Indicator B-6 Preschool Environments
The Federal Office of Special Education Programs (OSEP) requires states to annually collect and report educational environments data for all children aged 3-5 who have an Individualized Education Program (IEP). This indicator data is collected in the fall general count only and reflects only children who are not yet enrolled in developmental K, kindergarten or above. The indicator involves three separate measurements including:
Measurement A: The percent of children aged 3-5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood classroom,
Measurement B: The percent of children aged 3-5 with IEPs attending a separate special education class, separate school, or residential facility, and
Measurement C: The percent of children ages 3-5 with IEPs receiving the majority of their special education and related services in a home setting.
Resources related to Preschool Environments and inclusion can be found below:
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2012 OSEP Least Restrictive Environment (LRE) Clarification Letter
(PDF)
- Posted:12/12/2018
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2015 Joint Policy Statement on Inclusion by DHHS and USED
(PDF)
- Posted:03/08/2022
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2017 Office of Special Education Letter related to Preschool Least Restrictive Environments
(PDF)
- Posted:12/03/2018
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2023 Updated Joint Policy Statement : Inclusion of Children with Disabilities in Early Childhood Programs
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2025 MDE OSE Preschool LRE Guidance Document
(PDF)
- Posted:10/17/2025
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Early Childhood Inclusion
(PDF)
- Posted:12/11/2018
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Early Childhood Technical Assistance (ECTA) Center resources on Inclusion
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Head Start Center for Inclusion
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Making Sound Preschool LRE Decisions
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Michigan Preschool Environments Worksheet for Indicator B6
(PDF)
- Posted:03/08/2022
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Michigan's Preschool Inclusion Collective Plan
(PDF)
- Posted:03/07/2022
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National Professional Development Center on Inclusion (NPDCI)
A letter from the Office of Special Education Programs (OSEP) regarding least restrictive environment (LRE) requirements in section 612 (a)(5) of the Individuals with Disabilities Education Act (IDEA).
This policy statement was released jointly on September 14, 2015 by the Departments of Education and Health and Human Services. The purpose of this document was to set a vision and provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs, from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs.
The Dear Colleague Letter (DCL) published by the Office of Special Education Programs (OSEP) on Preschool Least Restricted Environments (LRE). This letter provides updated guidance from OSEP on regulatory requirements, preschool placement options, data reporting for educational environments, and use of IDEA Part B funds for preschool children with disabilities. (January 9, 2017)
This policy statement, released jointly by the Departments of Education and Health and Human Services, states that all young children with disabilities should have access to high-quality inclusive early childhood programs that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities, meet high expectations, and achieve their full potential.
A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
Visit the Early Childhood Technical Assistance (ECTA) Center for resources on Inclusion in Least Restrictive Environments (LRE). You will find the latest inclusion products, tools for understanding LRE, Position statements, research and studies on inclusion, financing strategies, collaborative funding ideas and personnel development for inclusion.
Funded by the Office of Head Start, the Center's goal is to increase the competence, confidence, and effectiveness of personnel in Head Start programs to include children with disabilities.
The Individualized Education Program (IEP) process includes requirements and actions that ensure IEP teams have the information needed to discuss and consider access to and participation in high-quality inclusive settings for every young child with a disability during IEP placement discussions. This document lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.
Use this updated document to determine and report the correct MSDS educational environment code for children ages 3-5. This document includes information on the child's enrollment, attendance hours, and service delivery aligned to the three measurements for indicator B6.
Access the PDF of Michigan's Collective Plan that includes the five focus areas, nine ideal features and seven action steps to improve preschool inclusion within the state of Michigan.
The National Professional Development Center on Inclusion (NPDCI) works with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.