Early Intervention Strategies for Diverse Learners in Inclusive Early Childhood Settings

The purpose of this chapter is to underscore the key role that early childhood educators play in preparing diverse students receiving early intervention services in inclusive settings. We discuss the general goals of US special education policy (Part C services under IDEA), including the focus on infants and toddlers with or at risk for developmental delays, the importance of family-centeredness, and preparing students for inclusive settings. To counter the disparities in referral, screening, and intensity levels of intervention that exist in early intervention services related to race, ethnicity, and income, scholars have emphasized the need for culturally responsive pedagogical approaches that reframe learning to incorporate students’ backgrounds and experiences to foster success. In this chapter, we provide guidance on culturally responsive strategies and practices to serve diverse early childhood learners. We focus on the significance of classroom design, representative materials, and the homeschool partnership in making learning representative of all students. In each section, we offer guiding questions to help teachers reflect on their practices and to consider various strategies that can support all learners inclusively.