Abstract
Inclusion is a federal and state mandate, making it critical that early childhood teachers have adequate preparation in their preservice program for serving young children with disabilities. One of the challenges states face in increasing the availability of high-quality inclusive programs is ensuring adequate numbers of confident, competent personnel. This article provides an overview and lessons learned from Natural Allies, a national project focused on statewide efforts to enhance personnel preparation programs and support faculty who prepare practitioners for early childhood inclusion. The project was developed, implemented, and evaluated in 8 states. State goals set as a result of the project have resulted in some long-term systems level changes. Lessons learned about supporting the development of cross-sector professional development systems and practices include the following: (1) benefits can be accrued from a focused strategic process that includes an outside catalyst cofacilitating planning with a state insider; (2) faculty from 2-and 4-year institutions of higher education are enthusiastic about being part of statewide cross-sector planning to enhance professional development especially if it involves learning about new methods and resources that benefit their professional development efforts; and (3) collaboration takes time, focused attention and both formal and informal support structures. Project findings emphasize the need to provide incentives and supports for those who are willing to involve themselves in collaborative projects that take them away from agency or discipline-specific work.