Inclusive Programs: Creating the Culture
Research consistently shows that inclusive classrooms benefit all children. All Universal PreK programs must give children with disabilities equal access to and participation in the preschool curriculum (activities and environment). However, creating an inclusive program is about creating a culture of inclusion that is open and welcoming to all children and families and offers individualized supports for all children - with and without disability labels.
Examine your own beliefs and knowledge about children and families:
What is the culture in your program?
How do you create a sense of belonging for every child and family? How?
Are there some children whose needs you think you can't meet? Why?
Are there some children who can't access your program at all? Why?
Do all enrolled children have to meet certain criteria like toilet learning or independence with certain skills? Are there "hidden" skills like self-regulation, attention, or motor planning that you or your teachers expect? What happens when a child does not have that skill?
Do some staff not feel comfortable working with certain children or families? Why? What might help?
What child or family characteristics are most challenging for your program to meet? What might help?
The foundation of an inclusive program is developmentally appropriate practice and the general features of a high quality program. Inclusive programs also have the following characteristics:
Intentional interactions, positive climates and relationships
Individualized curricular adaptations and supports for all children - both with and without disabilities
Family engagement and team collaboration
Relevant, responsive, and individualized learning goals and opportunities
Professional development and administrative supports
Continuous improvement through reflection and data - for whole programs, individual staff, and child-specific supports
You can use this preschool inclusion self-checklist to think about the components of inclusive programs and what goals you might want to work on.
Also think about your families. What are their impressions about families who may be different from them? How can you build a community of belonging that recognizes and celebrates differences? How can you help families understand and appreciate all children's differences - especially when those differences are related to social-emotional-behavioral needs? This article might give you some ideas to think about.
Dig Deeper:
Circle Time Magazine webinars & print/digital magazine - Inclusion edition
School Suspensions are an Adult Behavior TEDTalk by Rosemarie Allen
