Full Inclusion In Early Childhood Education

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.

M. Smith and K. Smith state (2000) that the six teacher in their study felt that they were not prepared in college as preservice teachers to instruct in an inclusive classroom. This line of thinking was also discovered by Bruns and Mogharreban (2007) when they found that preservice teachers’ beleifs about inclusion were positive they not as confident of their abilities to plan, instruct, and manage an inclusive classroom. It was also stated that many Head Start teachers do not hold state certification and may not receive the same types of instruction related to young children with disabilities as do professional completing a state certified early childhood program (Bruns and Mogharreban, 2007). Professional development opportunities need to

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

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

In ‘Promoting Inclusive Practice’ (Florian, 1998) there was a suggestion that teachers need knowledge about children’s learning difficulties and need to be skilled in using specific teaching strategies. Practice and provision needs to be developed and adapted: a new school ethos and commitment to inclusion, an effective learning environment, effective communication, teacher knowledge and modification and personalised curriculum. Lipsky and Gartner’s (1998) inclusion model emphasises visionary leadership, effective parental involvement, staff and pupil support, a flexible curriculum and effective instructional practices. The Office for Standards in Education (OFSTED, 2006) examined the factors that promote good outcomes. It found effective provision was equal between mainstream and special schools when particular elements in place. However, more good or outstanding provision existed in well-resourced mainstream

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.

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.

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.

Inclusion is becoming more and more needed for children with disabilities because they want to be able to learn and play with the other children and establish a relationship that will help them to become strong teens as well adults. Inclusion takes on many different forms of involvement therefore, the teacher and parents must be willing to work together to assure that the child’s needs are being met.

Even though there are, in many cases, other educators within the classrooms to help these children who need that additional help, the teachers generally don’t have that kind of training. Hoon and Wilcox explained that when it comes to special education students, the most important thing is to provide these students with an education that proves to be an effective education for them. They stressed that what special education students come out of the classroom understanding is more significant than the type of classroom setting in which they are being taught. This is because if they are learning more in a special education setting in comparison to an inclusion setting, then the special education setting becomes the better choice for the students. Hoon and Wilcox used the first grade class described in their article to address the idea that inclusion means adjusting the classroom to accommodate every student’s needs. They talked about how that same first grade teacher was told that she was going to have a student in her class who had cerebral palsy. The teacher was not aware of what this would entail for her classroom and how it would change the way that she taught within her classroom. The child was in a wheelchair and the classroom had to be made accommodating for the student. Hoon and Wilcox explained that pediatricians can be very helpful in

We believe that our Head Start classrooms is the ideal place for children with disabilities to begin to socialize with their peers in a setting of acceptance and inclusion. We recognize that parents are their children’s primary teachers and nurturers. The Disability Services Coordinator will work closely with the early childhood education and family

Inclusion is very important in early childhood education. The definition of an inclusion classroom defined by Sue Watson (2016) is, “Settings where students with disabilities and typically developing students share a classroom and teacher.” Every student deserves to have the same education as one another and deserves to be in a mainstreamed classroom instead of isolated in a classroom for children with disabilities or English Language Learners. Being included in mainstreamed classrooms can help student’s social skills and students can learn from each other. Inclusion teaches children about diversity, which shows students that not everyone is the same and that their peers may learn differently. The teacher plays a huge role in student’s achievement and will need to meet the needs of all students

According to a recent study in Canada where 36 fifth and sixth grade students were placed in classrooms from five different school districts that all had full inclusion policies and then were asked about the experience. There were seven themes that were constantly brought up when asked to recall their classroom experience. The top theme, brought up by 41% of the statements, was about the importance of including the teacher. One of the children stated, “Teachers can go to the kid with the disability, and say,

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.

Those who embrace full-inclusion believe that all children should be educated together in the general education environment. Supporters of inclusion think that it is best to educate disabled children with their non-disabled peers. They believe that special needs children benefit greatly from having the social interaction with their typical peers. Furthermore, their belief is that the typically developing child also benefits by learning to accept differences in others, as well as gain friendships and compassion (“Special Education”).