About NPDCI

• Overview
• Rationale
• Proposed Work
• Unique Features
• Funding
• Staff
• National Advisory Board
• Leadership Team
• Work Groups

Rationale

The number of three- to five-year-olds with disabilities in regular classrooms has been on the rise for the past decade, according to the U.S. Office of Special Education Programs. But teacher preparation programs have not kept up. A study by FPG researchers published in the Journal of Early Intervention found that while early intervention and special education is part of the mission of many programs, coursework and training often fall short. The majority of early childhood personnel are not adequately prepared to modify teaching methods and curriculum to ensure full participation of children with disabilities.

There is a national need for an integrated, cross-agency system of professional development to define what is meant by highly qualified personnel in inclusive settings.