Jaclyn Lerman

SPED 465
9-10-12
Inclusion Philosophy

All children are capable of learning. Every child works and learns at his or her own pace,

and with consistent support, a child can reach his or her full potential. The same is true for

children with disabilities. In order to make their position on inclusion clear, the DEC and

NAEYC wrote a joint position statement, stating that, “Every infant and young child and his or

her family, regardless of ability, [has the right to] participate in a broad range of activities and

contexts as full members of families, communities, and society” (DEC/NAEYC 2009). I think

that children with disabilities should be able to fully participate in the same or adapted activities

as typically developing children. The main goal for any setting where children without

disabilities are usually served should be inclusion: that all children, with and without disabilities,

are full members of the classroom.

Access, participation, and supports are the three defining features of high quality early

childhood programs and services for inclusion classrooms. Every child, regardless of ability,

should be able to participate in various and diverse learning opportunities in the least restrictive

environment. One way to ensure access is to use ramps instead of stairs as a way of going up or

down a level. As a teacher, it is my job to encourage every individual child’s involvement and

engagement in the classroom. I believe that no child should be left out of an activity. When a

child feels like he or she belongs and matters in the classroom, that child will be more conducive

to learning. It is also my job to make sure that families with children with disabilities have

knowledge about and access to various resources within the community that can be of value.

Furthermore, paraprofessionals, families, and classroom teachers must all be on the same page in

order to benefit the child. These three indicators of high quality early childhood programs are
necessary in order to provide the best possible experience for the child with disabilities and his or

her family.

Every child can benefit from an inclusion classroom. Children without disabilities can

learn about children who may look or act a little bit differently than they do, but are still children,

with the same hopes and fears that they have. I think that the biggest piece of support that

children without disabilities can provide for children with disabilities is to just be a friend. In my

practicum class, there are three children with disabilities. All three children are full members of

the classroom and school community. Children are usually willing to help Donald*, a boy with

Down syndrome, with opening his snack or demonstrating a task. Not only are the typically

developing children learning how to be good friends, skills that are for a lifetime, but also

Donald now has 13 other models to use for learning. He is also learning how to be a friend. All

of the children know that even though Donald might not be able to perform a task the same way

they can, they know that he is a member of their community.

One of the challenges of an inclusion classroom is that parents might be worried that the

typically developing children would receive less attention from the teacher because all of her

time might be spent with the child(ren) with disabilities. It can be a tough job trying to change

parents’ minds. As an early interventionist, it will be my job to make sure parents understand

that there are many benefits to an inclusion classroom.

As an early interventionist and/or a teacher to serve children with and without disabilities,

there will be many challenges that I will come across, as well as benefits. A challenge exists in

trying to find ways to adapt materials and activities for children with disabilities. Each child

requires something different. Although it is cliché to say, what works for one child might not

work for another child. In my practicum, my cooperating teacher found that one of her afternoon
students benefits from sitting in a cube chair during story time. A morning student, with similar

disabilities, benefits more from sitting in a stadium chair. This example shows that while two

children may have comparable needs on the outside, on the inside, however, their needs are as

different as apples and oranges. It will take time, effort, and creativity on my part to figure out

ways to best reach each child, but in doing so, and making sure the child has achieved a goal,

will a reward in itself. The best reward is seeing a child smile after overcoming an obstacle.

There are many skills required in order to work effectively with children with and

without disabilities and their families. I think that the most important skill for any member of a

child’s team is good communication. Every aspect of intervention and classroom life must be

reported to another person on the team. According to Building Block for Teaching Preschoolers

With Special Needs, “having shared goals is fundamental to a well-functioning team” (Sandall &

Schwartz, 2008). When every member of the team is advocating for the child (and family) and

has the same purpose for being on the team, it is easier to work together. If there is

miscommunication and a lack of understanding among team members, unnecessary difficulties

can arise.

Respect for others’ opinions is crucial when working on a team. For this reason, it is a

necessary skill for early childhood teachers. For example, last week I sat in on an IEP meeting

for a student in my classroom. The school principal, classroom teacher (my cooperating

teacher), social worker, occupational therapist, speech and language therapist, and the child’s

parents were present at the meeting. Throughout the course of the meeting, different goals for

the child and various opinions were put onto the table. Luckily, everyone wanted the same

outcomes for the child. Each member of the team had his or her turn to talk and share ideas.

Each member was respectful. Fortunately, this meeting went rather well because the child’s
parents strongly agreed with everything the school’s team members said. If the parents decided

that they did not want their child to continue receiving services, the school personnel must

respect their decision. The parents have final say in every decision, whether or not that decision

will benefit the child.

Along with having communication skills and respect, early interventionists and teachers

of young children should be patient. All children learn at different rates. One child may learn to

count to ten in just two days; another child may take a week to learn the same numbers.

Teachers must understand that children are just children. They get frustrated, angry, sad, scared,

excited, worried, happy, and so much more, just like we adults do. Their moods change rapidly,

depending on the situation, because they have not learned yet how to control their emotions.

Children, no matter of ability level, take time to learn how to act in various situations. They

need good models to demonstrate successful involvement in the community.

Inclusion classrooms are a great way to bring every member of the together into a caring,

productive community. All children deserve to be in an environment that supports their learning

in every way possible.

*Name has been changed

 Works Cited

1. DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the

Division for Early Childhood (DEC) and the National Association for the Education of
Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child
Development Institute.
2. Sandall, S., & Schwartz, I. (2008). Building blocks for teaching preschoolers with special
needs. (2nd ed., p. 23). Baltimore, MD: Paul H. Brookes Publishing Co.