Learning Together: Why Inclusive Preschool Classrooms Help Every Child Thrive

At All Superstars Preschool, we believe every child deserves two powerful things at the same time: a true sense of belonging and the support they need to succeed.

That’s the heart of inclusive early childhood education—welcoming children with disabilities and developmental differences into everyday classrooms with their peers, while thoughtfully adapting the environment and teaching so each child can participate in meaningful ways. Major early-childhood organizations describe inclusion through three key ideas: access, participation, and supports.

This post is written for families—so we’ll keep it warm and practical—while also grounding the “why” in research. If you'd like to read a more in-depth piece on this topic, please click here.

What inclusion means in a preschool setting

Inclusion is not just “being in the same room.” It means children with and without disabilities learn, play, and build friendships together—with adults intentionally designing routines so every child can engage successfully. National guidance from the U.S. Department of Education and HHS emphasizes that children with disabilities should have access to high-quality early childhood programs with the individualized and appropriate supports that help them fully participate and meet high expectations.

That’s why at All Superstars Preschool we don’t treat inclusion like a seat assignment—we treat it like a plan.

Why inclusive classrooms benefit children with disabilities

1) More natural opportunities for communication, play, and friendship

In preschool, children learn social and communication skills all day long—in blocks, dramatic play, snack time, playground games, and group activities. Research reviews of early childhood inclusion describe how peer interaction and daily routines can support development when the classroom is structured to help children participate.

That’s why at All Superstars Preschool we intentionally build “connection moments” into the day.

• We use partner activities ("turn and talk", buddy clean-up, shared art projects) so children practice social skills in low-pressure ways.

• We model simple scripts (“Can I play?” “My turn?” “Help please.”) and reinforce them during play.

2) Stronger learning through “embedded teaching” in real routines

One research-supported approach is embedded instruction—teaching a child’s goals within everyday activities (play centers, songs, lining up, snack). A systematic review and meta-analysis supports embedded instruction as an evidence-based practice for young children with disabilities, including in inclusive settings.

That’s why at All Superstars Preschool we teach skills where they naturally happen.

• If a child is working on requesting, we practice it during snack (“cracker please”) and play (“more bubbles”).

• If a child is working on following directions, we practice it during transitions (“hands on head,” “walk to the door”)—not only at a desk.

3) Inclusive classrooms can be high-quality—when supports are real

A big lesson from the research is that inclusion works best when the setting includes appropriate supports and intentional instruction—not just physical placement.

That’s why at All Superstars Preschool we focus on participation, not perfection.

• We adapt activities (shorter steps, visuals, choice-making) so children can join in at their level.

• We celebrate progress that matters: engagement, comfort, communication, confidence, and relationships.

Why inclusive classrooms benefit children without disabilities, too

Inclusive classrooms help all children practice the “real-life skills” we want in a community: empathy, patience, leadership, and understanding that people learn differently. Inclusion can support positive attitudes and social-emotional growth when implemented thoughtfully.

Here at All Superstars Preschool we teach kindness as a classroom skill.

• We use simple language: “Different brains learn in different ways.”

• We model inclusion: inviting a friend into play, offering choices, celebrating effort.

• We praise prosocial behavior (“You noticed your friend needed space—great caring!”).

  
  

The honest truth: inclusion isn’t “magic”—it takes the right supports

A major meta-analysis (and related review summaries) found that the overall effects of inclusion across studies can be mixed or neutral on average—meaning outcomes depend a lot on how inclusion is implemented and what supports are provided.

In plain terms: inclusion is powerful when it’s supported well.

That’s why at All Superstars Preschool we plan supports before problems happen.

What we do to make inclusion work day-to-day (with real examples)

Support 1: Predictable routines + visual supports

Many children thrive when the day is predictable.

Here at All Superstars Preschool, we use visual schedules and clear routines to lower stress and improve participation.

• We preview the day (“First circle time, then centers, then snack…”)

• We use picture cues for key steps (wash hands, pack up, line up).

  These kinds of environmental supports align with recommended practice frameworks that emphasize designing environments and instruction to promote participation.

Support 2: Small-group “reset” options when group time is overwhelming

For example—circle time can be hard for some children.

That’s why at All Superstars Preschool, if a child is struggling during circle time, we bring them to a smaller, quieter classroom area with fewer stressors.

• We may shorten the demand (“Join for the song, then take a break.”)

• We build back gradually (“Two minutes today, three tomorrow.”)

• We keep it shame-free: breaks are a tool, not a punishment.

