The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.

The Council for Exceptional Children's Yes I Can! Foundation designs and implements programs that help improve the quality of life for children and youth with disabilities and/or gifts and talents. Through our exciting programs, we help hundreds of children with special needs attain their greatest potential every year.

In family childcare, the program of services is situated within in the providers' own homes. The purpose of this inquiry is to review the literature from special education in light of current practices in family childcare. In addition, key characteristics unique to the provider's care giving program will be examined in relation to the needs of children with disabilities and their families. Finally, recommendations for establishing coordinated efforts among professional support systems and providers on behalf of such children will be defended.

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The work in family child care is becoming increasingly more professional, moving from an image of ÔmotheringÕ toward one of educare. The growing demand for expertise and competence in family child care providers can be examined in light of their pedagogical experiences and the ways in which children engage in learning in providersÕ homes. This article is based on a phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five dimensions of learning: childrenÕs skills for learning, essential opportunities for learning, two forums for learning, socio-emotional learning, and meaningful learning. The authors conclude with implications for further research.