Jul 19

Benefits of Inclusion For Teachers and Students

By wendyhaestier Classroom 1 Comment »

Picture a classroom where all of the children look, act and develop exactly the same. You won’t see extensive learning opportunities on the part of the teacher or the children. Inclusion is necessary for fundamentals to be learned and expanded. This is what my son, Daniel (who was born with Down Syndrome), brings to his daycare class and the other two-year olds he interacts with, just as they bring these things to him and each other. Daniel has been part of an inclusive classroom since he started daycare at 4 months old. He is accepted as just another child by the other kids in his class, and as a learning and teaching experience by his teachers.

Daniel’s teachers have learned much more about child development as they have seen even the tiniest of changes in what he does. With many other children, they progress so fast that these changes go unnoticed; such as the way your entire body has to learn how to walk up stairs, not just your legs. Or in the way your mouth, arms, hands and trunk of your body has to mold itself and build up muscles in order to drink from a straw or an open cup. This has allowed the teachers to creatively help other children who are struggling, know exactly what tips and tricks to use to help the others in the classroom as well as Daniel. They have realized that nothing we do is automatic, that our bodies adjust to even the slightest changes and as teachers, we can promote these changes in order to help with development.

Daniel’s friends (his classmates), benefit from this since their teachers are more aware of how a child physically develops. Many of them are learning to help Daniel, by holding his hand and looking out for him even though he is quite capable of doing most things on his own. They realize that Daniel isn’t exactly like them, just as each of them is different from the other. Is Daniel thought of as different or special? No, he is a part of their circle of friends and accepted be each person. This is what inclusion is all about; if acceptance starts with the little ones, then it will be part of the big world.

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Jan 31

The Importance of Inclusion

By Madison McKnight Classroom 4 Comments »
Madison McKnight

Madison McKnight

Majoring in Early Childhood Education has provided me with many opportunities in which allowed me to broaden my horizons. However, I feel that the most beneficial experience I have had was when I worked at the RISE School of Stillwater. The RISE School is a preschool where children with disabilities attend school with children who do not have disabilities. I did a field experience there and it has been one of the most rewarding experiences of my college career. The overall lesson I took from working at the RISE School was the importance of inclusion in the classroom. Inclusion, to me, means involving every child in every aspect of learning that is provided in the classroom no matter what the subject matter or content area. Never have I seen a better job example of this than at the RISE School.

Throughout the day at RISE, children participate in breakfast, music therapy, centers, art, circle time, outside play, and lunch. Every child is given the same amount of attention no matter what their physical or intellectual level may be. When I first started observing and working with the children I thought that this might hold back the children who do not have a disability but what I noticed is that it was actually helping them. Those children who did not need as much one-on-one help or guidance were helping those children that did. I noticed this especially during centers. The children would all be playing as if they were all the same person. The children could not tell a difference and I believe this is because the faculty and staff at the school did such an amazing job with inclusion.

Along with doing group activities, the children were all taught self help skills. Every 3- and 4-year-old needs help learning how to wash their hands, throw their trash away, and take their plates to the sink. The teachers in the classroom spent time with each child showing and guiding them along throughout their daily activities. Each child got a turn during meals or snacks to help pass food out and during circle time, each child got a turn to do the activity. Inclusion, such as that demonstrated by the RISE School, is missing out of so many schools today. I saw the importance of including every child in every lesson and in the 14 weeks I was there I could visibly see a difference in the children with disabilities. They liked being challenged and were learning and growing from it. Include every child in your lessons, you could be the guidance and support they need.

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Jan 13

Cooper’s Amazing Journey

By Susan Mergen Childcare 4 Comments »

Little Pinto’s Playhouse & Preschool is nestled in a residential neighborhood in California, Missouri. Downstairs in the infant-toddler room the staff is busy with the daily routine of feeding, playing and reading to the children. Eighteen-month old Cooper Hibdon soundly sleeps while a visiting nurse tends to his medical needs. Early Head Start (EHS) Partner Advocate Liaison, Kim Wells, is here as well as she visits with the staff concerning EHS performance standards.

Cooper

Cooper

Little Pinto’s, owned by Tabby Oswald, partnered with the Center six years ago as an EHS Childcare Partner. “By partnering with the Center, it has given us an opportunity to provide Cooper with the stimulation from other children that love him and high quality care. Words can not explain what this has meant to us and to Cooper,” adds Tabby.

Kim works very closely with the staff to make sure performance standards are met. Some on the standards include maintaining staff/child ratios, assuring individualization of goals for each child, ensuring the health and safety of the facility, & making sure the environment and care is developmentally appropriate, and all a part of attaining quality childcare.

According to Miss Laurie, “one of Cooper’s favorite teachers,” “Cooper doesn’t require much more care than the other children, just different care.” Cooper requires numerous medical treatments beginning at home as early as 4:00 a.m. and throughout the day until 10:00 p.m. Due to complications at birth Cooper experienced asphyxia which resulted in Cerebral Palsy and seizures disorders.

The staff has learned to give breathing treatments and how to feed Cooper through a feeding tube, all taught by his mother, Leslie. “We’ve learned a lot and it took several days of transition to understand all the treatments,” adds Laurie. Leslie is very organized and has compiled a three ring notebook of schedules when procedures and medications are due along with a list of Cooper’s doctors and a health plan to respond to any emergency.

Leslie grew up in Tipton, Missouri and had heard a little about the Center for Human Services/Children’s Therapy Center but not until she had a child with special needs did she fully understand the services and programs the Center offers. “I don’t even know how to explain Cooper’s accomplishments due to the therapies and his interactions with other children; it makes me emotional,” shares Leslie. Cooper receives occupational, physical, speech and aquatic therapy through the Center’s Systems Point of Entry Program/Missouri First Steps service coordination.

