**7. Implementing evidence-based inclusive models, frameworks, and practices**

EC inclusive practices can be implemented in various settings where children with disabilities are included alongside their typically developing peers. EC Leaders need to put considerations for staffing, classroom configurations, and service delivery that have guidelines for class size and staffing standards, procedures for the ECSE classrooms' caseload, requirements for teacher licensure and/or endorsement in each program, physical space in the classroom, and other factors impacting teaching and learning practices. That way, they can ensure that all children's needs are met, including the unique needs of children with disabilities.

There are several classroom considerations for providing special education and related services in inclusive settings. Below is a list of common models recommended for inclusive education. EC leaders need to make sure collaboration among professionals and paraprofessionals, including related service providers, happens smoothly and professionally. Team members from different disciplines work together to plan and implement an appropriate educational program for the child with a disability. Below some of the current inclusive instruction models are presented. These inclusive instructional models apply to children with disabilities between three to five who transition to preschool settings.
