Supporting Inclusion

Supporting Inclusion: Resources for Inclusion Coordinators and Centres

Preschools play a vital role as we work towards giving every child a good start. We know that the early years of a child’s life is a critical period for cognitive, social and functional development (Phillips & Shonkoff, 2000). When we identify children at risk of developmental delays early and provide the necessary Early Intervention (EI) support, they have a better chance at achieving positive developmental outcomes (Campbell et al., 2012; Estes et al., 2015; Hebbeler et al., 2007).

As an Inclusion Coordinator (ICO), you work closely with Centre Leader and fellow Early Childhood (EC) educators to enhance inclusion and support for children with developmental needs. We recognise that the road to inclusion is an ongoing journey and calls for all stakeholders to play their part.

To kickstart this journey, members of the EC and EI community have contributed a set of online resources to support you and your centres:

1. Starting your journey as an ICO
2. Enrolling children with developmental needs in preschool
3. Identifying and referring children with developmental needs
4. Coordinating support for children with developmental needs in preschool
5. Developing yourself as an ICO

We wish you and your centre a meaningful journey towards inclusion!

Contributors from the EC-EI Community

We would like to thank the following partners for their invaluable support and contribution to the online resources:

  • Asian Women’s Welfare Association (AWWA)
  • Community Psychology Hub
  • Rainbow Centre
  • PAP Community Foundation
  • NTUC First Campus
  • KK Women’s and Children’s Hospital
  • SPD
  • Thye Hua Kwan Moral Charities
  • National Institute of Early Childhood Development (NIEC)


  • Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B., Barbarin, O., Sparling, J.J. & Ramey, C.T. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48(4), 1033–1043. https://doi. org/10.1037/a0026644
  • Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580-587.
  • Hebbeler, K., Spiker, D., Bailey, D., Scarborough, A., Mallik, S., Simeonsson, R., & Nelson, L. (2007). Early intervention for infants and toddlers with disabilities and their families: Participants, services, and outcomes. Menlo Park, CA: SRI International.
  • Phillips, D.,& Shonkof, J. P. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, D.C: National Academies Press.