Preschool Inclusion/LRE
“Inclusion, as a value, supports the right of all
children, regardless of abilities, to participate actively
in natural settings within their communities. Natural settings
are those in which the child would spend time had he or she
not had a disability. These settings include, but are not
limited to: home, preschools, nursery schools, Head Start
programs, kindergartens, neighborhood school classrooms,
childcare, places of worship, recreational (such as community
playgrounds and community events) and other settings that
all children and families enjoy. Inclusion is more than a
setting. A defining characteristic of inclusion is the active
engagement and participation between children with and without
disabilities in the context of educational and community
settings.”
Excerpt from Division for Early Childhood of the Council
for Exceptional Children “Position Statement on Inclusion”,
Adopted 1993, Reaffirmed 1996. Please see http://www.dec-sped.org/positionpapers.html to view the entire document.
 Early
Childhood Special Education Least Restrictive Environment
(LRE) Guidance Paper 
One
of Us: Access and Equity for All Young Children (updated 11/22/05)
The purpose of this Guidebook is to encourage and promote
increased access for preschoolaged children with disabilities
to be educated with their typically
developing peers in preschool programs
Dual Eligibility
Please refer to this document when determining placement
for young children who are eligible for Prekindergarten
and/or Early Childhood Special Education
services.
Materials from the Early Childhood Special Education
Educational Environmental Codes Training
Early
Childhood Special Education Educational Environments Codes
Worksheet
for determining the ECSE Educational Environment
Educational
Environments Code Training Presentation 
Early
Childhood Special Education Educational Environment
Scenarios
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