**11. Conclusion**

Quality inclusion of young children in early care and education settings requires assistance from a variety of agencies, disciplines, and partners. EC program leaders are critical agents closer to practice and responsible for program implementation and for supporting and guiding quality service provision to children with disabilities and their families.

This chapter aimed to assist EC program leaders in identifying, developing, and sustaining inclusive opportunities within high-quality early childhood programs for children with disabilities by addressing program factors that impact the service provision for young children with disabilities eligible for special education services. Although this chapter focuses on the inclusion of young children with disabilities

**325**

**Author details**

Sara Movahedazarhouligh

provided the original work is properly cited.

Wilmington, NC, USA

*Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early…*

in educational settings, it is the shared vision of an ideal society that all people be meaningfully included in all facets of society throughout their lives. This can begin in EC education and care programs and continue into schools, workplaces, and the

Department of Early Childhood, Elementary, Middle, Literacy, and Special Ed., Watson College of Education, University of North Carolina Wilmington,

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

\*Address all correspondence to: movahedazarhoulighs@uncw.edu

*DOI: http://dx.doi.org/10.5772/intechopen.96511*

broader community and society.

*Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early… DOI: http://dx.doi.org/10.5772/intechopen.96511*

in educational settings, it is the shared vision of an ideal society that all people be meaningfully included in all facets of society throughout their lives. This can begin in EC education and care programs and continue into schools, workplaces, and the broader community and society.
