ABSTRACT
We believe that preschool services for children with and without special educational needs should be the foundation for high quality general and special education services for children and their families. This foundation is of particular importance for preschoolers (a) who have identifi ed behavioral and developmental diffi culties, (b) who live in
poverty and are at high risk for school failure, and (c) who are English language learners (ELL). Moreover, societal efforts to improve the educational status of preschoolers ought to be viewed as prevention services (cf. Conroy & Brown, 2004; Guralnick, 1998). Our purpose in this chapter is to provide information about contemporary educational efforts with preschool children and their families and to refl ect the evolving nature of programs for young children with or at risk for disabilities.
