School of Education
Ming Chi Own
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
ECSE, inclusion, non-inclusion, special education, early childhood
Inclusion and non-inclusion are two very common models used in the early childhood education
profession. Given the two models, it is unclear currently how to decide what setting would best
benefit a student. Is non-inclusion a better option for a student with social-emotional deficits?
Or perhaps they would better benefit from typical peer models in an inclusive setting. The
following research was designed to survey early childhood educators and ask what
qualifications, strengths, and deficits would lead them to place a student in an inclusive early
childhood classroom. With a small number of respondents, data showed that many educators
seemed to have no preference as to what developmental area the strengths or deficits
emerged. Further, educators seemed to be unclear as to what skill levels would determine a
non-inclusive or inclusive preschool placement.
Kosloski, Elise, "What Attributes do Educators Use to Assign Early Childhood Special Education Students to a Federal Classroom Setting (Inclusion vs. Non-inclusion" (2022). Culminating Projects in Child and Family Studies. 40.