Support 3: Peer support and “buddy” strategies

Peer-mediated approaches can help increase social interaction and social skills, including for children with autism.

Here at All Superstars Preschool, we use peer buddy moments in structured ways.

• We pair a child with a supportive peer during centers (puzzles, building, art).

• We teach peers how to invite play (“Want to build with me?”), how to wait, and how to celebrate a response.

Support 4: Flexible ways to participate

Participation doesn’t have to look identical for every child.

That’s why at All Superstars Preschool we offer multiple “entry points” into the same activity.

• During art: one child paints freely, another stamps shapes, another uses a pre-cut collage.

• During music: one child sings, another uses instruments, another watches and joins the final chorus.

Support 5: Family partnership and team coordination

Inclusion works best when families and educators share a plan and communicate regularly—this is emphasized in national guidance and professional practice frameworks.

That’s why at All Superstars Preschool we build a simple, consistent communication loop with families.

• What helped today? What was hard? What can we try tomorrow?

• We invite caregivers to share what works at home, including calming strategies, favorite motivators, and early warning signs.

• Before a child enrolls at one of our preschools, we have a meeting with the child and their family along with the school's director and classroom lead. This allows us to gather as much information about the child's specific needs, at-home routines and triggers.

When things get difficult: “fallback” options that protect the child and the classroom

Sometimes a child has a tough season—more dysregulation, more anxiety, more difficulty in group settings. Planning for this isn’t pessimistic; it’s compassionate.

In special education, a guiding concept is the Least Restrictive Environment (LRE)—supporting children alongside peers without disabilities to the maximum extent appropriate, with a range (continuum) of options available as needed.

Here’s how we think about fallback supports at All Superstars Preschool:

Option A: “Support first” (before changing anything big)

That’s why at All Superstars Preschool we first adjust supports—not expectations.

• More visual prompts

• Shorter group demands

• More movement breaks

• More structured peer support

Option B: Partial participation (blended approach)

Here at All Superstars Preschool, we may use a blended schedule within the day.

• Join circle time for greeting and song, then transition to a calmer small-group space

• Return for story time or a preferred group activity. This aligns with the idea of maintaining inclusion while individualizing supports.

Option C: A calm, short-term “regulation plan”

That’s why at All Superstars Preschool we use a calm plan when behaviors are telling us a child is overwhelmed.

• Safe quiet space (not isolation as punishment—regulated support)

• Co-regulation with an adult (breathing, sensory tools, predictable script)

• Gradual re-entry when ready

Option D: If needs remain high, we revisit the plan with the family

If a child is consistently distressed or safety is an issue—even after strong supports—then it may be time for a deeper team conversation about next steps, using the continuum of options thoughtfully and temporarily when possible.

And that’s why at All Superstars Preschool we frame changes as support decisions, not “giving up.”The goal stays the same: belonging, progress, and wellbeing.

What parents can look for in a strong inclusive preschool

If you’re evaluating (or partnering with) an inclusive program, these are good signs:

• Staff talk about supports and participation, not just “placement”

• Visual routines, predictable transitions, and flexible instruction

• A plan for tough moments that is calm, safe, and respectful

• Consistent family communication and shared strategies

Inclusion is belonging—with a plan behind it

Inclusive preschool is one of the earliest places children can learn a lifelong lesson: “I belong here.” When inclusion is thoughtfully supported—with strong routines, flexible instruction, peer connection strategies, and loving fallback options—it can help children with disabilities grow, help peers learn empathy and leadership, and help the entire classroom feel like a community.

References (parent-friendly, APA-style)

• Division for Early Childhood (DEC) & National Association for the Education of Young Children (NAEYC). (2009). Early childhood inclusion: A joint position statement. 

• U.S. Department of Health and Human Services & U.S. Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs. 

• Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344–356.

• Dalgaard, N. T., et al. (2022). Effects of inclusion on academic achievement and psychosocial adjustment of children with special educational needs: Systematic review and meta-analysis. Campbell Systematic Reviews. 

• Chang, Y.-C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder.

• Gülboy, E., Yucesoy-Ozkan, S., & Rakap, S. (2023). Embedded instruction for young children with disabilities: A systematic review and meta-analysis. Early Childhood Research Quarterly. 

• Division for Early Childhood (DEC). (2014). DEC Recommended Practices in Early Intervention/Early Childhood Special Education. 

• Early Childhood Technical Assistance (ECTA) Center. (2025). Preschool LRE reference points and discussion prompts.

• Frank Porter Graham Child Development Institute (FPG). (n.d.). Determining LRE placements for preschool children.