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Accommodating Diversity: Inclusion for All In Early Childhood
De LaWanda Albright et Molly Grady
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Commencer à lire- Éditeur:
- Ricktales.com
- Sortie:
- Sep 23, 2015
- ISBN:
- 9781516367092
- Format:
- Livre
Description
Accommodating Diversity is about equity in early childhood programs and how to achieve that goal. It is full of information, tips, strategies and ideas for early childhood professionals as they create an environment in which all children can thrive. There are chapters on defining inclusion, strategies for inclusion, speech and language delays, teamwork and professionals and challenging behaviors.
Informations sur le livre
Accommodating Diversity: Inclusion for All In Early Childhood
De LaWanda Albright et Molly Grady
Description
Accommodating Diversity is about equity in early childhood programs and how to achieve that goal. It is full of information, tips, strategies and ideas for early childhood professionals as they create an environment in which all children can thrive. There are chapters on defining inclusion, strategies for inclusion, speech and language delays, teamwork and professionals and challenging behaviors.
- Éditeur:
- Ricktales.com
- Sortie:
- Sep 23, 2015
- ISBN:
- 9781516367092
- Format:
- Livre
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Accommodating Diversity - LaWanda Albright
Accommodating Diversity:
Inclusion for All in Early Childhood Programs
by
LaWanda Albright
Molly Grady
Dedication
This book is dedicated to the wonderful continuum of professionals in our field, from the engaged and loving folks on the floor
to the researchers and system builders who help us get the best experiences to the children in our care. You may find something here that reminds you of the importance of your work.
Acknowledgment
This book is for educational purposes only. All content is used with permission of the developers or is in the public domain. Purchase price is to cover the costs of development, production, and distribution.
Special thanks to the CONNECT Project from the University of North Carolina, Chapel Hill. Unless otherwise noted images are courtesy of The Frank Porter Graham Child Development Institute. Design and layout courtesy of Rick Albright at RickTales@gmail.com.
Teaching Solutions NM, Inc.
info@teachingsolutionsnm.com
Copyright 2013
All rights reserved
Chapter 1
What Does Inclusion Mean?
Inclusion: the act of including to make part of the whole.
This dictionary definition when translated to educational practice refers to including children with developmental delays or other identified special needs as a part of the normal daily activities in the classroom.
Section 1
Definitions
The Council for Exceptional Children: Division for Early Childhood or DEC and the National Association for the Education of Young Children or NAEYC developed the following definition:
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. This definition states that 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 friendship, as well as development and learning to reach their full potential.
The Center to Mobilize Early Childhood Knowledge
CONNECT summarizes inclusion as the principle that supports the education of children with disabilities alongside their peers who are not disabled rather than separately. Inclusion is important because
• humans are social beings, hardwired to connect with others.
• our tendency is to form friendships with others of about the same age and race, but proximity overpowers similarity. In other words, kids play with the ones they’re with.
• friendship develops from association and is usually based on engagement in similar activities.
• often a secondary social disability develops because of the way others interact with the child who seems different.
• appropriate inclusion practices can promote social, emotional and intellectual development of all children.
Watch the following video to learn what Luke’s Mom has to consider before allowing her son to attend a preschool. The videos in this book are from the Connect Module Series for preschool teacher training and be accessed by clicking on the blue print below..
Movie 1: The Family’s Viewpoint
Synopsis
In the video, Christine, the mother of Luke, a 3 year old boy with developmental delays shares her view on a dilemma to include her son in a childcare program.
Questions from the video
1. What are the parent’s concerns?
2. What would you want to know about Luke if he was going to be in your classroom?
3. What are your concerns about including a child with special needs in your classroom?
Thoughts from the teacher:
My program has just become more inclusive, and they’ve placed a child with significant disabilities into my class. I’m just not sure I’m ready for this. I had one course in college that focused on working with children with disabilities, but that consisted of an overview of children with different types of disabilities. It didn’t really tell me what I should be doing in my classroom.
I had a practicum in an inclusive program, but inclusion in this program just meant that children with disabilities only got to play with other children on the playground and sit with them during lunch.
My co teacher and I have a classroom of eight children, who are mostly two years old turning three. Now Luke has joined our group, and he’s an engaging three year old with curly hair and a sweet smile. But, he also has pretty significant language delays and limited experience being around other children.
Although Luke uses a special communication device and knows some sign language, he still needs a lot of help expressing himself. His parents are hoping that with his social development it will help improve him being around his peers.
My biggest concern is how will I be able to address Luke’s learning goals while trying to address the needs of all my other children in my class. Am I expected to work one on one with Luke every day? And if so, who will supervise the other children? Will Luke have therapists coming in to the classroom to work with him and how would that work?
What are the best ways to help Luke learn how to play with other children and participate in learning activities, such as story time or center time? And I want to involve Luke’s family in making these decisions.
Peanut Activity
In this activity, (click here for slide show) utilized in many workshops, you must consider what a peanut looks like, then choose and study one peanut from a pile of peanuts. Then you must return the peanut to the pile, mix them up and then find your particular peanut.
1. Describe a peanut.
2. Choose and study a Peanut for one minute.
3. Think about the peanut you chose.
4. Find your
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