2.6: Reflection on Learning
- Page ID
- 228525
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Image Source: Early Childhood Inclusion. Wisconsin Department of Children and Families.
Fig. 2.6. Preschool teacher working with young boy playing with linking blocks.
Reflection: Inclusion and Children with Disabilities
All children deserve the right to learn next to their peers in a classroom, which should be inclusive for all children and their families.
Inclusion means that children should have access to a wide range of learning opportunities and materials; they should be able to participate in daily routines and have support Ideas around inclusion in the early childhood field have evolved steadily over the past few decades, and are continuing to progress. This has occurred in a context of ongoing social change, which has been accompanied by similar changes across a range of social values and ideas.
Effective early childhood educators understand that creating an inclusive learning environment that is responsive to a diverse range of characteristics and needs, can be a challenging. Inclusive education in the early years classroom focuses on children with special needs, such as physical impairment or autism, and for at-risk children in relation to issues of poverty and other socio-economic issues.
Critical Thinking Questions
- Why does inclusion matter in early childhood settings?
- What can educators do to create inclusive early childhood contexts that provide children and families with the opportunity to develop understandings of difference and diversity?
- After reading about inclusion, what does an inclusive classroom look like to you for various ages?
- What about multi-aged classrooms?
- Does typical and atypical/exceptional development exists in childcare?
- What are your thoughts on this topic?
- What are your thoughts about Person-First Language versus Identity-First Language?