Benefits of an Inclusive Early Childhood Education

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“Research demonstrates that participation of children with disabilities in regular early childhood settings with appropriate supports, accommodations and modifications results in improved outcomes for those children, and also provides benefits for their nondisabled peers.” (The Maryland Statewide Preschool LRE Initiative, date)

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Families and children participate in, and contribute to, their communities.

Coming Soon....Dad describes great satisfaction with daughter’s successful participation in a preschool classroom

 All parents want their children to be accepted by their peers, have friends and lead "regular" lives with their family and community. For a young child with a disability, this may mean going to the same preschool as a brother or being invited to a best friend’s birthday party. Parents hope teachers, friends, and neighbors will look past a child’s disability and see what they see: a little boy or girl with a bright smile, a favorite toy, a new song to sing. Inclusive education settings can make this vision a reality for children with disabilities, and their families.

Moreover, when families are actively engaged in their child’s learning, children are better prepared for school and achieve at higher levels. Increased participation by families in pre-kindergarten programs has also been linked to greater academic motivation and stronger social and emotional skills among all young children, regardless of ethnic and socioeconomic background.

(Guralnick et al, 1996; Henrich & Gadaire, 2008; Von Behren, 1999)

Children develop a positive understanding of themselves and others.

 Coming Soon.....High school salutatorian, a young man with autism, thanks family, friends and teachers for his success in school.

When children engage in activities and classrooms that reflect the similarities and differences in their “outside” world, they learn to appreciate diversity in their daily interactions with peers, family, educators and child care providers.

Young children develop self-esteem by learning to respect the differences and contributions of other individuals. One friend knows all the words to popular songs, another runs very fast, and a classmate already reads words in a book. Appreciation for what peers can do helps young children recognize their own abilities. “I can’t run fast, but I can paint great pictures of my dog!”

Children learn two essentials in an inclusive early childhood setting:

1) everyone belongs in a community and;

2) helping others is a rewarding experience.

Acting as a helper or role model offers any child, with or without disabilities, the chance to learn altruistic behavior and accept differences. More importantly, inclusive education settings provide numerous opportunities for children to find similarities, and form bonds with one another, in daily interactions and learning experiences. It offers a chance to accept that people are all different, yet our differences also make us unique and special. This is to be celebrated, and does not have to stop us from getting along with each other.

(Diamond, Hestenes, Carpenter & Innes, 1997; Diamond & Carpenter, 2000; Farazza & Odom, 1997; Peck et al, 1992)
 

Friendships develop among all children in and out of school and are associated with important developmental outcomes and academic achievements.

Coming Soon....Friendship blossoms in Cecil County.

Schools and other early childhood settings are important places for children to develop friendships and learn social skills from one another. Children who are socially competent are more likely to be included in activities with friends. Children with and without disabilities learn important lessons through their friendships. Typically developing children learn how others are successful despite challenges. Children with disabilities learn new social and communication skills from their peers.

Social skills are an important foundation for forming and maintaining school friendships in early elementary grades and are related to school adjustment and academic gains. In addition, social competence is a predictor of later well-being and mental health.

(Buysse et al, 2008; Doctoroff, Greer & Arnold, 2006; Dodge et al, 2003; Kim et al, 2003; Ladd et al, 1999;Lalongo et al, 1998; Wolfberg et al, 1999)

Inclusive early childhood classrooms help children with and without disabilities develop readiness skills for reading, writing and mathematics. The benefits of inclusive classrooms reach beyond academics, however. Inclusive education programs help all children learn in a nurturing learning environment which incorporates the principles of universal learning, and supports each child’s pace and style of learning.

Simply placing children with disabilities in the same environment with typical peers, however, does not produce positive outcomes.

“Depending on the individual needs and priorities of young children and families, implementation of inclusion involves a range of approaches in a variety of settings – from embedded, routines‐based teaching to more explicit interventions – to scaffold learning and participation for all children.” (DEC/NAEYC, 2009, p.2)

Professional development opportunities and support to acquire the knowledge, skills and attitudes to implement effective inclusive practices should be available to family members, early care and education staff, specialists and administrators In addition, specialized services and therapies must be integrated within the education curriculum and daily activities.

When there is ongoing advocacy, planning, support and commitment among all partners and support from specialized personnel, all children can learn together in a quality inclusive education. This perspective is supported by:

• Parents
• Child care providers
• Early childhood educators, early childhood special educators and therapists.

(Buysse et al, 1996; Carta, Schwartz, Atwater & McConnell, 1991;Hadadian & Hargrove (2001; Odom, Schwartz & ECRII Investigators, 2001;Rafferty, Boettcher, & Griffin, 2001; Wesely, Buysse, & Tyndall, 1997).