Dissertation Defense Announcement Ph.D. in Education Program: Karin Garver “Levers for Preschool Inclusion: An Examination of Policy Ambiguity, Access, and Funding Formulas”

Despite longstanding federal requirements and a growing body of research supporting the inclusion of preschool-age children with disabilities in classrooms with their typically developing peers, rates of inclusion for preschoolers with disabilities remain low nationally and vary widely across states. Guided by Ecological Systems Theory and the Ambiguity-Conflict Model of policy implementation, this study examines whether expansion of state-funded preschool, differences in state inclusion policy strength, and differences in how states fund special education are associated with rates of preschool inclusion. Using a mixed-methods design, the study combines longitudinal quantitative analyses of state-level preschool inclusion and enrollment data from 2013–14 through 2023–24, a cross-sectional analysis of state inclusion policy strength in 2023–24, and an exploratory comparative analysis of special education funding and governance approaches in states with the highest and lowest rates of preschool inclusion.

Results indicate that states with higher rates of preschool enrollment tend to have higher rates of inclusion; however, this relationship is largely driven by stable differences between states rather than changes within states over time. Within-state increases in preschool enrollment are not consistently associated with increases in inclusion, and lagged models provide little evidence of delayed effects. Policy strength is modestly associated with inclusion, but leaves substantial cross-state variation unexplained. An exploratory study of the 10 states with the highest and lowest rates of inclusion for preschoolers with disabilities revealed no clear school special education funding policies associated with higher or lower rates of inclusion.

These findings suggest that increasing rates of preschool inclusion may require more targeted policy supports, as expanding preschool access alone is unlikely to produce substantial increases in inclusion. Findings also suggest that the body of research on how special education is funded, especially for children under age 5, is insufficient to determine how different approaches may positively or negatively impact rates of inclusion.