Competencies for Early Childhood Educators in the Context of Inclusion: Issues and Guidance for States

National Professional Development Center on Inclusion
August, 2011

This concept paper identifies issues and provides guidance to states as they develop, revise, and utilize early educator competencies in the context of inclusion. Key issues include ensuring: 1) that early educator competencies reflect knowledge, skills, and emerging research on effective practices for working in inclusive settings with children with and without disabilities and with children who are Dual Language Learners and 2) that early educator competencies that support inclusion are linked with quality professional development opportunities, accountability systems, and other components of a comprehensive early childhood system. 

Citation: National Professional Development Center on Inclusion. (2011, August). Competencies for early childhood educators in the context of inclusion: Issues and guidance for states. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.