Inclusive Practice In Early Childhood Education

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

Some people may ask what inclusion is well inclusion makes it possible for children with and without special needs, interact and learn with each other on a daily basis in a classroom. There are many children in the world today that have special needs. Some of those children do not get to play with “typically developing peers” (NAEYC) or children their age because some schools do not offer inclusive classrooms. There are many reasons why inclusive classrooms are good for everyone involved.

For this assignment, I interviewed a parent of a child who does not have an IEP or receive special education services. Through this interview I was able to learn how parents of children with no special needs are aware of the inclusion classrooms.

First, the administrator and teacher at Kreative Kids will evaluate if your child’s needs can be met at the child care center. If so, they will use an inclusion model to place your child in a classroom that is developmentally-appropriate. Inclusion ensures that your child is integrated into the daily classroom activities as much as possible, while providing the support they need to be successful.

The article “Feds Call For Greater Inclusion In Preschool”, written by Michelle Diament on May, 19, 2015 and published in Disability Scoop, is about the United States Federal Governments feelings that the amount of children with disabilities learning in inclusive programs is too low. Antonio Perez from Chicago Tribune /TNS reported that “Federal officials say that young children with disabilities should be receiving educational services in inclusive settings in greater numbers.

Know the background and interest of individual children and draw on these when supporting their learning

Unfortunately, thorough research on the impact of professional development on student achievement is limited because it is challenging, complex and expensive to study. Nonetheless, Hoaglund, Birkenfeld, and Box, (2015), conducted a study that illustrated that learning communities are viable tools for providing professional development to both pre-service teachers and current teachers. Their study showed how a group of pre-service teachers and their supervisors participated in a professional experience learning community for two terms prior to the pre-service teacher’s junior year at Samford University in Birmingham, Alabama. Questionnaires and interviews were used to evaluate the effectiveness of the program. The results of the study indicated that all participants valued the experience and consequently were able to gain and identify some benefits of a professional learning community (PLC). Participants specifically reported a greater appreciation of collaboration with more experienced educators as a practical way of solving issues and implementing processes and procedures for increasing student achievement. The activities incorporated within the

5) Attempt to involve other supportive teachers, administrators and other colleagues so that you’re not the only one who is modelling a concern for both an inclusive Early Childhood setting and

My inclusive preschool class includes a total of 18 students, 9 of which have an

Inclusive practice is about the ways in which Early Years Provisions design and develop the learning

Reflection is an important part of the planning process. “Ongoing learning and reflective practice is one of the five principles of the early years learning Framework” (DEEWR, 2010. p. 7). It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children.

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.

The whole child must be planned for, not just the parts that are different,” (Deiner, 1999). Inclusive education facilities give all children a chance to work together and be brought up in a diverse classroom. Inclusive classrooms will also give all the children a chance to see others differences and be aware of and accept diversity.

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is considered exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a feeling