High Quality Pre-K Starts with Supported Teachers: Strengthening Curricula for Students with Disabilities

Early educators know the importance of using a preschool curriculum in ways that meet children’s ability levels. A skilled pre-K teacher would not give a 3-year-old a calculator and a math worksheet to learn addition, nor would they give a 4-year-old a laptop to write a summary of Green Eggs and Ham. Understanding children’s developmental levels is key to understanding how to foster their learning. For children with disabilities, strong educators incorporate knowledge of specific disabilities into their teaching methods while also considering each individual’s strengths and challenges. For instance, teaching a young child with autism may involve more attention on language and social skill development, whereas teaching a child with Down syndrome might emphasize building motor and cognitive skills.

Preschool classrooms where children with and without disabilities learn side-by-side are beneficial to children with disabilities, increasing their academic, developmental, and social outcomes. However, according to a 2024 report from the National Academies of Sciences, Engineering, and Medicine, few pre-K curricula provide strategies for children with disabilities or target their developmental needs. Of the curricula that exist, there is insufficient evidence of their effectiveness for children with disabilities. Furthermore, many early educators do not receive robust preservice or in-service training on supporting children with disabilities and developmental delays. High-quality interactions between adults and early learners with disabilities are critical to successful inclusion classrooms, but funding levels and training requirements vary across states, localities, and early learning settings. One pre-K educator may take relevant coursework in a teacher preparation program, while another may not. A large community-based preschool may work with coaches and specialists throughout the year while a home-based provider in the same community may not have access to such resources. When asked whether their curriculum materials meet the needs of their students with disabilities, a 2024 RAND survey found that about one quarter (23 percent) of public school-based pre-K teachers somewhat or strongly disagreed.

“The ease or challenge of adaptation largely depends on the educator’s skill, knowledge, and experience. A curriculum is only as adaptable as the teacher implementing it,” says Monica Jackson, owner and educator at Jackson Child Care in Springfield, Virginia. “An experienced educator approaches this with an understanding of both the curriculum and the child’s individual needs, gauging skill levels and making thoughtful, developmentally appropriate modifications without losing the learning goal.” Jackson emphasizes the importance of inclusion when modifying activities for students with disabilities. “For example, if a paint activity requires fine motor skills that a child is still developing, I might adapt the tool, such as gluing a sponge to the base of a bottle cap or cork that fits comfortably in the child’s grasp, so they can participate seamlessly alongside their peers. This approach keeps the activity inclusive, meaningful, and accessible for all learners.”

Wafa Aldabsheh, founder and educator at Adam Learning Center in Tysons, Virginia, notes that changing lessons to fit the needs of children with disabilities and developmental delays ranges from easy to challenging depending on the situation, and through extra planning and collaboration with families and specialists, “it feels great to see each child grow and succeed at their own pace.” She uses a variety of strategies to adapt lessons to meet children where they are. “I make sure activities are right for their age and abilities by breaking tasks into smaller steps, using pictures or visual helpers, adding sensory friendly materials, and giving different ways to join in.”

Specialists from local school districts can provide strong support for early educators in adapting curricula for children with disabilities. Jackson’s program collaborates closely with a specialist from the local elementary school who customizes a student’s activities to match her lesson plan goals while also supporting the child’s individualized education plan. The program has collaborated with the same specialist for over a decade, and the partnership “has consistently produced positive results” Jackson says. “Ongoing teamwork among educators, specialists, and families further strengthens this process.”

Jackson and Aldabsheh both noted the desire for more access to high-quality, hands-on training, such as workshops that allow educators to share ideas, practice new strategies, and observe examples in person. States such as Ohio and Vermont are stepping up efforts to provide early educators with free training on creating inclusive early learning programs. It is important that such efforts include guidance on curriculum selection and application.

The National Academies’ report points out that addressing curricular needs of preschoolers with disabilities can improve every child’s learning experience: “All children require some level of individualized support and accommodation, and while these needs may be more pronounced for children with disabilities, the skills that general education teachers develop to teach children with disabilities more effectively will ultimately benefit all children.” As Jackson puts it, “Our guiding principle is: if one child benefits from a support, all children can benefit from it in varying ways. Knowing each child well and understanding their unique needs within a group setting is key.”