Allen Chapter 3

Allen and Cowdery The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All
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Inclusive Programs for Young Children
Chapter 3

Chapter Objectives (1 of 2)
By the end of this chapter, you should be able to:
3-1 Describe three types of programs where inclusive early childhood
services are provided.
3-2 Provide examples of the individualized services and supports a child
may need to be successful in an inclusive environment.
3-3 List recommended practices for inclusive programs.

Chapter Objectives (2 of 2)
By the end of this chapter, you should be able to:
3-4 Identify essential elements of an inclusive program for children from
birth to age two.
3-5 Identify essential elements of an inclusive program for children three to
five years of age.
3-6 Identify essential elements of an inclusive program for children six to
eight years of age.

Types of Inclusive Programs (1 of 2)
Child Care Programs
Family child care—provided in someone’s
home for six or fewer children
Center child care—provided in a separate
setting, similar to a school
• Multiple providers and one to many
classrooms
• Staff to child ratios are set by state.
Corporate child care—business-run for
employees
Preschool Programs
Public school preschool
• offered in public school; can be compensatory
education for children who have
disadvantages.
Community-based
• Run by the community with heavy parent
involvement; often called parent cooperatives.
Religious organization-based
• Religious and cultural emphasis in addition to
learning activities

Types of Inclusive Programs (2 of 2)
Head Start
• Began in 1965 specifically
for low-income families.
• Increase school readiness
for young children.
• Now serves over 900,000
children.
• 10% of the population must
be children with
documented disabilities.
• Early Head Start serves
children ages birth to five,
pregnant people, and their
families
School-Age Children
• Public and some private
offer services to children
age Kindergarten and up. A
full range of services may
be available.
• Before- and after-school
care can also be provided.
Recreation Programs
• Sports, art, dance, and
music classes.
• Many are inclusive and
provide opportunities for all
children.

Knowledge Activity 1
Why are many community preschool center programs referred to as parent co-
operative (co-op) programs?
a. They are often associated with community college programs.
b. Fees are paid by the parents.
c. The programs rely heavily on parent participation and support.
d. Classes are taught by parents.

Knowledge Activity 1: Activity
Why are many community preschool center programs referred to as parent co-
operative (co-op) programs?
Answer: c. The programs rely heavily on parent participation and support.
Many community centers offer preschool programs. They often rely heavily on parent
participation and are sometimes called parent co-operative (co-op) programs. Co-ops
require parents to participate in the program or to provide support in other ways.

Key Factors of Successful Implementation
1. Staff members are passionate about making inclusion work.
2. A vision of inclusive practice is developed over time by everyone involved
in its implementation.
3. State and national policies “prompt” programs to become inclusive.
4. Additional money, training by qualified consultants, or other types of
support are provided for the staff members of inclusive programs.
5. Support is given to enhance collaboration and communication among
people involved in providing inclusive programs.
6. Community members, such as parents or other community advocates,
work to spark interest in implementing inclusive programs.

System of Supports and Services
DEC/NAEYC Joint Position Paper on Inclusion (2009)
• Established a system of services and supports that reflect the needs of children with
varying disabilities
Services and supports may include:
• Staff development and education about the child’s disability
• Individualized therapy
• Support of a paraprofessional
• Ongoing support of an inclusion specialist

Recommended Practices for Programs
Research-Based
Family-Centered
Multicultural
Cross-Disciplinary
Developmentally/Chronologically Age-appropriate
Normalized

Knowledge Activity 2
The right of a child with disabilities to have access to the same experiences as
all young children is incorporated in which term?
a. Normalization
b. Developmentally/chronologically age-appropriate practices
c. Quality programming
d. Best practice

Knowledge Activity 2: Activity
The right of a child with disabilities to have access to the same experiences as
all young children is incorporated in which term?
Answer: a. Normalization.
Normalization refers to providing opportunities for individuals with disabilities to go to
school and participate in education experiences, as do other children and youth. For
young children, these experiences may include preschool, child care, swimming
lessons, play groups, movies, religious training, and dance lessons. A family with a
child who has disabilities should have access to the same range of activities and
services as any other family (Bailey & McWilliam, 1990).

Inclusive Programs for Children

From Birth to Age Two (1 of 2)
Caregiver-Child Relationship
Create an enabling environment
• Children interact with their environment.
• Communication is intentional.
• Interactions foster child’s sense of self-
control.
• Infants are given opportunities to respond to
people and situations.
Environment and Experiences
• Children are allowed and expected to
interact with their surroundings.
• Children engage in activities that are
developmentally appropriate.
• Routines are predictable.
• Encourages and supports active
exploration.

