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26.6: Successful Inclusion of Children with Special Needs

  • Page ID
    142767
    • Amanda Taintor & Emily Elam
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    Making Inclusion Work

    As each child is unique, so is each early childhood education program. There is no magic formula for making inclusion work beyond the creativity, energy, and interest that most early childhood educators already bring to their work. Their uniqueness notwithstanding, every program can include children with disabilities successfully. And each makes it work child by child, day by day. A "can-do" attitude among the teachers helps to provide the necessary energy for coming up with solutions to the inevitable challenges. It also helps to have an enthusiastic attitude toward making inclusion work rather than simply fulfilling a legal obligation.[1]

    Some children need small changes to the curriculum or minor support to get the most out of certain activities. These sorts of things may consist of fairly simple accommodations, such as providing a special place or quiet activity for a child who cannot participate in large-group activities or making available a special snack for a child who needs to eat more frequently than the typical meal or snack schedule.[1]

    Three toddlers sit at meal time. One child with a physical disability using adaptive techniques while peers look on.
    Figure \(\PageIndex{1}\): Individual children's needs will help you decide what adaptations you need to make. ([2])

    Other children may require more specific adaptations that might not be readily apparent. A variety of community resources can help determine what those might be. The family, for example, is always the first and most important guide for what a child might need; after that, an area specialist or a local workshop might be. Beyond the immediate community, a world of literature in books, periodicals, and Websites devoted to disabilities and inclusion can inform an early childhood educator about appropriate adaptations for a child with a particular condition or need.[1]

    Programs that begin with a high-quality, developmentally appropriate foundation; a positive attitude on the part of the care provider; appropriate adult–child ratios; supportive administrators; and adequate training for the provider will be in a good position to creatively solve problems for a child with disabilities or other special needs, exactly as it does for children who are typically developing. If a child already has an established diagnosis, trained intervention personnel may be available to assist in this process. One of the biggest roles of a care provider is to facilitate a sense of belonging and inclusion. Several helpful strategies are as follows:

    • Start with the assumption that all children are competent.
    • Adapt the environment so that it is developmentally appropriate, challenging, and fits the needs and interests of each child.
    • While there may be a need to support a child's mastery of a specific skill, keep the whole child in mind, particularly the child's social-emotional experience.[1]

    Consider the following questions when adapting an activity for a child with special needs:

    • Does the child have an opportunity to be in control of the learning experience?
    • Is there a balance between adult-initiated learning and child-initiated learning?
    • Can the child make choices while learning the skill?
    • Is the child able to initiate their own efforts to practice the skill, with support given by the child care provider?
    • Is the child gaining self-confidence and showing the joy of accomplishment while learning?
    • Is there room in the activity for the child to make discoveries?

    [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

    [2] Inclusion Works! By the California Department of Education is used with permission


    This page titled 26.6: Successful Inclusion of Children with Special Needs is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Amanda Taintor & Emily Elam.