The Inclusive Model

The Inclusive Education model

Inclusive Education in Practice:

In an increasing number of early childhood programs around the country, teachers, children and caregivers are discovering the benefits of inclusive education. The opportunity to learn alongside peers of different developmental abilities offers unique benefits for all participating children.

The National Association for the Education of Young Children (NAEYC) defines early childhood education as the following:

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.

What if My Child Doesn't Have a Special Need?

Research shows that the benefits of inclusive classrooms impact children of all abilities; the benefits of inclusion reach beyond academics to the whole child. This is particularly important for young children, who learn best when they feel safe, secure, and at-home in their classrooms.

Children of any ability in inclusive classrooms:

• demonstrate increased self-esteem;

• show greater development in critical thinking;

• acquire new skills and knowledge independently;

• create warm and caring friendships;

• demonstrate increased acceptance and appreciation of diversity;

• develop better communication and social skills; and

• demonstrate leadership abilities.

Sometimes, concerns are raised about the advisability of creating inclusive environments:

• Will inclusive classrooms hinder the academic success of children without special needs?

• How will an inclusive environment meet the needs of children with disabilities?

• Will children without special needs lose out on teacher time?

Caregivers of children enrolled in an inclusive program like TLC will find that creative modifications help all children's learning. According to the director of one NAEYC-accredited early childhood education center, "Inclusion has helped us better focus on meeting the needs of every child in our program."

Pediatric Therapy in the Classroom:

TLC occupational, physical, and speech therapists join children of varying abilities in the classroom to foster real-world skills that will positively impact their lives in early learning and beyond. They collaboratively plan with teachers to ensure the individual developmental needs of each child are met. This inclusive classroom therapy benefits all children.

Therapists in the classroom come to know every child, regardless of whether or not a child is a pediatric therapy client, and can help teachers with teachable moments, safety supervision, and positive behavior development for all children. Students receiving pediatric therapy in the classroom remain fully engaged with their peers and teachers throughout the day, and see their therapy as part of the regular learning experience. This inclusive model is considered best practices for all children.

Universal Screening:

With the assistance of families and community partners, TLC completes universal screenings on all students annually, and on an ad hoc basis. This includes the ASQ-3 (Ages and Stages Questionnaire) and the ASQ-SE (Ages and Stages Questionnaire—Social Emotional), as well as hearing, vision, and dental screenings.