Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).

[20 U.S.C. 1416(a)(3)(A)] 

Join an online community to discuss pre-school children with special needs participating in the least restrictive environment.
www.tacommunities.org
TAcommunities.org is a forum for exchanging strategies and ideas that will improve outcomes for children with disabilities. As a member, this platform will enable you to find colleagues who share interests (member profiles), participate in discussions, and share strategies, resources, and post content.  One of the communities you can join on TAcommunities is the “Pre-School LRE Community of Practice.” LRE stands for “least restrictive environment,” a term used in the U.S. special education law, the IDEA, to mean students with disabilities should be educated with their general education peers to the greatest extent appropriate for them.  The Pre-School LRE Community of Practice discusses issues around helping pre-school children with special education needs participate in general education settings to the fullest extent possible.

 Receive technical assistance in providing early childhood special education services.
www.nectac.org
The National Early Childhood Technical Assistance Center provides a list of Department of Education funded early childhood education projects, lists of state contacts for early childhood concerns, and a series of publications and newsletters on related issues.