学前特殊教育服务对学龄前特殊教育需要儿童的发展是至关重要的。在这个时间段特殊儿童接受适当的教育与服务可以减低未来介入特殊教育系统的需求。美国是一个经济社会发展比较完善的国家，其教育尤其是特殊教育的发展水平也是世界领先的。而美国学前特殊教育的良性运转和不断发展正是由于有完善的法律政策系统作为其坚实的后盾。因此，对美国学前特殊教育法律支持体系进行系统的研究，对正在发展中的中国学前特殊教育有重要的借鉴作用。本研究以中国学前特殊教育事业发展中遭遇的重重阻碍为出发点，旨在对美国学前特殊教育政策进行多层次、多视角的分析，将法案在州立层面的具体实施过程作为本研究的重点，为中国学前特殊教育领域法律政策体系的建立及具体实施过程提供参考依据。 本研究主要分三个部分从不同角度对美国学前特殊教育政策进行了分析。第一部分是在对美国学前特殊教育法律政策所属美国法律体系进行简要介绍的基础上，回顾美国学前特殊教育得以实现的立法进程，并按照美国法律体系结构对当今保证美国学前特殊教育活动有效开展的法律保障体系进行了分析。在此基础上对美国学前特殊教育立法的历史进程进行划分，并对每个阶段的主要特征进行总结，为理解当今学前特殊教育法律在历史进程中的位置以及法案的背景、目标、措施和历史意义有更加立体全面的认识。第二部分采用政策分析常用的内容分析方式，对《残疾人教育促进法》、《开端计划法案》和《不让一个孩子落后法案》三项重要法律政策的法律文本从政策背景、政策目标和政策具体措施三个方面进行静态的文本内容分析，为理解州立层面回应联邦法案所具体实施的学前特殊教育活动有更准确的认识提供必要基础。结合对三项法案的文本分析，从法律文本的历史传承性，法案内容的完整性、科学性，以及各法案构成的法律支持体系的合理性进行了评述。第三部分则是以美国伊利诺伊州为例对美国学前特殊教育政策的具体实施过程进行了动态分析。该部分主要采用访谈的方法，对州立层面早期干预服务和学前特殊教育活动开展过程中所涉及的重要主体，家庭联络处、学区服务中心的服务人员和接受服务家庭，就法律政策从州立层面到地方以及学区层面的具体操作情况进行呈现，以此对回应联邦法律的立法情况、伊州早期干预服务和学前特殊教育服务体系及流程，以及伊州学前特殊教育学习标准和教师标准的政策实施过程进行解析，对政策实施之要素进行提取和分析。本研究最后使用比较法对中国学前特殊教育政策的发展给予建议。首先，根据中国目前学前特殊教育的发展现状及问题提供具体制定专门的学前特殊教育的法律，在对0-6岁学前残疾儿童进行年龄段划分的基础上，有针对性地提供教育和相关服务；并且通过对服务实施核心原则和实施标准的制定，以及对学习内容标准的细化从制定法律政策规定的角度保证教育服务质量。第二，服务的实施依赖于体系化的服务系统。中国学前特殊教育事业发展瓶颈的突破取决于政府在立法和执法过程中发挥主导作用，有效利用已有公共资源，构建基层化的服务系统有效地提供服务。第三，应通过法律政策途径引导师范类高校特殊教育专业培养方向和建立学前特殊教育教师资格认证标准。最后，提供服务的必要条件是有充足的资金保障，在保证学前特殊教育事业足量的资金投入的同时还必须建立完善的资金使用和监管机制，确保资金使用的效益。

Early childhood special education is critical to children with special needs. Children who receive necessary education and services in an earlier stage of development can reduce their needs for special education in the future. The United States is a developed country with a well-formulated special education system. This research study is based on the challenges that China faces in the process of developing early childhood special education, and looks at related policies in the United States from different levels and perspectives. A deeper understanding of the development and execution of early childhood special education policies in the state level in the United States can serve as a model for the future development of early childhood special education policies in China.This research is divided into three sections. The first section studies different perspectives and analyzes early childhood special education policies in the United States. It gives basis of early childhood special education policies in light of the overall education policy structure. It also gives insight to the history of early childhood education policies, and draws conclusions based on each historical breakthrough in the process of the development of these policies. This section provides a comprehensive understanding in the background, goals, strategies and historical meanings of the current early childhood special education policies in the United States.The second section uses policy analysis on the three policies (Individuals with Disabilities Education Improvement Act of 2004), (Improving Head Start for School Readiness Act of 2007) and (No Child Left Behind). This is the foundation for understanding the execution of United States federal laws in the state level. This section gives conclusive descriptions of the historical, overall, and scientific aspects of the policies.The third section is the actual execution of the early child special education policies in the state of Illinois. This section is based on interviews. Interviews involved organizations and staff related to early interventions and early childhood special education. Specifics include staff and families in the Child and Family Center, District Student Service Center and Early Childhood Education School. The results of the interviews provide understanding of the process of receiving services and current status of the executions of the policies in the state level. The results give bases for the policy analysis in this research study.Lastly, this research uses comparative study to provide insight for the future development of early childhood special education policies in China. First, China needs to formulate specific early childhood special education policies based on the current challenges the country faces. Policies need to divide the specific age groups for children zero to six years old, and provide services accordingly. Policies also need to address learning standards and teacher qualifications. Second, the effectiveness of China’s service system is dependent on the making and executing of policies and regulations. Establish basic service system is necessary to address the needs. Third, universities and teacher universities need specific standards and qualifications to train special education teachers. Last, secure education budget is needed to guarantee the services. Education budget also needs accountability systems and departments to insure the proper use of these funds.