1. Every child with a disability is entitled to participate in early childhood settings and actvities with their typically developing peers.
Inclusive experiences for children with disabilities, and their families, foster:
Select the LRE/NE for a particular child after IEP goals and IFSP outcomes are identified. The IDEA requires all public school systems to provide a free, appropriate education for eligible children with disabilities, ages 3 through 21 years. A special education for young children with disabilities must be provided in the least restrictive environment, to the maximum extent appropriate. Early intervention services, including the Extended IFSP option, must be provided to children and families in their natural environments. The Community Circle of LRE/NE Options displays options for meeting these mandates.
Consideration of options for LRE/NE settings for a specific child is guided by an understanding of the child’s strengths and needs for accommodations, modifications and supplementary aides and services, as appropriate. This knowledge is gathered from multiple sources, including a child’s family. The LRE/NE for an eligible child in Maryland, 3 through K, is selected by:
- an IEP team after IEP goals and objectives have been developed
or
- an Extended IFSP team, after IFSP outcomes have been revised.
Programs or classrooms are not “inclusive” merely because one or more children with disabilities is in attendance. Inclusive early childhood settings ensure access to all activities and materials for all children, and promote interaction with typically developing peers via group and individual approaches to learning. They also provide professional development to staff and foster collaboration among families and professionals.
Historically, “mainstreaming” and “integration” programs expected children with disabilities to fit in to regular classrooms and curriculums. “Inclusion” and “inclusive education programs” adapt settings to eliminate barriers to learning and foster participation among all children.
(Booth & Ainscow, 2002; Daniels and Garner, 1999; DEC/NAEYC, 2009)
2. Diversity among children, families, and personnel is celebrated.
The participation of young children with disabilities in early childhood settings reflects the increasing diversity in American society, and acceptance of children, families and staff from a variety of backgrounds. Inclusive communities accept all children and families and support their participation in typical early childhood settings and classrooms.
Culturally competent early childhood staff use materials and activities that represent various cultural perspectives. Moreover, they make an effort to to see beyond the boundaries of their own cultural perspective to learn about, and respect, each colleague’s and family member’s:
- values and belief systems;
- language and communication style; and
- understanding of words, actions and behaviors.
Becoming culturally competent is a process of learning to craft respectful, reciprocal and responsive interactions with partners who have diverse cultural and linguistic backgrounds. This includes adult-adult, adult-child and child-child interactions. In the words of one administrator, “We seek to create a community in which all of us have a place and are valued.” (Hanson et al., 1998, p. 204).
(Barrera & Corso, 2003; Odom et al, 2004; Hanson, 2002).
Children and families are the center of every team.3. Collaboration among providers and agencies serving all young children is a cornerstone of a high quality inclusive education.
At the heart of every early childhood team is a child and family; parents are full and equal team members. Typical early childhood teams serving children with disabilites in inclusive settings include the following individuals:
Team work is vital when children with disabilities participate in early childhood programs. All team members must work together to identify and implement an array of supports, from low to high tech, to promote a child’s learning, mobility and participation in activities with typically developing peers.
By their nature, Inclusive early childhood teams are community-based with inteagency connections. Since staff most often work for various agencies including the public school, Head Start, Judy Center Partnerships, private preschools and community recreation programs, they are generally not all together in the same location every day, or even every week. Collaborative partnerships i.e., all team members share common goals/outcomes and decision making, are essential for creating a quality learning environment that supports the varied educational needs of all children.
(Hanft, Shepherd & Read, 2010; Hanft & Shepherd, 2008; Hunt et al, 2004; Lieber et al, 2002; Odom et al. 1999).
