Early Childhood Competencies

7. Inclusion

The National Association for the Education of Young Children (NAEYC) and the Division of Early Childhood of the Council for Exceptional Children (DEC) have issued a joint position statement on early childhood inclusion. This position statement represents the inclusion practice desired of Vermont’s early childhood educator and early childhood special educators. “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.”    

Evidence 1:

Introduction to Exceptional Populations. EDU 2110, 2005, Johnson State College, JSC Transcript

Description:

This course is an introduction to mentally, physically, and emotionally challenging conditions and approaches to working with children and young adults with special needs in various settings. This course provides the study of the history, philosophy, and current practices relating to education of children with special needs and assists participants in defining their roles with special needs children.

Analysis/Reflection:

This course discussed the history of special needs education and how the past concepts on present theories, practices, and attitudes have impacted the role of special education. I gained knowledge on ways that I, as a teacher, could identify and describe characteristics of various physical, emotional and intellectual conditions. I learned how to observe, report, and record information about a child’s development to learn if a child had a disability or impairment, as well as identify children that may be gifted or talented.

My program has many materials and activities that creates an anti-bias environment. Among the dolls, people, clothing, music, puzzles, and books I use in my program, I try to incorporate something from each child's background. At times I may incorporate a special snack or book from their home, or even speak their home language (when possible) to help them adjust into my program.

7.

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Evidence 2:

Creating an Equal and Just Environment: Making All Children Feel Welcomed, 1.5 Hours, VAEYC Conference 2016, Nancy Steeley, Professional Development Certificate

Description:

Using hands-on activities and a PowerPoint presentation, participants learned how to deliver an anti-bias curriculum. Discussions and activities focused on how stereotypes and prejudices form, and ways to avoid them. Ways to incorporate an all-inclusive classroom were introduced as well as how each educator can make every child enrolled feel welcomed and accepted into their program. This training covered ages birth through school age children.

Analysis/Reflection:

This training took a different approach to an all-inclusive classroom from other trainings I have participated in. This approach first looked at our own thoughts on stereotypes and prejudices and then at the child, to see where we need to approach the learning objectives. We looked deeper into what our own presence in contemporary society is and tried to attune to that first. Many times, as educators, we try to incorporate inclusion in themes or certain activities that focus on that aspect, whereas, we should have inclusion and make every child feel welcomed and accepted every day into our curriculum. It should be second nature to provide an anti-bias curriculum.

I strive very hard to incorporate inclusion, with or without differing abilities into my program on a daily basis. For my program, inclusion and acceptance is in the curriculum through posters, puzzles, books, pictures, music, materials, art, clothing, dolls, differing abilities materials, and activities.

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Evidence 3:

My Mountain Road Preschool Program handbook policy on inclusion/non-discrimination. Policy Statement

Description:

The policy I have in my Parent handbook on inclusion/non-discrimination.

Analysis/Reflection:

I have always provided care for families and children from many different levels of social and economic backgrounds. I want every family to feel welcome in my program and I will do everything in my power to achieve this.

Inclusion/non-discrimination policy: The ADA requires that child care providers not discriminate against persons with disabilities on the basis of disability, that is, that they provide children and parents with disabilities with an equal opportunity to participate in the child care center's programs and services. With that said, I want every family enrolled in my program to feel welcome. I do not discriminate against any family regardless of race, sexual orientation, marital status, gender identification, color, nationality or disability.