at this critical moment can create long-term benefits for each child, family, and the entire school community. When all children and families are welcomed and supported from their very first day, they are better prepared to succeed academically, socially, and emotionally in kindergarten and beyond.
Reflection Questions
› How are pre-K and kindergarten educators currently collaborating in your setting to support children with disabilities? What structures could be added or improved to strengthen that collaboration? What would be needed from school leaders to make these changes? How would these changes, in turn, benefit children with disabilities?
› What questions or comments have you received from families of children with disabilities about kindergarten? How can you share these with school leaders?
› In what ways does your school foster connection and support among families, especially those who may feel isolated or marginalized? How might family connections be cultivated or strengthened?
About the Authors
Stevie Makres is a kindergarten teacher in East Tennessee. Her professional experience spans elementary resource and inclusion classrooms, and her work focuses on inclusive practices for supporting students with disabilities in general education kindergarten settings.
Taylor Weber is a PhD student in elementary education at the University of Tennessee, Knoxville, a former K – 2 teacher, and a graduate assistant whose research focuses on culturally responsive teaching, early literacy, and writing instruction in teacher preparation.
Emily Holtz, PhD, is an assistant professor of elementary education at the University of Tennessee, Knoxville, whose work focuses on preparing teachers to create equitable and responsive learning environments for all children.
Photographs: © Getty Images. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC. org / resources / permissions.
NAEYC Accreditation
This article supports the following NAEYC Early Learning Programs standards and topics:
Standard 2: Families and Community
Engaging in Reciprocal Partnerships with Families and Fostering Community Connections
Standard 8: Professionalism
Demonstrating Professionalism as Early Childhood Educators
Spring 2026 Educating Young Children 49