Natural or Least Restrictive Environment
The INSPIRE ACTION framework was developed to assist those responsible for administrative oversight of local early childhood special education programs to identify and celebrate strong program components and to identify those program components most in need of improvement. The development was sparked by recognition that many local program leaders (e.g., Directors of Special Education, elementary principals, some special education coordinators) have limited knowledge of early childhood special education and are unable to consistently determine the presence or absence of ECSE program quality.
As you look at the resources and tools provided here, consider:
- What is the main focus and purpose of each resource?
- How does this information align with what you currently know and do in your work with young children and families?
- How will you integrate this information into your work?
- How might you share or apply this information in working with: Children? Families? Colleagues?
Definition
This component considers a program’s capacity to serve infants and toddlers in natural environments and place and serve preschool children in the least restrictive environment as those terms are defined within Part C and Part B of IDEA. This component does include appropriate documentation on a child’s IFSP or IEP but does not include attributes of service delivered in natural or least restrictive environments.
Professional Standards
- Proposed Benefits of Inclusive Programming, Early Childhood Technical Assistance Center (ECTA)
- DEC Recommended Practices
DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.
- Minnesota Early Childhood Indicators of Progress (ECIPs)
The ECIPs are Minnesota’s early learning standards. Revised and expanded in 2016, these standards are a framework for a common set of developmentally appropriate expectations for children ages birth to kindergarten, within a context of shared responsibility for helping children meet these expectations. The ECIPs are aligned to the Minnesota Kindergarten Academic Standards.
Foundational Resources: Understand the Basics
- Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs, U.S. Department of Health and Human Services, U.S. Department of Education, September 14, 2015
- Head Start
- In-service Suites - Environment and Engaging Interactions
Head Start. View videos designed for early childhood practitioners in classroom and program settings. These short presentations review best practices recommended for all children, regardless of their developmental profile. - Environments Tip Sheets
Provides practical tips and practices for creating environments to support learning for all children at home and within a site-based program. - Adaptations for Children with Disabilities
Provides suggestions on how to embed adaptations for children with disabilities.
- In-service Suites - Environment and Engaging Interactions
- Universal Design for Early Learning Checklist
Building Inclusive Child Care, Northampton Community College. Offers considerations and checklists for creating inclusive environments that will meet the needs of the widest diversity of learners. Considerations and checklists are based on three principles of universal design--using multiple means of presentation, expression, and engagement.
Readiness Resources: Deepen Knowledge and Prepare to Implement
- Center for Inclusive Childcare Self-study Modules
- Early Childhood Inclusion - Best Practices
Wisconsin Department of Children and Families. A guide that shares best practices on all components needed to create inclusive settings in which very young children are found. The guide includes tools and research to support its recommendations. - Impact - Feature Issue on Early Childhood Education and Children with Disabilities
Institute on Community Integration, University of Minnesota. Comprehensive publication that pulls together applied research, personal stories, case studies and extensive resources that serve to address the question of how professionals and families can provide inclusive, high-quality education to children with and without disabilities.
Implementation Resources: Apply and Practice
- Early Childhood Technical Assistance Center (ECTA)
- Recommended Practices - Environment
- 2016 Inclusion Webinar Series
- National Early Childhood Technical Assistance Center (NECTAC)
- Quality Indicators of Inclusive Early Childhood Programs/Practices
This publication offers considerations for inclusive programming, observation rating tools, child-focused and collaborative practices, and indicators of high quality in all programming components.
- Quality Indicators of Inclusive Early Childhood Programs/Practices
PDF-Guided Resources and Support
Please contact your regional PDF if you have investigated all resources provided here, but continue to have questions or concerns related to this core component of INSPIRE ACTION.
If you have an additional resource that supports professional development in this core component, please share it with your regional PDF. Your participation in this site's continued growth is encouraged and welcome!
