{"id":148,"date":"2025-12-31T18:27:57","date_gmt":"2025-12-31T18:27:57","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=part&p=148"},"modified":"2025-12-31T22:18:17","modified_gmt":"2025-12-31T22:18:17","slug":"guiding-children","status":"publish","type":"part","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/part\/guiding-children\/","title":{"raw":"Inclusive Practices","rendered":"Inclusive Practices"},"content":{"raw":"

Introduction<\/h2>\r\nOur ethical commitment to providing children with Developmentally Appropriate Practice (DAP) requires us to not only know the universal patterns of growth that guide what children are ready for at various ages and the social and cultural contexts in which children live, but also to understand the unique abilities, interests, and experiences of each individual child.\r\n\r\nDAP was developed in response to growing concerns about increasingly rigid, \u201cone-size-fits-all\u201d approaches to early education that pushed academics without regard for young children\u2019s developmental readiness. Since the 1970\u2019s special education laws and requirements have existed to ensure that children with disabilities have equal access to education and the support needed to succeed. Including children with special educational needs not only improves outcomes for them, but it also benefits and enriches the experience for typically developing children.\r\n\r\nThis chapter will briefly cover special education laws and terms and then describe various health conditions and developmental differences that educators and care providers may encounter. It will include suggestions for guiding these children effectively.\r\n
\r\n

Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nAfter reading this chapter, you will be able to:\r\n
    \r\n \t
  • Explain the requirements and provisions of the Individuals with Disabilities Education Act.<\/li>\r\n \t
  • Define and describe all the common ability differences encountered in early childhood education.<\/li>\r\n \t
  • Understand the diagnostic criteria, prevalence, and core characteristics of each ability difference.<\/li>\r\n \t
  • <\/b>\u00a0Recognize early signs of ability differences in children and understand the role of early intervention in promoting positive developmental outcomes.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"

    Introduction<\/h2>\n

    Our ethical commitment to providing children with Developmentally Appropriate Practice (DAP) requires us to not only know the universal patterns of growth that guide what children are ready for at various ages and the social and cultural contexts in which children live, but also to understand the unique abilities, interests, and experiences of each individual child.<\/p>\n

    DAP was developed in response to growing concerns about increasingly rigid, \u201cone-size-fits-all\u201d approaches to early education that pushed academics without regard for young children\u2019s developmental readiness. Since the 1970\u2019s special education laws and requirements have existed to ensure that children with disabilities have equal access to education and the support needed to succeed. Including children with special educational needs not only improves outcomes for them, but it also benefits and enriches the experience for typically developing children.<\/p>\n

    This chapter will briefly cover special education laws and terms and then describe various health conditions and developmental differences that educators and care providers may encounter. It will include suggestions for guiding these children effectively.<\/p>\n

    \n
    \n

    Learning Objectives<\/p>\n<\/header>\n

    \n

    After reading this chapter, you will be able to:<\/p>\n

      \n
    • Explain the requirements and provisions of the Individuals with Disabilities Education Act.<\/li>\n
    • Define and describe all the common ability differences encountered in early childhood education.<\/li>\n
    • Understand the diagnostic criteria, prevalence, and core characteristics of each ability difference.<\/li>\n
    • <\/b>\u00a0Recognize early signs of ability differences in children and understand the role of early intervention in promoting positive developmental outcomes.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"parent":0,"menu_order":8,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-148","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/148","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/148\/revisions"}],"predecessor-version":[{"id":243,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/148\/revisions\/243"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=148"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=148"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=148"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}