Early Childhood Inclusion . (2001). Edited by Michael J. Guralnick. Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624. 544 pages, $65. Reviewed by Lynn Adams, Radford University, Radford, VA.

Michael Guralnick has collected work from some of the best minds involved in early childhood education and has made a strong case for early childhood inclusion. The introductory chapter presents the goals of inclusion (access, feasibility, developmental and social outcomes, and social integration) and also the factors that can influence the attainment of these goals. Each influential factor is then addressed in the remaining chapters of the text. Issues addressed include education reform, policy changes, legal issues, attitudes and beliefs, professional training, program ecology, service delivery, and special groups. The most compelling information is that contained in the chapters addressing program ecology (Chapters 9–12, 14), service delivery (Chapters 13, 18–22), and special groups (Chapters 15–17).

Program ecology is examined in separate chapters for infants and toddlers, children in childcare, preschool children, and those in Head Start. Service delivery issues included are multicultural influences, collaborative models for children with communication difficulties, assistive technology adjustments to instruction, and transitions. Special groups receiving attention in the text include children with autism, children with hearing impairment, and those with complex health care needs.

In the final chapter, Guralnick presents a call for change with regard to early childhood inclusion. Included in his proposal for change is the establishment of a national panel to provide leadership in the forum of early childhood inclusion. This panel would be charged with the development and implementation of a national agenda addressing change in early childhood inclusion. He suggests that the four goals mentioned in the initial chapter be used to provide the framework for the group’s preliminary work. He has gone so far as to state items for consideration by this panel. Some of the items included address issues such as the need for an early childhood inclusion task force in every state, a national reporting system for inclusive practices, recommendations and guidelines for placement, policy guidelines regarding natural environments for infants and toddlers, and quality assessment and improvement efforts. This text is one of those rare finds—it presents a problem, reviews the existing literature and current status of the problem, and then offers a viable solution.