A Place for All Children

 

Supporting children at all developmental levels to be included in their
child care centers and early education program settings

by Ellen Rondina

 

child at schoolQ: My child is not like other children in our neighborhood. I am about to sign him up for child care. How can I help make sure that he is accepted and supported in his child care center?

A: Marian Wright Edelman once said, “One thing the country does not understand is that we don’t have a child to waste. We will not be a strong country unless we invest in every one of our children…All children are essential to America’s future.”

If we are to take her words to heart we need to remember that each child is unique. It is most helpful if we look at children in terms of what they can become so that they can reach their full potential by considering their individual personalities, interests, and values. At the same time, it is critical to remember their stage of development so that expectations of the child are appropriate. Most children develop faster in some areas than in others. For example, a child who knows many words may not be able to run as fast as a child who knows fewer words. Development is a spectrum and each child develops at her own pace, pursuing her own interests and talents. Including children completely means that everyone belongs and is provided with the support that he or she needs in order to fully participate in the activity. One common question is: ‘If an older child has delayed speech or developmental disabilities, can that child be placed in the infant or toddler room?’ The US Department of Justice says, “Generally, no. Under most circumstances, children with disabilities must be placed in their age-appropriate classroom, unless the parents or guardians agree otherwise”.  Please see: http://www.ada.gov/childq%26a.htm for more information about child care centers and the Americans with Disabilities Act. When choosing an early learning center and talking with teachers and providers, keep in mind that inclusion is based on guiding assumptions:

  • Children with disabilities have the right to participate in high quality early childhood programs that are developmentally and culturally appropriate.
  • Inclusive (having children of all ability levels) early childhood programs benefit children’s overall development and contribute to gained knowledge and skills necessary for future success.
  • An inclusive curriculum/setting provides the opportunity for positive social interactions and collaborative problem-solving
  • The degree of modification to meet the needs of children with disabilities will be relatively minimal
  • If we are to treat children with disabilities as equals, it may often be necessary to treat them differently.

Disability is not a ‘problem’. When talking about people’s needs, we need to recognize that a ‘problem’ is really a need. According to the U.S. Developmental Disabilities Act and The Bill of Rights Act of 1993, “disability is a natural condition of the human experience”.

The overarching goal of early education programs should be to increase young children’s participation in the social contexts in which they live and learn on a daily basis.  Inclusive curriculum, instruction, and settings are grounded in a balance between child-directed and provider-directed activities

Strategies for parents and providers for including all children:

  • Have a shared vision
  • Presume that the child is competent and able
  • Use people-first language; ex. “CHILD with a learning disability” vs. “learning disabled child”
  • Treat all children in an age-appropriate manner
  • Talk ‘with’, not about, children and include them in conversations.
  • Push in supports (rather than pull the child out of a classroom for additional support)
  • Have high expectations
  • Celebrate the diversity
  • Use natural supports; who/what is already in the child’s life and community
  • Effective communication
  • Join, Join, Join
  • Offer support for activities that are typical for all children
  • Pay attention

Essential questions for parents, teachers, and providers to ask:

  • Does the child have all of the necessary support?
  • Does the child have a way to communicate all day long?
  • Are all modifications and materials age-appropriate?
  • Are modifications made taking into consideration the concept of comparable challenge?
  • Are all modifications made keeping in mind the highest expectations?
  • Does the child have opportunities to give as well as receive support?
  • Has the child been given all of the necessary instructional opportunities to gain core skills?

Keep in mind that parents know their children the best. Parents are a very important part of the team, and parents and professionals need to work together. Establishing a system of communication with professionals working with children from the beginning will ensure easier communication, especially if the topic of conversation is difficult. Parents can help professionals understand their children by providing information on what is going on in their daily lives, helping to develop effective communication systems for their children, and providing information on likes and dislikes, interests, and helping to coordinate social activities.

 

Ellen Rondina is the Family and Consumer Resources Educator for UNH Cooperative Extension, Strafford County. For more information about parenting programs and other valuable learning opportunities, contact your local UNH Cooperative Extension county office, or visit http://extension.unh.edu