The restructuring of programs for young children with disabilities from segregated to inclusive services is a significant and complex change within the community, the families of young children, the community preschool program, and the school district. People from each of these entities hold a stake or a special interest in the success of the inclusive program. These "stakeholders" must be included in planning and implementing the change to an inclusive program in order to make it a success.

• Community Stakeholders
  Include individuals from the community who are involved and interested in issues of the care and education of young children.
  • State regulatory and licensing agency personnel
  • Local advocacy and service organization members (i.e., ARC, Optimists, Rotary club, Down Syndrome Guild)
  • Other child service agencies (i.e., child care referral agency, YMCA)

 

• Families of Young Children Stakeholders
  • Parents of young children with disabilities
  • Parents of children attending the community preschool
  • Parents of other typically developing children in the community

 

• Community Preschool Stakeholders
  • Program Owner
  • Program Director
  • Classroom Teachers
  • Board of Directors

 

• School District Stakeholders
  • Special Education Administrators
  • Regular Education Administrators
  • School Board Members
  • Building Level Planning Committee Members
  • Special Education Cooperative or Consortium Administrators
  • Special Education Teachers
  • Regular Education Teachers
  • Support Service Personnel

 

Adapted from: Thompson, B., Wickham, D., Wegner, J., Ault, M., Shanks, P., & Reinertson, B. (1993). Handbook for the inclusion of young children with severe disabilities. Lawrence, KS: Learned Managed Designs, Inc.