Inclusive preschool collaboration and coaching program: a multi-tiered approach to strengthening inclusive practice
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Abstract
Despite Individuals with Disabilities Education Act (IDEA) mandates for inclusion, many preschool classrooms struggle with inconsistent implementation due to limited teacher preparation in sensory, motor, and regulation supports. This issue is supported by 2024 data showing that 44% of eligible children in New York City (NYC) did not receive early intervention services on time, with a disproportionate impact on Black, Hispanic, Asian, and multilingual learners. The Inclusive Preschool Collaboration & Coaching Program was developed as a proactive, embedded model to bridge this gap by integrating Occupational Therapy Practitioners (OTPs) directly into general education routines.Grounded in Interprofessional Collaboration (IPC), Situated Learning Theory (SLT), Transformative Learning Theory (TLT), and Universal Design for Learning (UDL), the program utilizes an 8–10 week implementation cycle. Core components include joint OT-teacher vision-setting, weekly embedded coaching, sensory/regulation labs, and the use of "Shift the Lens" reflective cards to move from a deficit-based to a strengths-based perspective.
Preliminary findings and literature indicate that while teachers are highly motivated, they often lack the confidence to implement inclusive strategies independently. This program shifts OT service delivery from reactive, individual pull-out services to proactive, population-based, classroom-embedded practice. The results of this collaborative approach include improved teacher self-efficacy, enhanced child participation, and a clearer professional role for OTPs within inclusive settings. This model provides a scalable framework for school districts to prioritize joint professional development and protect time for essential interprofessional collaboration.
Description
2026