Inclusion

Inclusion

Definitions

• Inclusion• LRE• Mainstreaming/integration• Reverse mainstreaming/integration

Inclusion Perspective

• DEC position statement

• Elements of an Inclusive Program:All children attend the same program, all of the time.Each child is given the support he/she

needs to be successful in the setting.For children age 3 to school age, these

settings are most often public and private community preschool and childcare programs.

Goals of Inclusion

Goal 1.

• Meet the unique educational, curricular, instructional, social, and emotional needs of all children in the classroom.

Goal 2.

• Create a safe and welcoming environment

• Provide peer support

• Encourage friendships

Goal 3.

• Challenge every student to fulfill their unique potential

• Challenge students to complete as far and fast as they can

Goal 4.

• Create and maintain a positive environment that is conducive to learning.

Goal 5.

• Arrange the physical environment, routine organizational factors to accommodate all children.

Goal 6.

• Provide support that is needed.

DAP

The process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge.

1. what is known about child development and learning-knowledge of age-related human characteristics that permits general predictions within an age range about what activities, materials, interactions, or experiences will be safe, healthy, interesting, achievable, and also challenging to children.

Age Appropriateness

• Universal, predictable sequences of growth and changes that occur in the early years (birth through 8)

• Provide a framework for preparing the environment so as to be appropriate and challenging

2. what is known about the strengths, interests and needs of each individual child in the group to be able to adapt for and be responsive to inevitable individual variation

Individual Appropriateness

• Unique patterns and timing of growth, and individual personality, temperament and background

• Be responsive to the strengths, interests and needs of each child and respond to and adapt for individual variation

3. knowledge of the social and cultural contexts in which children live to ensure that learning experiences are meaningful, respectful and relevant for the participating children and their families

Cultural Appropriateness

• Knowledge of the social and cultural contexts in which children live to ensure meaningful experiences

• Allows educators to have a better understanding of growth and learning in context to the environment

Teacher Perspective of Working with a CLD Population (Holiday, Bitseedy, Russell, Multiple

Voices)

• Being CLD in itself is not a problem; growing up in another cultural environment is frequently a problem.

• Teachers must seek out Community members from the culture to work with students and assist teachers to link the culture with the learning.

• The classroom must incorporate routines that are familiar to the students across content areas.


Voices)

• CLD students grow up experiencing at least 2 different views of the world they live in.

• Must establish self identity and pride for belonging in the culture.

• Schools oblivious to the traumatic cultural differences & traditions when going to school.

• Recognize diversity, traditions & its impact on life & experiences & infuse it in the curriculum, not just add on.


Voices)

• Lack of relevant curriculum and does not address what the child already knows.

• Opportunity to be receptive & expressive in their own language. Establish holisitc strategies that are student driven: cooperative learning, literature, oral traditions

• For all these do not try to reinvent the wheel. Ask family members or others in the community.

Best Practices in Special Education

• Intervention Focused on Functional GoalsA functional skill is one that is essential to participation within a variety of integrated environments.In early childhood settings, functional skills are those that assist children to interact more independently and positively with their physical and social environments.

• Family-Centered ServicesThe family is the heart of all early childhood programs.Families participate in planning and decision making for all aspects of their children’s program.A good school-family partnership includes a system for a child’s family to have regular communication with the classroom staff and have frequent opportunities to participate in their child’s program.

• Regular Monitoring and Adjustment of InterventionEducators and care providers should systematically monitor the effects of specific interventions.Researchers have shown the effectiveness of using formative assessment data to monitor children’s progress toward their individual goals and objectives.

• Transition PlanningEducators and child care providers of all children – especially children with disabilities – must plan for transition from one school or child care setting to the next one.Early childhood special educators are particularly concerned with transition from preschool to kindergarten because this move signals a major change for the child and the family from familiar and secure surroundings to a new, unknown setting.

• Multidisciplinary ServicesProfessionals from many disciplines need to participate in the planning of comprehensive services for children with disabilities and their families.Because many of these children and their families have complex needs, no single professional and no one discipline can provide a full range of services.

Rationale for Inclusive Early Education

• Ethical issue• Socialization issue• Developmental issue

sensitive periods

teachable moments

imitation• Cost issue

Recommended Practices• Research based or value based• Family centered• Multicultural• Cross disciplinary• Developmentally/chronologically appropriate• Normalized

Supporting Inclusion

• Individualizing programs• Learning environment• All children belong• Play• Balance activities• Participation with peers• Range of materials

Structure child-child interactions

Plan classroom activities

Professional collaboration

Benefits of Inclusion

• Children with disabilities

enhanced experiences

developmental scaffolding

better opportunities for interaction

implicit motivation

learn from others• Children without disabilities

peer tutoring

sensitivity

individualized instruction for all children• Family• Society

Concerns and Challenges

• Will special needs be served• Inappropriate behaviors