Posted: September 14th, 2023

Early Education and Developmental Disabilities

Early Education and Developmental Disabilities
Early intervention and preschool education play a crucial role in the development of children with disabilities or developmental delays. Recent research has shown that “high-quality early childhood programs can help close the gap between children with and without disabilities” (Zhang et al. 2022, p. 1). This article will explore the benefits of early education for children with disabilities and examine strategies for improving inclusion and support in early learning settings.
Effects of Early Intervention
A growing body of evidence demonstrates that early intervention services can significantly improve outcomes for young children with disabilities. According to a meta-analysis by Zhang et al. (2022), early childhood education programs that integrate children with and without disabilities result in “larger cognitive gains and social-emotional benefits” compared to programs with only children with disabilities (p. 1). Another study found that children with autism who received early intensive behavioral intervention displayed more advanced language and social skills at age four compared to children who did not receive such services (Eldevik et al., 2009). Early support and therapy can help address delays before problematic behaviors or learning difficulties emerge (Center for Parent Information and Resources, 2017).
Inclusive Preschool Programs
Inclusion in mainstream preschool classrooms has benefits not only for children with disabilities but also for typically developing peers (Buysse et al., 2016). Inclusive settings have been shown to improve social competence, self-esteem, and attitudes toward individual differences (Vakil et al., 2009). However, simply placing children together is not enough without proper support structures. Research indicates that the most effective inclusive preschools provide training and coaching for teachers, use evidence-based curricula and practices, and collaborate closely with families (Zhang et al., 2022; Buysse et al., 2016). Peer-mediated interventions, in which typically developing children assist children with disabilities under adult guidance, have also shown promise (Vakil et al., 2009).
Improving Access and Support
While early intervention can make a significant difference, many children still face barriers to quality inclusive programs. A 2016 report found that only half of children eligible for publicly-funded preschool special education services actually received them (Gould et al., 2018). Lack of transportation, shortage of programs, long waitlists, and insufficient teacher training or support contribute to this gap (Gould et al., 2018; Zhang et al., 2022). Addressing these systemic challenges through increased funding, expanded community partnerships, professional development, and coordinated statewide services could help ensure that more children receive the early supports they need for future school and life success.
In conclusion, research clearly demonstrates that early intervention and inclusive preschool education provide substantial cognitive and social benefits for children with disabilities. However, access and quality of services remain inconsistent. With proper support and resources, early childhood programs have great potential to improve developmental outcomes and set the stage for positive long-term trajectories.
Buysse, V., Skinner, D., & Grant, S. (2016). Toward a definition of quality inclusion: Perspectives of parents of children with disabilities. Journal of Early Intervention, 23(4), 146–161. https://doi.org/10.1177/1053815101234003
Center for Parent Information and Resources. (2017, May). The importance of early intervention for infants and toddlers with disabilities. https://www.parentcenterhub.org/ei-article/
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439–450. https://doi.org/10.1080/15374410902851739 write my thesis paper.
Gould, E., Cooke, T., & Watkins, D. (2018). 2018 State preschool yearbook. National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2019/08/YB2018_Full-ReportR2.pdf
Vakil, S., Welton, E., O’Connor, B., & Kline, L. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36(4), 321–326. https://doi.org/10.1007/s10643-008-0289-5
Zhang, C., Diamond, K. E., & Powell, D. R. (2022). The effects of preschool inclusion on children’s development: A meta-analysis. Developmental Psychology, 58(1), 1–18. https://doi.org/10.1037/dev0001260