ABSTRACT
Students with disabilities are often included in general education kindergarten classrooms because they are the least restrictive environment. These students can be identified as having developmental or other disabilities as defined by the Individuals with Disabilities Education Act (IDEA, 2004). Kindergarten teachers provide interventions and supports to ensure all students reach their social, behavioural, and academic goals. These supports begin with organising the environment and establishing a climate of inclusion in the classroom. Once this supportive environment is established, social, behavioural, and academic interventions can be implemented.
