This study focuses on elementary school structures for students entering preschool with identified disabilities and the systems that are enacted to ensure student success through the IEP process. It is my belief that educators have an ethical obligation to safeguard students are provided with inclusive educational experiences and opportunities in the primary stages of their educational career, and for some students, this opportunity begins in preschool. Research shows that all, general education and special-education students, benefit socially, emotionally, and academically from opportunities that inclusion provides. When schools provide parents with opportunities to share their feelings and develop IEP’s in true teamwork type fashion, students benefit. Co-teaching is a great way to increase student achievement, especially when inclusion is provided for students at a very young age and students are given the opportunity to be exposed to language and social-development. To ensure success, professional development must be allotted to teachers on a regular basis, in a coaching model, with coaching support to ensure teachers are supported with the transition.
