Full Inclusion In Early Childhood Education

This file describes a Tougaloo negro attempting to attend an all-white University of Mississippi. The file was written by the Associated Press. There were three African American males wanting to attend the all-white University of Mississippi. The first male was James Meredith an African American male. James Meredith wanted to attend the University of Mississippi an all-white University but they found ways to stop him from attending. He wanted to attend summer school. He was accepted but he was later withdrawn when they found out his race. The second African America male was Cleve McDowell. He was thrown out of the University for having pistol on campus. He had known Meredith but he would not say if he has talked to the former school about the possibility of attending the school.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

This immensely massive army served two important roles given by Qin Shi Huangdi: to protect his tomb after death and to follow him into the afterlife. The mighty army consisted of approximately 8,000 soldiers, 130 chariots, and 520 horses, but what was even more astonishing was that each soldier was individually unique. Everything was made from a clay-based unglazed ceramic (Check someone’s notes for that). It was discovered in 1974 by two farmers attempting to build a well when they accidently stumbled into the tomb of Qin Shi Huangdi, accompanied by the great Terracotta Army. Ever since the discovery, it has gained the attention of millions of people, from China’s citizens to tourist to scholars, and provided us with more information about

Many times, as we discussed in class, inclusion has been not implemented well in classrooms. In some cases, as conveyed by the teacher candidates who were at Al Raby, that there was a clear segregation among students with special needs and those who didn’t. In addition, in the book, it mentioned how sometimes the paraprofessional staff are the “teachers” for the special needs students while the actual teacher just teaches those without special needs. In both of these situations, inclusion is not being implemented correctly. As a future educator, my vision of an inclusive classroom would be to integrate the class where there is a reciprocal learning experience among students with and without special needs and also that both parties are mutually benefiting from inclusion. Structurally, I would create this inclusion by ensuring that there is an even distribution of those with and without special needs in the classroom. In other words, I would create clusters or groups of 4 students where there is at least one special needs student at each cluster. My hope is that those without special needs would be a student mentor and helper and to also learn about those who may be different from them. My hope is not to ostracize the students with special needs, but rather to help others understand that differences aren’t bad and that everybody has unique and special abilities and talents. I would also foster inclusion by allowing the paraprofessionals to not just help the students with special needs, but I, as a teacher to also give attention and support for those with special

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

When teachers think about standardized instruments that have been developed to collect specific information for example the criterion references assessment that describes a child developmental level and progress according to a prescribed set of skills, tasks, and activities. Also, Early Childhood Inclusion embodies the values, policies, and practices that support the right of every infant and young child and their families, regardless of ability to participate in a broad range of activities. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access offering multiple ways to promote learning and development. Also, participation using a range of instructional approaches to promote engagement in play and learning a sense of belonging for every child. And Support refer the opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

Furthermore, with no universally accepted definition of inclusion (see D’Alessio and Watkins, 2009), the ways in which inclusive practise is carried out becomes an individual practise, based on what the teacher believes to be inclusive. Therefore, there is no “magic solution” or “recipe book” for inclusion (Allan, 2009, 8). However, one barrier that the articles disagree over is teacher’s attitudes about inclusion. Allan notes, with validity, that a widespread feeling amongst teachers is that they are not equipped to teach children with additional support needs. Allan, therefore, suggests that, in order to overcome this barrier to inclusion, teachers need additional training and

I read that the education department reported that more than half of the children with disabilities in preschool are not in inclusion programs, I knew by what I have learned in this course that this report was not in alignment with the believes

As an early childhood educator, in an effort to support families who have a lack of extended family support, I will make sure to provide them with resources that support their family needs. Resources that are based in the school setting could be childcare, tutoring or expanded learning programs in the afternoons. These school based resources can help the development of their children and offer parents more support. Other resources are more community based, such as parenting classes, enrichment programs and many more. These community resources can provide families with the support of others that may help them deal with issues or concerns they are facing. Sometimes families just need to know they are supported and

The literature that was provided in the introduction that was given about the issue is up-to-date as far as 2011. No other literature after 2011 has been presented. The literature provided brings attention to why the transition from early intervention programs to inclusive school settings with children with developing disabilities is important and the literature shows to be relevant. The literature supports the researchers’ main arguments in the introduction of the study. However, there is a gap in the research on the effects of inclusion in mainstream classrooms in that the research is very limited.

I have practiced positive experiences of inclusive practices through my previous work with children and adults with intellectual disability and my opportunity to explore inclusion as an early childhood educator. I have recognised how much of a value my previous knowledge and experiences has influenced my confidence, attitude and preparation in working in an inclusive primary school classroom. I believe that as more and more

In early childhood, many five to eight year olds, are included in general education classes for at least part of the day. School districts implement full inclusion. I could not stress the enough. When I was younger in elementary school I had an IEP. Having an IEP already made me feel like an outcast and having to go to a separate room made that feeling even worse. I understand in some severe cases children have to be separated. In my case I just need the teacher to go a little slower and explain the concept a few times. The school should have had teachers equip to handle this situation. I did not need a separate room to learn the information I just need a little help, which the teacher could have easily applied.

As Robert Frost once stated, “I am not a teacher, but an awakener” (Quotes about Education, 2017). Teachers are given the extraordinary task to awaken the minds of all learners. Every student deserves the opportunity to achieve educational success. In order to be given the opportunity for educational attainment an inclusive environment is needed for a student with special needs. General and special education teachers must acquire specific skills to achieve an effective inclusion environment. The ability to communicate for collaborations, understanding the needs of students and implementing learning strategies are critical skills educators must possess in an inclusive environment.

I have attached my resume for you to be working in your classroom. I am attending Bowling Green State University, and I am in the Inclusive Early Childhood Education program. I would like to develop my teaching skills while assisting you in creating a challenging and fun learning environment for the students as well as ourselves. Being in the IEC program I am looking to be able to teach pre- k to 3rd grade. First to third grade is particularly appealing to me because students are starting to learn more of the basics and understandings of school.

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.