As the pre-school initiative in the USA continues to grow in the public schoolsector, the need to understand and be prepared to address the needs of thispopulation of students is vital. This paper provides an exploratory analysis oflanguage and behavioral skills in children aged three to five years old served ininclusive public preschools. Preschool children documented with languageimpairments (LI), or emotional and behavioral disorders (ED) were compared toa typically developing group using the Test of Early Language Development-3 andthe Preschool and Kindergarten Behavior Scales. Results suggest thatpreschoolers with identified language delays or behavior disorders weresignificantly different in both language development and behavior ratings whencompared to typical developing peers. Second, no significant differences werefound between students with language delays and socio-emotional disabilities.Implications regarding the need for comprehensive screening, continuousassessment, targeted intervention, and professional development for teachersacross both developmental areas in the early childhood education settings arepresented.

language disabilities, emotional and behavioral disabilities, inclusion, preschool