Both general early childhood and early childhood special education teachers could provide this information as the scope and sequence of normal early childhood development and knowledge of general early childhood curricula are included in their training. Also, it may be helpful to note that many LEAs have utilized preschool grant funds to identify and maintain ongoing linkages with programs available to all young children in their community through representation on early childhood councils or other community networks. LEAs that do not operate programs for non-disabled preschool children are not required to initiate those programs solely to satisfy the requirements of placement in the least restrictive environment. However, districts are required to consider alternative methods to ensure that preschoolers with disabilities receive their educational programming in the least restrictive environment. Developing options which provide opportunities for interaction between preschoolers with disabilities and their nondisabled peers, even part-time, will assist LEAs in addressing this requirement for three and four year olds.
Many young children engage in challenging behavior in the course of early development.
The majority of these children respond to developmentally appropriate management techniques. Every parent, including parents of young children with disabilities, wants his or her child to attend schools, child care centers, or community-based programs that are nurturing and safe. Many young children engage in challenging behavior at various times during their early development. Typically, this behavior is short-term and decreases with age and use of appropriate guidance strategies. However, for some children these incidences of challenging behavior may become more consistent despite increased adult vigilance and use of appropriate guidance strategies.