2026 International Early Childhood Inclusion Institute

Preschoolers are suspended at nearly three times the rate of their school‑aged counterparts, with disparities across gender, race, and disability status placing some young children at significantly greater risk than others. While certain forms of exclusionary discipline are widely recognized, many young children experience “informal” or “soft” exclusion—practices that families and even early childhood professionals may not identify as exclusionary at all.

In this session, attendees will learn about and discuss what exclusionary discipline looks like in early childhood settings, how it affects children and families, and what we can do together to reduce its use and support more inclusive, developmentally appropriate practices.

The Assessment, Evaluation, and Programming System - 3rd Edition (AEPS-3) has gained recognition in a variety of international contexts due to its adherence to recommended practices for serving young children with disabilities. In this presentation, the presenter will describe the process of validating a tool, developed in the United States, for use in countries with different languages and cultures. The presenter has wide experience conducting this work and will share the opportunities and barriers of adapting tools like the AEPS-3. Those not working in international contexts will find the presentation useful as they consider how measures they are using address the needs of the diverse populations of children and families they serve. ,