Dr. Beneke's educational background and research focus on the potential of the Project Approach to support high quality inclusion in early childhood education. Professor Beneke's interests are inspired by the many years she spent teaching in inclusive classrooms, administering early childhood education programs, providing professional development to teachers in the field, and studying curriculum and instruction as well as special education. She is committed to responsive teaching that engages the interest and motivation of all learners in early childhood settings. Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.Dr. Lilian G. Katz is an international leader in early childhood education who played a major role in bringing project work to the attention of US teachers. She taught at the University of Illinois at Urbana-Champaign for more than three decades and directed the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE) for more than 30 years. Professor Katz has lectured in all 50 states and in 43 countries. Dr. Katz has authored more than 150 publications, and she founded two journals, and Early Childhood Research & Practice.Susan Fowler has written about and conducted research in early childhood special education for the past 40 years, focusing often on issues related to the inclusion of young children in community programs and their transition across programs and services. She has been active in translating research to practice and developing materials to guide parents and teachers in enhancing the social development and engagement of young children.

Dr. Beneke's educational background and research focus on the potential of the Project Approach to support high quality inclusion in early childhood education. Professor Beneke's interests are inspired by the many years she spent teaching in inclusive classrooms, administering early childhood education programs, providing professional development to teachers in the field, and studying curriculum and instruction as well as special education. She is committed to responsive teaching that engages the interest and motivation of all learners in early childhood settings. Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.Dr. Lilian G. Katz is an international leader in early childhood education who played a major role in bringing project work to the attention of US teachers. She taught at the University of Illinois at Urbana-Champaign for more than three decades and directed the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE) for more than 30 years. Professor Katz has lectured in all 50 states and in 43 countries. Dr. Katz has authored more than 150 publications, and she founded two journals, and Early Childhood Research & Practice.Susan Fowler has written about and conducted research in early childhood special education for the past 40 years, focusing often on issues related to the inclusion of young children in community programs and their transition across programs and services. She has been active in translating research to practice and developing materials to guide parents and teachers in enhancing the social development and engagement of young children.

Dr. Beneke's educational background and research focus on the potential of the Project Approach to support high quality inclusion in early childhood education. Professor Beneke's interests are inspired by the many years she spent teaching in inclusive classrooms, administering early childhood education programs, providing professional development to teachers in the field, and studying curriculum and instruction as well as special education. She is committed to responsive teaching that engages the interest and motivation of all learners in early childhood settings. Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.Dr. Lilian G. Katz is an international leader in early childhood education who played a major role in bringing project work to the attention of US teachers. She taught at the University of Illinois at Urbana-Champaign for more than three decades and directed the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE) for more than 30 years. Professor Katz has lectured in all 50 states and in 43 countries. Dr. Katz has authored more than 150 publications, and she founded two journals, and Early Childhood Research & Practice.Susan Fowler has written about and conducted research in early childhood special education for the past 40 years, focusing often on issues related to the inclusion of young children in community programs and their transition across programs and services. She has been active in translating research to practice and developing materials to guide parents and teachers in enhancing the social development and engagement of young children.