Inclusion:
Consulting Teacher Model wit Pre-Kindergarten Children with Disabilities

Historically, preschool students with disabilities have transitioned from one specialized and segregated setting into another. However, due to the advocacy efforts of parents and their involvement in early childhood special education, there has been an increase in the number of students with disabilities being educated in the mainstream (Howell, 1994). The success of including children with disabilities in the general education setting is dependent on general educational teachers’ willingness to be inclusive and their ability to make adaptations and accommodations for these children (e.g., Hasazi, Johnston, Liggett, & Schattman, 1994; McLeskey, Waldron, So, Swanson, & Loveland, 2001; Stainback, Stainback, Courtnage, & Jaben, 1985). This study will analyze and describe the quality and effectiveness of an inclusion model, Consulting Teacher Model, in meeting the needs of pre-kindergarten children with disabilities, ages three to five, who are included in pre-kindergarten general education classrooms.