It is rare that research on a particular instructional strategy or approach acknowledges the contributions of research from other areas of educational research. For example, in research on children with disabilities, we often reference related research with children with disabilities and rarely integrate our findings into the larger body of general education literature. Increasingly, we must attempt to do this to create a common base of communication that contributes to an inclusive approach to education. Our article is an attempt to examine current research in early childhood special education through the conceptual framework of the effective teaching literature.