Public Policies

With the Inclusion of All Children

Throughout the past 40 years there have been some significant changes in both state and federal laws, as well as with public policy and social attitudes towards integrating children with special needs and learning disabilities into typical classroom settings. Stigmas from the past have dissipated and more inclusive practices are in place. In addition to Federal laws such as the Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act (ADA), there are national associations such as the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) who rally to protect the rights of children with disabilities or other special needs. As stated in their joint position on inclusion, the DEC and NAEYC believe:

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. (p. 141; DEC and NAEYC 2009, 1)

When early caregivers and preschool teachers practice monitoring as part of their regular routines, they demonstrate accountability and responsive caregiving. Nearly 65% of children are identified as having a special need, disability, delay or impairment, and will require some special services or intervention. As early educators our role is twofold:

• Provide an environment where children feel safe, secure and cared for
• Help children develop coping skills to decrease stress and promote learning and development

Individualized Education Plan?

Some children may need more individualized support and might benefit from specialized services or individualized accommodations. Children who are over the age of 3 who qualify for special education must have an individualized education program (IEP) in place. As required by both federal and state laws, IEPs must have clearly identified goals and objectives that can be regularly monitored. IEPs are designed by a TEAM that usually includes the child’s parents or guardians, the preschool teacher, special education professionals (e.g. behaviorists, speech pathologists, occupational therapists). Together the team plans appropriately accommodations, modifications and makes recommendations that will help the child meet their developmental goals.

While everyone on the team has a role, the teacher’s role is to integrate approaches that can best support the child while in class. For example, if the IEP notes that the child needs support with language development, the teacher would consider finding someone in class who could provide peer to peer scaffolding. The teacher would want to find someone who has strong language skills, and who is cooperative and kind to others. She would then partner the two children up throughout the day so that the typical child could model ideal language skills to the child with the IEP. The teacher would also provide regular updates to parents, continue observing and monitoring the child’s development, and would provide access to alternative resources and materials as much as possible.24

Creating Inclusive Learning Environments

To ensure that all children feel safe, secure and nurtured, teachers must strive to create a climate of cooperation, mutual respect and tolerance. To support healthy development, teachers must offer multiple opportunities for children to absorb learning experiences, as well as process information, at their own pace. While one child may be comfortable with simple verbal instructions to complete a particular task, another child may benefit from a more direct approach such as watching another child or adult complete the requested task first. Teachers who are devoted to observing their children are motivated to provide experiences that children will enjoy and be challenged by. The classroom is not a stagnant environment – it is ever- changing. In order to maintain a high-quality classroom setting, it is essential to utilize your daily observations of children and the environment to monitor the experiences and interactions to ensure there is a good fit

Conclusion

Monitoring, screening and evaluating children is both necessary and takes time and practice. Rather than waiting until there is a major concern, intentional teachers should conduct observations on a regular basis to closely monitor each child’s development. By watching children, we can find patterns. Once we understand the patterns, we can better understand why children do what they do, and ideally, we can create an inclusive learning environment that meets the needs of all our children. Understanding that over half of the children in your classroom may potentially have some special need, disability, delay or impairment is crucial.

Recognizing that unless we observe regularly, we won’t be able to refer families in a timely manner to get the support services and professional help that they need is essential. Research tells us that children who receive early intervention are more likely to master age-appropriate developmental milestones, have increased academic readiness and are more apt to socialize with their peers. It is important to remember that everyone in the classroom, including teachers, assistants and directors and supervisors, should be involved with monitoring a child’s development. As you continue to read this text, you will discover how observations are essential in planning effective curriculum, documenting children’s learning, assessing development and communicating with families.