Chapter 1, EDU 221, Children with Exceptionalities, 2014fa, online

1. An Inclusive Approach to
Early Education
Chapter 1 from The Exceptional Child: Inclusion in Early Childhood
Education. K. Eileen Allen and Glynnis E. Cowdery. Cengage Learning.
2015.

2. Inclusion for children with disabilities is. . .
• Attending school and activities with one’s typically developing peers
• Acceptance by peers and others in the community
• Being supported so that the child’s needs are being met
• Being able to participate in programs of choice
• Being respected for the diversity that is inherent in all of us and in all
of our families

3. Acronyms and Terms
• IDEA and IDEIA – Individuals with Disabilities Act and Individuals with
Disabilities Improvement Act
• FAPE – Free and appropriate public education
• LRE – Least restrictive environment
• Mainstreaming – earlier efforts to move children with disabilities into
classrooms with children who are typically developing
• Inclusion – current efforts that support children with disabilities as
full members of a classroom

4. What does “support” look like?
• It may include adaptation of equipment, materials, curriculum,
activities, etc.
• It might be additional support people and skills through assistants,
consultants, trainings, etc.
• It may be special services such as speech, physical or occupational
therapy.
• In an inclusive classroom, these services take place within the natural
context of the classroom environment (both indoors and/or outdoors)

5. Defining Inclusion
• L. Ehlers (1993) describes ways to understand inclusion through
• beliefs and values of the family unit, the community, and in society in general.
(this reminds me of Bronfenbrenner’s Ecological Systems Theory)
• The experience itself
• The resulting outcomes of the experience
• F. Billingsley (1996) sees inclusion as contributing positively to
• Membership – children become members of the groups in which they are
included
• Relationships – various types of interactions occur within the framework of an
inclusive environment
• Development – more opportunities for positive outcomes associated with
traditional development (communication, pre-academics, motor, etc.) are
available in inclusive settings.

6. Defining Inclusion (cont.)
• Division for Early Childhood Development and the National
Association for the Education of Young Children (DEC/NAEYC)
definition is found in your text on p. 7
• Click the link to access the DEC/NAEYC Early Childhood Inclusion
Summary
• Their primary components:
• Access
• Participation
• Support

7. A Little History
• Children with “mental retardation” or other severe disabilities were
often institutionalized at birth and otherwise hidden from the
mainstream of society
• Once children with disabilities were allowed in the schools, their
classes were put in the furthest corner of the school, the room
behind the stage, or wherever they could be cared for without
disturbing others.
• As a result of the Civil Rights Movement, the rights of people with
disabilities also began to gain attention. More identification and help
was provided, especially in the efforts for secondary prevention

8. Latest Trend
• “Include and support” – “The underlying assumption of the include-
and-support period is that people with disabilities should be included
as full members of society and that they should be provided
appropriate supports, such as education and accessible
environments, to ensure their inclusion and meaningful
participation.” (Allen & Cowdery, 2015)

9. Issues for Consideration
• Review the ethical, socialization, developmental, and cost issues on
pp. 9 – 15 in your text.
• Review the basic developmental skills and understand their
relationship to sensitive (critical) periods.
• There is a Discussion Board prompt based on this information. Let’s
have some thoughtful, informed responses!

10. What About the Teachers?
• The key to successful inclusion is found in the abilities of the teacher.
• The teacher must be able to successfully plan and implement an
inclusive program.
• Successful programs are dependent on a teacher’s skills and attitude!
• Note the “Teachers’ Responsibilities” and as described in 1-4a, 1-4b,
and 1-4c in your text.

11. Benefits and Challenges of Inclusion
• There are research supported benefits of inclusion for children with
and without disabilities, families, and society.
• Inclusion is the law; even private childcare facilities must adhere to
the law. Lack of knowledge and understanding of working with a
child with disabilities can create fear and uncertainty
• Poor quality programs are not good for any child. Early childhood
educators may not have the experience or the knowledge to provide
high quality programming.
• Parents may have concerns about inclusion (this is parents of children
needing services and of typically developing children)