An inclusive approach to early education
- 1. An Inclusive Approach to Early Education Chapter 1 from The Exceptional Child: Inclusion in Early Childhood Education. K. Eileen Allen and Glynnis E. Cowdery. Cengage Learning. 2015.
- 2. Inclusion for children with disabilities is. . . • Attending school and activities with one’s typically developing peers • Acceptance by peers and others in the community • Being supported so that the child’s needs are being met • Being able to participate in programs of choice • Being respected for the diversity that is inherent in all of us and in all of our families
- 3. Acronyms and Terms • IDEA and IDEIA – Individuals with Disabilities Act and Individuals with Disabilities Improvement Act • FAPE – Free and appropriate public education • LRE – Least restrictive environment • Mainstreaming – earlier efforts to move children with disabilities into classrooms with children who are typically developing • Inclusion – current efforts that support children with disabilities as full members of a classroom
- 4. What does “support” look like? • It may include adaptation of equipment, materials, curriculum, activities, etc. • It might be additional support people and skills through assistants, consultants, trainings, etc. • It may be special services such as speech, physical or occupational therapy. • In an inclusive classroom, these services take place within the natural context of the classroom environment (both indoors and/or outdoors)
- 5. Defining Inclusion • L. Ehlers (1993) describes ways to understand inclusion through • beliefs and values of the family unit, the community, and in society in general. (this reminds me of Bronfenbrenner’s Ecological Systems Theory) • The experience itself • The resulting outcomes of the experience • F. Billingsley (1996) sees inclusion as contributing positively to • Membership – children become members of the groups in which they are included • Relationships – various types of interactions occur within the framework of an inclusive environment • Development – more opportunities for positive outcomes associated with traditional development (communication, pre-academics, motor, etc.) are available in inclusive settings.
- 6. Defining Inclusion (cont.) • Division for Early Childhood Development and the National Association for the Education of Young Children (DEC/NAEYC) definition is found in your text on p. 7 • Click the link to access the DEC/NAEYC Early Childhood Inclusion Summary • Their primary components: • Access • Participation • Support
- 7. A Little History • Children with “mental retardation” or other severe disabilities were often institutionalized at birth and otherwise hidden from the mainstream of society • Once children with disabilities were allowed in the schools, their classes were put in the furthest corner of the school, the room behind the stage, or wherever they could be cared for without disturbing others. • As a result of the Civil Rights Movement, the rights of people with disabilities also began to gain attention. More identification and help was provided, especially in the efforts for secondary prevention
- 8. Latest Trend • “Include and support” – “The underlying assumption of the include- and-support period is that people with disabilities should be included as full members of society and that they should be provided appropriate supports, such as education and accessible environments, to ensure their inclusion and meaningful participation.” (Allen & Cowdery, 2015)
- 9. Issues for Consideration • Review the ethical, socialization, developmental, and cost issues on pp. 9 – 15 in your text. • Review the basic developmental skills and understand their relationship to sensitive (critical) periods. • There is a Discussion Board prompt based on this information. Let’s have some thoughtful, informed responses!
- 10. What About the Teachers? • The key to successful inclusion is found in the abilities of the teacher. • The teacher must be able to successfully plan and implement an inclusive program. • Successful programs are dependent on a teacher’s skills and attitude! • Note the “Teachers’ Responsibilities” and as described in 1-4a, 1-4b, and 1-4c in your text.
- 11. Benefits and Challenges of Inclusion • There are research supported benefits of inclusion for children with and without disabilities, families, and society. • Inclusion is the law; even private childcare facilities must adhere to the law. Lack of knowledge and understanding of working with a child with disabilities can create fear and uncertainty • Poor quality programs are not good for any child. Early childhood educators may not have the experience or the knowledge to provide high quality programming. • Parents may have concerns about inclusion (this is parents of children needing services and of typically developing children)