Cooper began aquatic therapy in May and once a week they drive to Sedalia to meet physical therapist (PT) Paul Chang. Paul also visits Little Pinto’s for PT on a regular basis. “I have seen the biggest improvements from aquatic therapy,” adds Leslie.

“The support the Center can offer through service coordination allows Leslie to continue to work to support her family; she knows he is getting the proper care and she doesn’t have to worry as much,” adds Kim.

Several pieces of adaptive equipment fill the corner where Cooper sleeps; most of the equipment goes home with him on Friday with help from Leslie’s sister.

“Since Cooper’s birth, it’s been an amazing journey; I never thought I could deal with all of this but we do it everyday,” adds Leslie.

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Dec 17

Inclusion: “It’s a good thing”

By tinamacaulay Childcare 4 Comments »

Tina Macaulay

Tina Macaulay

My name is Tina Macaulay.  I am currently studying Child and Youth Care at the University of Victoria.  My practicum is with Supported Child Development (SCD), a program that helps children with special needs participate in community childcare settings.  I am writing about my experience as a child with inclusion and how it led me to following my current career path.

My first recollection of participating in an inclusive setting is at the age of ten.  My mother organized for me to ‘volunteer’ at a local daycare.  This was a special negotiated after school care arrangement for me, as my three year old sister attended this centre.  I would help with snack time and play with the preschoolers for about an hour and half each day.  Shortly after I began attending this daycare a four year old child started, she was blind, and it became part of my task to help her adjust to the setting.  Initially, she was very tentative and would resist exploring the centre.  The sound of the other children and the unfamiliar setting left her frozen to the chair where she was sitting.  The details are blurry, but I recall bringing her toys to explore with her hands, as I verbally described them.  Her favourite item was a walking doll, she loved exploring the facial features, the eyes, nose, lips and the doll’s her hands.  I think because the doll was about the same size as the girl, she found it particularly interesting.  The doll soon became the motivating item to encourage her to explore the centre.  We could together walk the doll to the housekeeping corner or we could go in search of the doll in the block area.  The other children would often watch as the girl explored the new items, and soon accepted that she used her hands to understand objects and people.  They learned to pause when interacting to give the girl a moment to explore their hair, face and listen to their voice before continuing on with their play.  I found it very exciting to witness her becoming comfortable in the setting and making friends.

The process of providing child centred interventions, and patiently giving her time to explore when she felt comfortable, made for a successful learning opportunity not just for the girl but her peers as well.  And now in my career, I am doing this for other children.  In my work as an Early Childhood Educator, I have had many more opportunities to watch children with developmental disabilities participate alongside their typically developing peers.  I can attest to the value of inclusion in that it creates understanding and tolerance which facilitates development, a sense of belonging and improved social skills.  Children ideally learn to value diversity as friendships develop and they become more sensitive to others’ needs.  A social justice framework for successful inclusion insures access, participation and supports for children of all abilities in early childhood settings.  This structure is dependent on educators because their perspectives have a direct influence on whether children have equal opportunities to be involved.

Shaping individual perspectives on inclusion is relevant to my current role as practicum student with Supported Child Development program.  In my placement, I act as a consultant to childcare centres, early childhood educators and families with the objective of insuring the successful inclusion of children with designated support needs in community programs.  As a SCD consultant practicum student, with an education and experiential background in Early Childhood Education with a special needs citation, I have the opportunity to positively affect other’s perceptions in my community by providing support, training and resources.  I take this learning role very seriously and carry with me the lessons taught to me by each individual child I have had the privilege of working with.  Starting with that inspiring girl I met when I was ten.  As Martha Stewart would say, “Inclusion: It’s a good thing.”

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Nov 30

The Benefits of Inclusion for ALL Kids

By Deb VanderGaast Childcare 3 Comments »

Deb VanderGaast

Deb VanderGaast

I am a registered nurse, and I operate Tipton Adaptive Daycare in our home in Tipton, Iowa. As my logo says, I provide, “Quality, professional childcare for children of all needs and abilities.” Since it is a family daycare, my daycare is completely integrated, include age integrated. This provides a unique benefit to children with developmental delays. They have the opportunity to be with children at both their physical age and their developmental age. Since everyone in the group is of different ages, sizes and developmental levels, no one stands out as being different from the group. I teach the children that everyone has special needs. Some people need a wheel chair, a blankie, glasses, a feeding tube, medicine, a pacifier, a hug, a nebulizer, hearing aids, diapers, braces, a sippy cup, a bib, a helper, a nap, or in my case, a cup of coffee. Because of this integrated environment, the kids seem to notice the differences less than they notice the similarities.

The benefit to my own children without disabilities has been remarkable. My teenagers are more sympathetic and accepting of differences in their peers. They tend to be protective of the kids that other kids tease or avoid because they don’t fit in. My two preschool-aged daughters are very accepting of children with special needs. Rather than stare at a child with a disability, they will start talking to them and invite them to play. If they have questions about a person’s disability, I encourage them to ask the person rather than talk about the person as if they weren’t there. Believe me, if someone asks about one of the kids in my care and I don’t let the child who is capable of responding answer for themselves, the kids will scold me for it.

My favorite moment was when I put a school age boy with profound physical and mental disabilities into a cube chair so he could sit on the floor with the other children during free play. I had put a small table in front of him to prevent him from falling forward. Another boy his age saw this as an opportunity for a play mate. He placed a variety of plastic animals on the table in front of the other boy, divided the animals evenly between them, and began to enact Pokie-Mon battles. The game was very fair with both boys winning about the same number of battles. The boy with cerebral palsy could not actively participate in the game, but he had such a huge smile the entire time. For a brief time he was not the boy in the wheelchair. He was just another boy involved in a game of pretend.

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