advancing equity,“ All children have the right to equitable learning opportunities that enable them to achieve their full potential as engaged learners and valued members of society.” When administrators and school leaders take intentional, collaborative steps to support teachers, children, and families, the result is a smoother, more equitable start to school for every child.
We( the authors) have a combined 21 years of experience in early childhood settings, including as teachers in inclusive pre-K and kindergarten classrooms and as a literacy coach. Drawing on both research and our experiences as early childhood educators, we offer strategies for administrators— both school principals and district leaders— that will help kindergarten teachers welcome children with disabilities into their settings.
Leadership Practices to Support Kindergarten Teachers
The transition to kindergarten can be more challenging than transitions to other grades, and teachers may struggle with strategies to ease it. Children enter kindergarten from a variety of preschool settings and with different strengths, interests, and abilities. These factors can make it even more difficult for educators to prepare adequate classroom structures and supports in advance. In addition, teachers often report feeling unqualified to teach children with disabilities, including supporting them through changes like this one. District and school leaders who direct kindergarten programs play an important role in supporting students with disabilities and their families.
Set Aside Time for Collaboration
A common barrier to a smooth transition for children with disabilities is a lack of coordination among pre-K teachers, kindergarten teachers, and other professionals. When teachers work in isolation, children can experience abrupt shifts and a more distressing transition to school. For example, in pre-K, children with disabilities may have access to a variety of materials( sensory cushions, visual schedules, fidget toys) or have specialized seating. If the same resources are not available in kindergarten, this can cause confusion for the child and leave the teacher wondering about how best to individualize the environment for them. But when routines are shared in advance and reinforced, children enter the classroom with a sense of familiarity and confidence.( See“ Building Bridges Toward Success: Strategies for Seamless Kindergarten Transitions.”)
School leaders can facilitate collaboration by setting aside time for joint planning to give pre-K teachers, kindergarten teachers, and special education staff an opportunity to co-develop consistent routines and transition practices. They can arrange for classes to be covered by substitute teachers or support staff, create online documents where teachers can share information, or schedule time for teachers to meet on in-service days in place of district-wide professional development.
School leaders could consider assigning children to kindergarten classrooms before summer to help teachers proactively plan for individual students’ needs. With early rosters, kindergarten teachers can visit the pre-K classroom to observe children, ask questions, and begin adapting their routines and environments with specific children in mind.
Spring 2026 Educating Young Children 45