Abstract

One proven avenue to improving educational access and outcomes for all young children is to prepare teachers to address the educational needs of children with diverse abilities. While research shows that teachers who possess the requisite knowledge and skills are effective in supporting the educational needs of young children with disabilities, teacher education is challenged with adequately preparing teachers to effectively do so (American Association of Colleges for Teacher Education [AACTE], 2002; Couse & Recchia, 2011; Maxwell, Lim, & Early, 2006). The education of children with disabilities in the least restrictive environment has been law in the U.S. for 40 years, yet a divide remains between early education and special education in the preparation of teachers.