These beliefs fit very well with the parents'. In other programs we have observed, teachers' beliefs about the types of classes or activities that provide for inclusive experiences for young children with disabilities have clashed. What is important in planning for inclusion is to be explicit in discussing beliefs that all participants hold. In our research, we found that most successful inclusive programs view inclusion as that starting point for all children. Programs may need to make special accommodations to make the inclusive experience successful.
Collaboration is the cornerstone to effective inclusive programs.
Successful programs have teachers that communicate with one another, hold similar philosophies of early childhood education or have respect for different philosophies, and plan together. In Jimmy's program, the early childhood teacher met weekly with the itinerant teacher to discuss Jimmy's program and plan activities, while the assistant teacher helped out in the classroom on a daily basis, working with Jimmy and other children in the classroom. Specialized instruction is an important component of inclusion. Participating in community-based early childhood programs is necessary but not always sufficient for implementing full inclusion. Specialized instruction can be delivered through a variety of effective strategies, many of which can be embedded in ongoing classroom activities.