You are here: The Institute for Children, Youth & Families > Projects for Community Inclusion > Michigan Early Childhood Inclusion Project > Inclusion in Michigan > Challenges

• Home
• About Us
• Advisory Group
• The Law
• What Is Inclusion?
• Benefits of Inclusion
• Inclusion in Michigan
  
  • Facts
  • Challenges
  • Champions
• Resources
• Links
  
  • World-Wide Resources
  • National Resources
  • Michigan Resources

Challenges

The Michigan Early Childhood Inclusion Project identified a number of barriers to inclusion although there are others:

• Ready access to statistical data has made planning difficult at state and local levels.
  
  
• At the state level implementation of inclusion has been slow because the previously developed system to provide services for children with disabilities was well-established. New collaborative relationships are required between professionals.
  
  

  "In my opinion, Michigan has a very open, preventive approach to eligibility for disability services for preschool children so we provide services for a large number of children with disabilities and were doing this prior to the reauthorization of IDEA. We had a whole system in place, generally in segregated provision, so now that we want to implement inclusion, systems and funding for individual children have to be unraveled. This is complex and various models are in operation throughout the state. Those states that were not providing services at all or minimally for children with special needs prior to changes are in a better shape now with inclusive practice" (Special Education Supervisor, Intermediate School District).

  
  
  
• The lack of consistency in the information about service availability and rights creates problems for families wanting to access services which would best meet their needs and those of their child.
  
  
• Transitions between services for 0-3 and 3-6 year olds are hampered by the general lack of a range of childcare and education places.
  
  
• Concern about the additional cost for parents and providers (staff training, adaptations and equipment, liability etc.) of providing care for children with disabilities.
  
  
• Attitudes and beliefs of a few special education teachers and parents that until all the components of an inclusive program are in place, the needs of some children with disabilities are best served in a segregated setting.
  
  
• Communication between professionals with parents can be problematic at various points in the system, e.g. from determining eligibility and support and ensuring services are provided