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26.3: What Programs Can Do To Be Inclusive of All Children

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    142764

    • Amanda Taintor & Emily Elam
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    Implementing Inclusive Practices

    Most children identified by special education professionals as having a disability have delays in learning and communication (over 70 percent of children from birth to age 14). Children who learn differently or have language delays commonly manifest special needs through their behavior in group settings. Early childhood educators can provide a language­-rich environment and make accommodations based on the knowledge of the individual child.[1]

    There are fewer children with more significant disabilities such as intellectual disabilities (formerly referred to as mental retardation), physical and mobility impairments, or multiple disabilities. Children with significant disabilities are likely to receive specialized services that may support success in a childcare setting. Children eligible for and who receive early intervention or special education services have individual plans with goals and strategies for caregivers and providers to use. For children under age three, the plans are called individualized family services plans (IFSPs); for children over age three, the plans are called individualized education programs (IEPs). When these plans are developed, early childhood educators can be essential members of an IFSP or IEP team.[1]

    [1] Chapter 15: Families of Children with Special Needs or Special Health Care Needs by Krischa Esquivel; Emily Elam; Jennifer Paris; and Maricela Tafoya CC BY

    This page titled 26.3: What Programs Can Do To Be Inclusive of All Children is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Amanda Taintor & Emily Elam.