1. UNIVERSITY OF TRINIDAD AND TOBAGO SCHOOL FOR STUDIES IN
LEARNING COGNITION AND EDUCATION
Course Name: Professionalism in ECCE
Course Code: ECCE4005
Instructor: Mrs. Celestin
Assignment: Inclusion in Early Childhood Education
Assignment Due Date: 05/06/14
Student Name: Christina Sookdeo
Student ID: 52927

2. INCLUSION IN EARLY CHILDHOOD EDUCATION
Today, many families and their children face inequality and exclusion. In the early years
this could relate to: gender, ethnicity, disability, age, religion/belief, sexual orientation, socio-
economic status. Thus, inclusion in early childhood care and all areas of education is crucially
important. The National Center on Educational Restructuring and Inclusion (1995) developed the
following working definition of inclusive education:
“Providing to all students, including those with significant disabilities, equitable
opportunities to receive effective educational services, with the needed supplementary aids and
support services, in age appropriate classrooms in their neighborhood schools, in order to prepare
students for productive lives as full members of society.”
Each of us is equal in our value as a being. But treating all learners as the same does not
acknowledge their equal value as learners. "Same" and "equal" are not congruent terms. Each
student is of equal value, therefore each is worthy of an education, of learning, growing, and
being educated. They are all equal in value, but not the same. Treating students the same means
giving them identical amounts of instruction, identical lessons, identical learning materials, and
an identical education. Treating students as equals, means acknowledging each one has equal
value as a learner, which in turn means giving them each what they need to fulfill their value as a
learner.
As we have seen, each child is diverse and not the ‘same’, a notion which is also
supported by Gardener’s theory of multiple intelligences. Diversity is the mix and inclusion is

3. making the mix work. More formally, diversity is the composition of individuals in a group.
Inclusion is the requisite programs and organizational strategies that welcome and embrace the
strengths each person brings to the mix. Apart from the inclusive programs that can be offered
which is sometimes costly and difficult to acquire, the following are some strategies for creating
a productive and inclusive environment for all children.
Strategies focused on the General Classroom (all children)
1. Examine your assumptions. It is very common for instructors to assume that student share
their own background, but this is not necessarily so. We should not find ourselves addressing
students as if they all share our religion, sexual orientation, or economic class.
2. Learn and use students’ names. Even in large classes, you can start with a few names and
build up. At the very least, let students know you are making an effort to do so.
3. Model inclusive language. For instance, avoid using masculine pronouns for both males and
females. When you use idioms close to our culture and language in Trinidad, explain them for
the benefit of non-native English speakers.
4. Use multiple and diverse examples. Multiple examples increase the likelihood of students
relating to at least one of them. Take care to include examples that speak to both sexes and that
work across cultures.
5. Establish ground rules for interaction. This will assure that other students are also being
inclusive and respectful. In order to generate maximal buy-in into the ground rules, involve the
students in the process of establishing them. You will still need to enforce the ground rules and
correct students for the occasional non-inclusive or disrespectful comment.

4. 6. Examine your curriculum. Make certain that different perspectives are systematically
represented in your course materials (e.g., a course on family focusing only on traditional
families, or a course on public policy ignoring race issues)? Neglecting some issues implies a
value judgment and bias, which can alienate certain groups of students.
7. Be mindful of low ability cues. In their efforts to help students, some instructors
inadvertently send mixed messages (e.g., “Sure, I’ll be happy to help you with this, I know girls
have trouble with math”). These cues encourage attributions focused on permanent,
uncontrollable causes, which diminish students’ self-efficacy. Instead, it is more productive to
focus on controllable causes, such as effort.
8. Provide accommodations for students with disabilities. Instructors are required by law to
provide reasonable accommodations to students with documented disabilities.
9. Don’t ask people to speak for an entire group. Minority students often report either feeling
invisible in class, or sticking out like a sore thumb. This experience is heightened when they are
addressed as spokespeople for their whole group, and can have implications on performance.
10. Practice inclusive classroom behaviors. Of course, we as educators are not out to
intentionally exclude anybody from the educational experience. However, many researchers
report small unconscious behaviors – “micro-inequities” – that certain student groups experience
repeatedly. For instance, females report that instructors tend to interrupt them more often than
men, ignore them more often, call on them less often, ask them more recall questions and less
analytical questions, acknowledge their contributions less, and build on their answers less (Hall,
1982). These micro-inequities add up and have a highly discouraging effect on those students.
Strategies focused on students with disabilities

