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Chapter 3Inclusive Programs for Young Children


Types of Inclusive Programs

• Child care programs– Family child care—care provided in

someone’s home for six or fewer children• In some states they are licensed.

– Center child care—child care provided in a separate setting, similar to a school

• They are multiple providers and one to many classrooms. Staff to child ratios are set by the state.


Types of Inclusive Programs (continued)

– Corporate child care—business-run child care for their employees

• Employees can then visit their child more often.



• Preschool—programs that serve children ages three to five; usually half-day programs– Public preschool

• Preschool offered in the public school usually as compensatory education, for children who are disadvantaged



– Community-based programs• Run by the community with heavy parent

involvement; often called parent cooperatives• Found in churches, temples, and religious

community centers



• Head Start– Began in 1965 to help disadvantaged children

become better prepared to enter school ready– Now serves over 900,000 children– Ten percent of the population must be

children with documented special needs



• School aged children– Public and some private offer services to

children age Kindergarten and up. A full range of services may be available.

– Before- and after-school care can also be provided.



• Recreational programs– Sports, art, dance, and music classes may be

offered for children age three and up.– Many are inclusive and provide opportunities

for all children.


System of Supports and Services

– DEC/NAEYC Joint Position Paper on Inclusion (2009) established a system of services and supports that reflect the needs of children with varying disabilities


Recommended Practices for Programs

• Best practices– Research-based—supported by empirical

research, not personal or societal reflections– Family-centered—includes the family and

realizes that the child is a family member, not a separate identity

– Multiculturally based—identifies family uniqueness and cultural competence


Recommended Practices for Programs (continued)

– Cross-disciplinary—professionals from all areas working together as a team

– Developmentally/chronologically age appropriate—understanding child development and the impact on the child and family

– Normalized—providing activities for children with disabilities to participate with their peers


Inclusive Programs for Children Birth to Age Two

• Relationships among caregivers and children– Create an enabling environment

• Children interact with their environment.• Communication is intentional.• Skills are practiced with appropriate materials.• Infants are given opportunities to respond to

people and situations.


Inclusive Programs for Children Birth to Age Two (continued)

• Environment and experiences– Children are allowed and expected to interact

with their surroundings.– Children engage in activities that are

developmentally appropriate.– Activities move from simple to complex.



• Equipment– Bright, colorful, and well-organized.– Appropriate materials:

• Sturdy picture books• Household items• Climbing apparatus• Mirrors• Nesting toys, and the like



• Health, safety, and nutrition– Follow safety guidelines when purchasing

toys and materials.– Sanitize.– Prepare well-balanced menus, being mindful

of allergies.



• Reciprocal relationships with families– Parents are the primary caregivers.– Positive interactions are key:

• Be honest.• Use words they can understand.• Be mindful of culture.


Inclusive Programs for Children Ages Three to Five

• Creating a caring community of learners– Learning communities are developed where

children celebrate the accomplishments of one or all.

– Peer relationships are encouraged.


Inclusive Programs for Children Ages Three to Five (continued)

• Teaching to enhance development and learning– Children are given developmentally and age-

appropriate materials.– Teachers teach the lesson.– Exploration follows.– Multiple “right” answers are discovered.



• Constructing an appropriate curriculum– Play is valued.– Goals are developed and based on

developing a child’s areas of weakness.• Social-emotional development• Communication and literacy development• Physical development• Aesthetic development



• Assessing children’s learning and development– Assessing children to determine what to teach– Further developmental domains– NCLB requires assessment for documentation

of learning



• Reciprocal relationships with parents– Establish regular communication

• Newsletters• Weekly/daily notes


Inclusive Programs for Children Ages Six to Eight (continued)

• Creating a caring community of learners– Positive climates for learning– Building democratic communities– Group work



• Teaching to enhance development and learning– Student exploration and child-initiated inquiry– Explicit academic instruction of basic skills– Play– Active learning



• Constructing appropriate curriculum– Establish a foundation for lifelong learning.– Promote self-esteem.– Develop confidence and independence.



• Integrated curriculum– Teach around themes, experiences, and

projects that include a variety of skills.– Resist boundaries between subject areas.



• Guidance of social-emotional development– Peer relationships– Friendships– Self-control– Self-assessment– Problem solving



• Assessing learning and development– These should be contextually based and

formative.– Evaluate mistakes as not what children do not

know, but how they arrived at that answer.– Progress reports and portfolios are used.– Observation is key.



• Reciprocal relationships with parents– Develop a good working relationship.– Publish newsletters, weekly reports.– Encourage parents to visit and volunteer in

the classroom.

Education

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