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The First Installment of a Serial Novel on Inclusive Practices

I was intrigued to read "On the forms of inclusion: Organizational context and service delivery models" by Odom and colleagues. They have taken an important first step for the fields of early childhood education and special education by providing clear definitions of the ways in which preschool children currently receive inclusive services. The authors are to be commended for their empirical approach, purposively selecting 16 preschool programs around the nation to observe, interview, and evaluate. They engaged in an impressive number of child observations and assessments, interviews with professionals, administrators and staff, and document analysis. This is a remarkable, coordinated and concerted research effort, but I confess that, as a researcher and teacher, I wanted much more than the definitions and was disappointed by the scope of the article, knowing how much data had been collected on policy and outcome issues related to inclusion. I found myself reading this paper as though it was part of a serial novel, anxiously awaiting the next installment. I hope this is the first in a series of easily accessible papers to the public because this paper raises a multitude of questions. I urge these collaborators to provide us with information quickly on the following.