Sharing Web Resources

The Web Resources I used was the DEC and NAEYC

The DEC/NAEYC joint position statement on inclusion contributes to the early childhood field in that it helps all involved with children fully understand the practices and techniques needed in order to have successful inclusion learning programs, whether at home or at school. All early childhood programs should model a program that displays a welcoming and supports diversity with open arms. The joint statement should help us face the realities of inclusion by breaking down the details in terms of access, participation, and supports. Through this statement we should be encouraged to look closely at our own practices and concerns and ponder if we are supporting development for every child.

Children should be given access to a variety of learning opportunities through their environment and activities. The Universal Design for Learning allows for every young child to have access to learning and the law forbids schools to not allow children to receive a free and public education regardless of the needs of each individual child. Participation is encouraged for children with or without disabilities as their social-emotional development is cultivated. It is critical that supports be in place so that every child is afforded the opportunity, through trained professionals, to be assisted in and outside of the regular classroom. As stated in the Individual Responsive Practice discussion with Dr. Darragh, it has to be continuous model of support from everyone in the child’s life.

Once access to a particular program has been made, the next crucial step is to figure out how it's going. A positive, respectful relationship between staff and parents is important in making certain that the participation of every child is meaningful and beneficial. Even if children with disabilities are able to access programs and environments, some may require additional individualized accommodations and modifications to participate fully in play and learning activities with peers (DEC/NAEYC, 2009). Then early intervention services should be integrated into the child's routine. Achieving high quality inclusion of children with disabilities requires that there be a strong foundation of systems level supports to ensure that the efforts of individuals, programs and organizations are successful and can be maintained. Teacher training is very important to prepare them to work collaboratively with families, therapists, and other staff to provide specialized services and to ensure a high quality program.

Inclusion benefits children with and without disabilities, it allows them to understand and accept their own and others strengths and gifts, it also helps them experience and appreciate diversity and access the same education that their typically developing peers can and, therefore, expect to be more successful in future educational experiences. Lack of knowledge in individualizing instruction and the lack of collaboration between teachers and families and other staff members are barriers to inclusive practices, that’s why teachers training and preparation are important component to inclusion success.

Resources:
Video - Individually Responsive Practice, Dr. Johnna Darragh Ernst

National Association for the Education of Young Children. (2009). Where we stand on responding to cultural and linguistic diversity. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Retrieved from http://community.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007.pdf/

Rodd, J. (1996). Children, culture, and education. Retrieved from http://findarticles.com/p/articles/mi_qa3614/is_199601/ai_n8743794/