Dear Colleague Letter - LRE 2017 - Inclusive Preschool Education for Children with Disabilities

Oct 10, 2026

Letter from the U.S. Department of Education’s Office of Special Education Programs reaffirming that young children with disabilities should access inclusive, high-quality early childhood programs with individualized and appropriate supports. It reviews progress in expanding preschool and describes federal efforts to improve access and quality, including Preschool Development Grants and Head Start expansion. It updates the 2012 Dear Colleague Letter to reiterate least restrictive environment (LRE) requirements, reporting of educational environments data, and use of IDEA Part B funds.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Dear Colleague

Inclusive early childhood access and individualized supports

Federal efforts to expand quality programs

Policy update and LRE requirements under IDEA

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES January 9, 2017 Dear Colleague: We are writing to reaffirm the position of the U.S. Department of Education (ED or Department) that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to enable them to meet high expectations. Over the last few years, States and communities have made progress in expanding early learning opportunities for young children, with all but four States investing in free public preschool programs.1 The Federal government, while aligning with the movement of States, has led several efforts to increase access to and the quality of early childhood programs, such as the Preschool Development Grants and expansion of Head Start. States have focused on improving the quality of early learning programs, including the development of early learning program standards and incorporating these into Quality Rating and Improvement Systems (QRIS) .2 In September 2015, ED and the U.S. Department of Health and Human Services (HHS) issued a policy statement on promoting inclusion in early childhood programs to set a vision on this issue and provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs.3 Despite the expansion of early childhood programs, there has not yet been a proportionate expansion of inclusive early learning opportunities for young children with disabilities. Given this concern and the ED-HHS policy statement on early childhood inclusion, the Office of Special Education Programs (OSEP) is updating the February 29, 2012, Dear Colleague Letter (DCL) to reaffirm our commitment to inclusive preschool education programs for children with disabilities and to reiterate that the least restrictive environment (LRE) requirements in section 612(a)(5) of the Individuals with Disabilities 1 Walter N. Ridley Lecture: Pre-Kindergarten Access and Quality are Essential for Children's Growth and Development (November 2, 2016), available at: [http://www.ed.gov/news/speeches/walter-n-ridley-lecture-pre](http://www.ed.gov/news/speeches/walter-n-ridley-lecture-pre)kindergarten-access-and-quality-are-essential-childrens-growth-and-development. For more detailed but less recent information on State investments in public preschool see: Barnett, W.S., Friedman-Krauss, A., Gomez, R.E., Squires, J.H., Clarke Brown, K., Weisenfeld, G.G., & Horowitz, M. (2016) . The state of preschool 2015: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research. 2 QRIS statewide systems are implemented in over half of the States and others are developing such systems. ED and the of Department of Health and Human Services have supported States in further developing such systems under Race to the Top-Early Learning Challenge and the Child Care Development Fund. For more information see: [https://qrisguide.acf.hhs.gov/index.cfm?do=qrisabout](https://qrisguide.acf.hhs.gov/index.cfm?do=qrisabout). 3 See U. S. Departments of Education and Health and Human Services Policy Letter on the Inclusion of Children with Disabilities in Early Childhood Programs (September 14, 2015), available at: [http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pd](http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf)[f](http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf). 400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202-2600 [www.ed.gov](www.ed.gov) The Department of Education’s mission is to promote student achievement and preparation for global competiveness by fostering educational excellence and ensuring equal access. Education Act (IDEA or Act) are fully applicable to the placement of preschool children with disabilities.4 This DCL supersedes the 2012

FAQs

What is the main goal of this Dear Colleague letter?

To reaffirm that young children with disabilities should have access to inclusive high-quality early childhood programs with individualized and appropriate supports to meet high expectations.

How does the letter address inclusive early learning opportunities?

It notes that inclusive opportunities have not expanded proportionately despite broader preschool expansion, and it updates guidance to reinforce inclusive preschool education.

What do the least restrictive environment (LRE) requirements emphasize?

It emphasizes educating children with disabilities with children who are not disabled to the maximum extent appropriate, with removal from regular education only when the disability’s nature or severity makes regular classes with supplementary aids and services unsatisfactory.

Oct 10, 2026

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