ABSTRACT Inclusion means that students with disabilities have access to high-quality and effective instruction, as well as specialized services as needed, within least restrictive environments. We believe there are no limits on who can or should participate in and benefit from inclusion and we were interested in perceptions resulting from professional development designed to support including young children with disabilities in classrooms with their natural neighbors and peers. We present reflections from application of a community of practice model in which university-based faculty worked closely and collaboratively with community college instructors to infuse ideas, concepts, and content from the field of special education into associate degree early childhood education coursework.

中文翻译：

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关于通过协作专业发展模式在幼儿社区大学课程中注入循证包容实践的思考

摘要 包容性意味着残疾学生可以在限制最少的环境中获得高质量和有效的教学以及所需的专业服务。我们相信，谁可以或应该参与包容并从中受益是没有限制的，我们对专业发展产生的看法很感兴趣，这些观念旨在支持将残疾幼儿与他们的自然邻居和同龄人一起在教室里。我们提出了实践社区模式的应用反思，在该模式中，大学教师与社区学院教师密切合作，将特殊教育领域的想法、概念和内容注入副学士学位早期儿童教育课程。