From Birth to Age Two (2 of 2)
Equipment
• Bright, colorful, and well-organized
• Appropriate materials:
• Sturdy picture books
• Household items
• Climbing apparatus
• Mirrors
• Nesting toys
Health, Safety, and Nutrition
• Children are allowed and expected to
interact with their surroundings.
• Children engage in activities that are
developmentally appropriate.
• Routines are predictable.
• Encourages and supports active
exploration.

Guidelines for Positive Interactions with Parents
1. Sharing important information with parents about their children
2. Demonstrating respect for a family’s culture, language, and life choices
3. Having appropriate information that enables teachers to answer questions
about child development and available community resources
4. Responding respectfully to parents’ questions, comments, and concerns
5. Welcoming parents to participate in the program and participate in decision
making regarding the care and education of their child.

From Ages Three to Five (1 of 3)
Creating a caring community of learners
• Each community member is valued by others and recognized for their strengths
• Relationships are nurtured with each child, and educators facilitate the development of
positive relationships among children
• Each community member respects and is accountable to others to behave in a way that is
conducive to the learning and well-being of all
• The physical environment protects the health and safety of members and supports
physiological needs for play, activity, sensory stimulation, fresh air, rest, and nourishment.
• Every effort is made to help every community member to feel psychologically safe and able
to focus on learning
(NAEYC, 2020)

Case Study
Hayden is a four-year-old attending a community preschool. He has a diagnosis of
autism and is supported by a shadow aide who helps him participate in the
curriculum.
A classmate, Miles, came to school and announced that what Hayden has is
contagious. For the last week, some of Hayden’s classmates will not sit beside him at
circle, and are teasing him during playtime.
Hayden is very upset by the change in his classmates. The shadow aide has done
her best to explain to the students that Hayden is not contagious and all members of
the class are friends.
Hayden has reported to his parents that Miles is mean, causing the parents to ask the
teacher what is going on.
a. What can the teacher do to change the class climate and create a caring community of
learners?

Teaching to Enhance
Development and Learning
• Children are engaged in developmentally
and age-appropriate activities.
• Environment invites and supports
learning.
• Environment matches varying abilities.
• Teaching strategies support child
independence, self-determination, and
creativity.
Constructing Appropriate
Curriculum
• Social-emotional development
• Model self-control
• Encourage appropriate behaviors
• Use positive statements/praise
• Set clear limits
• Communication and literacy
development
• Physical development
• Gross-motor and fine-motor skills
• Aesthetic development

Assessment
• Assessing children to determine what to
teach
• Further developmental domains
• NCLB requires assessment for
documentation of learning.
Reciprocal Relationships with Parents
• Establish regular communication
• Newsletters
• Weekly/daily notes

From Ages Six to Eight (1 of 2)
Caring Community of
Learners
• Positive climates for
learning
• Building democratic
communities
Teaching to Enhance
Development and
Learning
• Student exploration and
child-initiated inquiry
• Explicit academic
instruction of basic skills
• Play
• Active learning
Integrated Curriculum
• Teach around themes,
experiences, and projects
that include a variety of
skills.
• Resist boundaries between
academic areas.

From Ages Six to Eight (2 of 2)
Guidance of Social-
emotional Development
• Peer relationships
• Friendships
• Self-control
• Self-assessment
• Problem solving
Assessment
• These should be
contextually based and
formative.
• Evaluate mistakes as not
what children do not know
but how they arrived at that
answer.
• Progress reports and
portfolios are used.
• Observation is key.
Reciprocal Relationships
with Parents
• Develop a good working
relationship.
• Publish newsletters, weekly
reports.
• Encourage parents to visit
and volunteer in the
classroom.

Discussion Activity
• Reflect on your own early elementary experiences.
• Describe your own experience with inclusion, or the lack thereof.

Summary (1 of 2)
Now that the lesson has ended, you should have learned how to:
• Describe three types of programs where inclusive early childhood services are provided.
• Provide examples of the individualized services and supports a child may need to be
successful in an inclusive environment.
• List recommended practices for inclusive programs.

Summary (2 of 2)
Now that the lesson has ended, you should have learned how to:
• Identify essential elements of an inclusive program for children from birth to age two.
• Identify essential elements of an inclusive program for children three to five years of age.
• Identify essential elements of an inclusive program for children six to eight years of age.

Allen Chapter 3

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