INCLUSION IN THE CONTEXT OF COMPETING VALUES IN EARLY-CHILDHOOD EDUCATION

Inclusion of preschoolers with disabilities in programs for typically developing children has a strong legal, rational, moral, and empirical basis. Despite this compelling foundation, however, the desirability of inclusion continues to be debated and acceptable options for inclus ive placements are often difficult to find. In this paper, we argue th at professionals and parents are often placed in a position in which i nclusion must be weighed against other compelling values in making dec isions about placements for children. We describe three competing valu es-high-quality programs, specialized services, and family-centered pr actices-and demonstrate how in many communities these values and inclu sion are difficult to achieve simultaneously. We argue that placement in inclusive settings should be a goal for all children with disabilit ies, but that placements should also be of high quality, sufficiently specialized, and consistent with family priorities. We conclude with a series of recommendations for changes needed if this goal is to be at tained.