Promoting Inclusion in Child Care Centers: Learning from Success

Abstract

The purpose of this article is to share findings from research on nine child care centers that successfully provided child care for children with emotional and behavioral challenges alongside their peers without specific challenges (Brennan, Bradley, Ama, & Cawood, 2003). Following a brief overview of the research study, we focus a lens on the classroom, where staff selected and developed practices that included all children. The lens is then widened to view a broader picture of inclusion, such as the ways that the centers work with families, and the structure and culture of the organizations.