lose sight of the real problem but in this case the problem is lack of quality programs for all children , as Allen and Cowdery ( 2015 ) state : “ Investing public money in segregation rather than inclusive facilities should be seen as a setback-philosophically and financially-in meeting the developmental needs of all children ” ( p . 15 ). In short , the best way to move forward is to use public money to strengthen existing programs and support teaching teams as they endeavor to put the needs of all children first in an Inclusive Early Childhood Education program .
A picture of an Early Childhood Inclusive space begins with the teacher or team of teachers ; professionals who are highly educated in their field , devoted to their work and committed to the teamwork aspect that is required for the success of such programs . Melissa Ferry states , “ Research studies have shown that co-teaching can be very effective for students with special needs , especially those with milder disabilities such as learning disabilities . When implemented correctly , co-teaching can be a very successful way to teach all students in a classroom setting ” ( 2013 ). Ferry continues to discuss that poorly executed co-teaching models can do more damage than good , so it is important to build a team that communicates effectively and seeks outside help when needed ( 2013 ). An article written by Tim Villegas ( 2017 ) gives a definition and responsibility of co-teaching : “ Co-teaching — also referred to as team teaching or collaborative teaching , two teachers ( one special and one general education ) work together in a ‘ flexible and coordinated way ’