5. The special needs child will need some adjustments to be able to fully participate in your
classroom. Fortunately, most of the adjustments are minor and can be accomplished with a
minimum of effort. The easiest things to do are change a few of your standard items. Add a tape
recorder for language, use squeeze only scissors, put in board books, big size legos, increase
spacing between tables and walls, make sure shelves are firmly anchored, and arrange rooms so
that all of the areas can be easily seen by an adult from any position. Giant crayons and pencils
are also good as well as fat sized washable markers. Special needs children often have an easier
time during clean-up if the shelves are marked showing where toys belong. Old toy catalogs are
great for making signs for storing materials. Using Velcro for calendars, posters, and file folder
games also makes putting things back on walls very easy.
Probably the biggest concern with any special needs child is behavior. Attention deficit,
hyperactivity, learning disabilities and more all influence a child's behavior. These children
become frustrated more easily and frustration can lead to behavior problems. The best tool for
handling negative behavior is to anticipate it. You can recognize what leads to an episode of
unacceptable behavior and change things early to avoid it.
For many children, transitions are the main focus. Try announcing any transition at least
five minutes ahead of time and every minute thereafter. Go over to the child and tell them face to
face that the activity is coming to an end. Give the child a specific job to do such as put away
crayons, slide in chairs, set out carpet squares. Repeat what is coming up next and have the
children tell you what is going to happen. Another easy idea is to break down tasks into smaller
steps. For example, when painting, have the child first get a smock, then show the paint, then
have her do her art. When she is finished, walk her through the steps to put things away and put

6. away her picture. Avoid giving more than two steps at a time. Teach the child to break up big
tasks as well. For instance, when doing a puzzle have him dump the pieces, then turn them over,
then find all of the edge parts first. By having a system to follow, the child will be able to
concentrate more and have less cause for frustration. Another problem area is communicating
with peers. Children who have language difficulties also face problems in problem solving,
social interaction, and play. Try having an adult in the child's play group to model asking to play,
interacting with others, sharing, exchanging ideas, and solving problems. Don't do all of the
talking but give examples of what to say. "Ask Bill if he will trade his truck for your blocks."
"You need to remind Jane that she can't knock down your blocks without asking." Children want
to fit in and modeling gives any child a way to learn to fit in and make friends.
All of these strategies will help to create inclusive schools which are those that embrace
diversity, provide access to knowledge, skills, and information to all students, tailor learning to
meet individual needs, encourage co-teaching and collaboration among general and special
educators, collaborate with families and community members, think outside the box in terms of
school structure and finance, maintain high expectations of all students, engage in continuous
improvement, and promote and support inclusive communities.

7. References
The City University of New York, National Center on Educational Restructuring and
Inclusion (1995). National Study of Inclusive Education. New York: Author.
National Institute for Urban School Improvement (nd). Improving education: The
promise of inclusive schooling. Retrieved on May 25th 2014, from:
http://www.edc.org/urban/publicat.htm

8. APPENDIX
Poem by Charles Bennafield (2012)
I am diversity, please include me
I ‘m present in every place you go
Depending on your lens I’m friend or foe
I’m a force to be reckoned with
Like the winds of change I move. I’m swift.
I’m present when two or more are together
If embraced I can make the good even better.
I’m not limited to age, gender, or race.
I’m invisible at times and yet all over the place.
Don’t exclude me due to a lack of knowledge
Welcome me like the recruit fresh out of college.
Let me take my seat at the table
Even though I may be differently able
My experience, my passion the authentic me
Can help add value for your company.
Learn about me; improve my underrepresentation
And I can provide a competitive edge to your entire nation.
I exclude no one I am strengthened by all
My name is Diversity and yes I stand tall.
Recognize me and keep me in the mix
Together there’s no problem that we can’t fix.
I am your best hope towards true innovation
And to many, I reflect hope and inspiration.
Your lives and companies will continue to change
Thus the need for Diversity and Inclusion will also remain.

9. Do all that you can to truly embrace me
And experience life’s fullness totally
I’m the thought lurking behind the unfamiliar face
I’m the ingenuity that helps your team win the race.
I’m the solution that came from the odd question that was asked.
I stand out in the crowd when I, Diversity, am allowed to be unmasked.
I’m diversity embrace me and we’ll journey far.
I’m Diversity include me and we will reach the shining star.
Coupled with Inclusion our lights burn longer
Together we are smarter, better and stronger
I am Diversity
Yes, that’s me.