When Dylan turned 3, the district staff recommended a special education preschool class with a 50-50 ratio of students with and without disabilities. 

They argued this met the criteria for the Least Restrictive Environment (LRE).

My husband and I felt differently. A 50-50 ratio wasn't a natural proportion of children with and without disabilities. 

We wanted Dylan to attend a community preschool, where he could learn and grow alongside his peers in a truly inclusive setting.
 

Despite multiple IEP meetings, we couldn’t reach an agreement with the district. 

Ultimately, we filed for a due process hearing based on the LRE principle. 

With the support of The Legal Center of Colorado (now known as Disability Law Colorado), we settled during mediation.
 

Dylan went on to attend a community preschool. 

He thrived in that environment—loved his teachers, made friends, and grew socially and academically.

The district paid the preschool tuition (remember what F stands for in FAPE) and providing an early childhood teacher to collaborate with the preschool staff.

What the Data Shows Today

Fast forward to 2023. I look at the Office of Special Education Programs (OSEP) data on inclusion for children aged 3-5 with intellectual disabilities, and I’m discouraged.
 

Here are some findings:

• During the 2023-2024 school year, 23.96% of children ages 3-5 with intellectual disabilities attended and received services in a regular early childhood program.
• Compare this to children with developmental delays (48.29% inclusion) or emotional disturbances (63.8% inclusion). The gap is clear and concerning.
   

This data shows that while some children with disabilities are being included in regular early childhood programs, children with intellectual disabilities are still left behind.

Want to see other data about children 3-5 years old?  Click here.

Why This Matters

When children are segregated in preschool, it sets a troubling precedent for their future. 

If they aren’t included at age 3, what happens in kindergarten, elementary school, or beyond?
 

My husband and I fought for Dylan because we believed that inclusion at an early age was essential. 

We hoped to set a precedent for other families, but looking at this data, it’s clear that we still have so much work to do.
 

A Challenge for Change

This data isn’t just numbers on a page—it’s a challenge to change.

Each number represents a child, a family, a future. 

Because when inclusion starts early, it lays the foundation for lifelong success. 

Let’s not wait another decade to make progress. 
 

Keep Driving the Change—Because Your Child Deserves Nothing Less. 

Persuasive action isn't just a step forward; it’s the momentum that turns possibility into reality. 

Let’s keep pushing, because your child’s future is worth every effort.

P.S.  Share Your Success Stories: Stories like Dylan’s show that inclusion isn’t just an idea—it’s a reality in communities across the country, and your child's story could inspire others to make it happen too.

P.S.S. Feeling stuck or unsure about your next steps? Let’s chat! 
Book a free 30-minute phone consultation where we’ll:

1. Dive into what’s happening at school and the outcomes you’re aiming for.
2. Develop three personalized advocacy action steps unique to your situation.
3. You'll receive a written summary of your Advocacy Action Plan after the call.

This is your chance to get clarity, actionable steps, and a plan to move forward. Click here to book your free consultation now! 
Let’s get some change going for your child!