1. Chapter 3 Inclusive Programs for Young Children

2. Types of Inclusive Programs
Child care programs
Family child care—care provided in someone’s home for six or fewer children
In some states they are licensed.
Center child care—child care provided in a separate setting, similar to a school
They are multiple providers and one to many classrooms. Staff to child ratios are set by the state.

3. Types of Inclusive Programs (continued)
Corporate child care—business-run child care for their employees
Employees can then visit their child more often.

4. Types of Inclusive Programs (continued)
Preschool—programs that serve children ages three to five; usually half-day programs
Public school preschool programs
Preschool offered in the public school can be compensatory education, for children who are disadvantaged.
Some states offering preschool to all 4 year olds.

5. Types of Inclusive Programs (continued)
Community-based programs
Run by the community with heavy parent involvement; often called parent cooperatives.
Religious-organization-based programs
Found in churches, temples, and religious community centers.
Religious and cultural emphasis in addition to learning activities .

6. Types of Inclusive Programs (continued)
Head Start
Began in 1965 specifically for low income families.
Increase school readiness for young children.
Now serves over 900,000 children.
Ten percent of the population must be children with documented special needs.
Early Head Start serves children ages birth to five, pregnant women and their families.

7. Types of Inclusive Programs (continued)
School age children
Public and some private offer services to children age Kindergarten and up. A full range of services may be available.
Before- and after-school care can also be provided.

8. Types of Inclusive Programs (continued)
Recreation programs
Sports, art, dance, and music classes.
Many are inclusive and provide opportunities for all children.

9. System of Supports and Services
One recommendation of the DEC/NAEYC Joint Position paper on inclusion (2009) is to establish a system of services and supports that reflects the needs of children with varying types of disabilities.

10. Recommended Practices for Programs
Best practices
Research-based or value-based practices
Supported by empirical research, not personal or societal reflections.
Family-centered practices
Includes the family and realizes that the child is a family member, not a separate identity.
Multicultural practices
Identifies family uniqueness and cultural competence.

11. Recommended Practices for Programs (continued)
Cross-disciplinary practices
Professionals from all areas working together as a team.
Developmentally/chronologically age-appropriate practices
Understanding child development and the impact on the child and family.
Normalized practices
Providing activities for children with disabilities to participate with their peers.

12. Inclusive Programs for Children From Birth to Age Two
Relationships among caregivers and children
Create an enabling environment
Children interact with their environment.
Communication is intentional.
Interactions foster child’s sense of self-control.
Infants are given opportunities to respond to people and situations.

13. Inclusive Programs for Children From Birth to Age Two (continued)
Environment and experiences
Children are allowed and expected to interact with their surroundings.
Children engage in activities that are developmentally appropriate.
Routines are predictable.
Encourages and supports active exploration.

14. Inclusive Programs for Children From Birth to Age Two (continued)
Equipment
Bright, colorful, and well-organized.
Appropriate materials:
Sturdy picture books
Household items
Climbing apparatus
Mirrors
Nesting toys

15. Inclusive Programs for Children From Birth to Age Two (continued)
Health, safety, and nutrition
Follow safety guidelines when purchasing toys and materials.
Sanitize.
Prepare well-balanced menus, being mindful of allergies.

16. Inclusive Programs for Children From Birth to Age Two (continued)
Reciprocal relationships with families
Parents are the primary caregivers.
Positive interactions are key:
Share information about their child.
Demonstrate respect for family’s culture, language, life choices.
Respond respectfully to parents’ questions, comments and concerns.

17. Inclusive Programs for Children Ages Three to Five
Creating a caring community of learners
Learning communities are developed where children celebrate the accomplishments of one or all.
Social relationships, collaboration between child and adult, and between teachers and families exist.

18. Inclusive Programs for Children Ages Three to Five (continued)
Teaching to enhance development and learning
Children are engaged in developmentally and age-appropriate activities.
Environment invites and supports learning.
Environment matches varying abilities.
Teaching strategies support child independence, self-determination and creativity.

19. Inclusive Programs for Children Ages Three to Five (continued)
Constructing an appropriate curriculum
Social-emotional development
Social skills and peer relationships is major competence.
Social skills must respect child’s culture.
Communication and literacy development
Functional communication and emerging literacy are essential.

20. Inclusive Programs for Children Ages Three to Five (continued)
Constructing an appropriate curriculum
Physical development
Daily opportunities are needed in gross and fine motor activities.
Aesthetic development
Experiences in art and music should be available daily.

21. Inclusive Programs for Children Ages Three to Five (continued)
Assessing children’s learning and development
Assessing children to determine what to teach.
Further developmental domains.
NCLB requires assessment for documentation of learning.

22. Inclusive Programs for Children Ages Three to Five (continued)
Reciprocal relationships with parents
Establish regular communication
Newsletters
Weekly/daily notes

23. Inclusive Programs for Children Ages Six to Eight
Creating a caring community of learners
Positive climates for learning.
Building democratic communities.

24. Inclusive Programs for Children Ages Six to Eight (continued)
Teaching to enhance development and learning
Student exploration and child-initiated inquiry.
Explicit academic instruction of basic skills.
Play.
Active learning.

25. Inclusive Programs for Children Ages Six to Eight (continued)
Constructing an appropriate curriculum
Establish a foundation for lifelong learning.
Promote self-esteem.
Develop confidence and independence.

26. Inclusive Programs for Children Ages Six to Eight (continued)
Integrated curriculum
Teach around themes, experiences, and projects that include a variety of skills.
Resist boundaries between academic areas.

27. Inclusive Programs for Children Ages Six to Eight (continued)
Guidance of social-emotional development
Peer relationships
Friendships
Self-control
Self-assessment
Problem solving

28. Inclusive Programs for Children Ages Six to Eight (continued)
Assessing learning and development
These should be contextually based and formative.
Evaluate mistakes as not what children do not know, but how they arrived at that answer.
Progress reports and portfolios are used.
Observation is key.

29. Inclusive Programs for Children Ages Six to Eight (continued)
Reciprocal relationships with parents
Develop a good working relationship.
Publish newsletters, weekly reports.
Encourage parents to visit and volunteer in the classroom.