Inclusion Strategies That Work!: Research-Based Methods for the Classroom by Toby J. Karten

Author:Toby J. Karten
Language: eng
Format: mobi
Publisher: SAGE Publications
Published: 2015-01-15T08:00:00+00:00

More Lesson Concerns

Preschool Students

Increased exposure to socialized learning experiences at an early age is critical for future school successes. IDEA includes Child Find, whereby states must actively seek out and plan for the education of young children with special needs (e.g., advertising on local television, newsletters) who may not have entered the school system yet. “According to the U.S. Department of Education (2008), in 2007 a total of 707,848 children aged 3–5 years with disabilities were served under IDEA, Part B and over 240,000 children were served in early childhood settings with their typical peers more than eighty percent of the time” (Cross, Salazar, Dopson-Campuzano, & Batchelder, 2009, p. 1). Although early childhood educators have open minds and hearts, many are still anxious about their ability to respond fully to the needs of students with disabilities. Individualized considerations support each child’s needs for learning and their family’s wishes and concerns (Watson & McCathren, 2009). Such programs try to afford preschoolers with special needs equal beginnings through early individualized interventions that target cognitive, language, communication, behavior, social, emotional, and physical developments.

When early educators actively involve students in a variety of learning activities, the children become more curious to explore the world. Using appropriate curricula, materials, and procedures is a position that is supported further by the National Association for the Education of Young Children (www.naeyc.org) and the Council for Exceptional Children’s Division for Early Childhood (www.dec-sped.org). Their joint position advocates that inclusion be for every infant and young child along with his or her family, giving them the right to participate in a broad range of activities within many environments and contexts, regardless of abilities.

Family involvement and guidance are essential ingredients, as is a play-based arena of assessment, with teachers observing and recording needs. Play activities must allow enough space to promote active engagement and opportunity for more learning at home and in school settings. This includes exposure to social and early academic skills and increased reflection that promote full involvement with high expectations for functional, cognitive, social, behavioral, perceptual, emotional, and physical opportunities to achieve standards alongside peers. A progress-monitoring portfolio is an effective way to illustrate growth and the development of specific skills and to depict the mastery of skills for young children (Stockall, Dennis, & Rueter, 2014).

Early educators have the important task of effectively instructing young students who are entrusted to their care. It is not a task that can be taken lightly, since teaching smaller children is a large undertaking. Creating a climate of acceptance and excellence is nonnegotiable for preschoolers in inclusive classrooms. The following factors are necessary ones to consider:

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