This study investigated Latine caregivers’ experiences with early childhood inclusion for their children with disabilities in the US public school system. The study used semi-structured interviews and member checks to gather insights on the benefits and challenges of inclusion, as perceived by the participants, and explored the implications of these findings.

This qualitative study explored how early childhood educators use culturally responsive Social Stories™ for young children with disabilities from diverse backgrounds. It highlights the educators’ positive perceptions, the challenges and benefits of this approach, and their collaboration with stakeholders, while offering recommendations for improving culturally responsive instruction.

This qualitative study investigated early childhood educators’ perspectives on using social-emotional support strategies for young children with and without disabilities. Findings, based on virtual interviews with 10 educators, revealed both challenges and benefits, highlighting the need for additional training and support for addressing the social and emotional needs of culturally and linguistically diverse children exhibiting challenging behaviors.