2025 International Inclusion Institute

State education agencies play a critical role in supporting school districts to collect and utilize data effectively, enabling them to plan, evaluate, and enhance programs designed to support young children with disabilities in accessing, participating, and achieving high expectations within inclusive early childhood settings. This session will explore the data that states are mandated to collect as part of the Annual Performance Report (APR), specifically focusing on the types of programs attended by preschool-aged children with disabilities and the environments in which they receive special education and related services. Participants will also gain insights into additional key data that districts can leverage to ensure inclusive opportunities for every child, evaluate the quality of early childhood programs, and assess outcomes for both children and families. Finally, this session will emphasize the importance of regular data review and analysis to promote accountability, strategic planning, and continuous program improvement. Through a combination of presentations and interactive discussions, attendees will examine national, state, and local data trends and their practical application in expanding inclusive opportunities for young children with disabilities. Participants will also have the opportunity to share experiences and strategies, fostering mutual learning and collaboration.

Making individualized Least Restrictive Environment (LRE) placement decisions by first considering a regular early childhood program is a requirement under IDEA. Join the conversation to explore key data, factors, and leveraging points of your state, district and local community to identify:where children are who are key partners;which policies influence your actions, how funding sources may be used, and a commitment to action to support and expand inclusive opportunities for young children with disabilities. Tools and resources will be shared.