{"id":466,"date":"2019-11-04T00:27:02","date_gmt":"2019-11-04T00:27:02","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&p=466"},"modified":"2020-09-14T17:28:13","modified_gmt":"2020-09-14T17:28:13","slug":"inclusion-works","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/inclusion-works\/","title":{"raw":"Inclusion Works","rendered":"Inclusion Works"},"content":{"raw":"

\"\"<\/h4>\r\n

Creating Inclusive Child Care Settings<\/h4>\r\nPrograms that are committed to quality and diversity often see belonging and inclusion as the starting point for all children. The Americans with Disabilities Act and California\u2019s Unruh Civil Rights Act make it illegal for a child care provider to refuse to serve a child solely on the basis of a disability. There is, however, a significant difference between providers who enroll children with disabilities or other special \u00a0needs because it is the law and providers who reach out and welcome all children into their care.\r\n

Factors for Success<\/h4>\r\nA great deal of research has been conducted on what makes inclusion of all children work. The Early Childhood Research Institute on Inclusion (ECRII), a national research project funded by the U.S.\u00a0 Department of Education, identified the following six factors as the\u00a0key to initiating and implementing inclusive practices:\r\n
    \r\n \t
  1. Providers or staff members are passionate about making inclusion work. This factor was the strongest and could include providers,\u00a0teachers, program administrators, and even a district\u2019s director of\r\nspecial education.<\/li>\r\n \t
  2. A vision of inclusive practice developed over time by respecting and considering the views of everyone involved in implementation\u00a0is shared by all.<\/li>\r\n \t
  3. State and national policies \u201cprompt\u201d programs to become inclusive. One example is the 1972 policy that required that 10 percent of\u00a0a Head Start program\u2019s enrollment be made up of children with\u00a0disabilities. Some effective programs are also found in states that have state-level policies about inclusion, as well.<\/li>\r\n \t
  4. Additional money, training by qualified consultants, or other type of support is provided for inclusive child care programs.<\/li>\r\n \t
  5. At the program or district level, support is given to enhance\u00a0collaboration and communication among people involved in\u00a0providing inclusive programs.<\/li>\r\n \t
  6. A passionate community of individuals, such as parents or other community advocates, works to spark interest in implementing inclusive programs.<\/li>\r\n<\/ol>\r\n

    Daily Success<\/h4>\r\nAs each child is unique, so is each child care program. There is no magic formula for making inclusion work beyond the creativity,\u00a0energy, and interest that most child care providers already bring to\u00a0their work. Their uniqueness notwithstanding, every program is able to\u00a0successfully include children with disabilities. And each makes it work\u00a0child by child, day by day. A \u201ccan-do\u201d attitude among the providers\u00a0helps to provide the necessary energy for coming up with solutions to\u00a0the inevitable challenges. It also helps to have an enthusiastic attitude\u00a0on how to make inclusion work rather than to simply fulfill a legal\u00a0obligation.\r\n\r\nSome children need small changes to the curriculum or minor supports\u00a0in order to get the most out of certain activities. These sorts of things\u00a0may consist of fairly simple accommodations, such as providing a special\u00a0place or quiet activity for a child who is unable to participate in large group\u00a0activities or making available a special snack for a child who\u00a0needs to eat more frequently than the typical meal or snack schedule.\r\n\r\nOther children may require more specific adaptations that might not be\u00a0readily apparent. A variety of\u00a0 community resources can be helpful in\u00a0determining what those might be. The family, for example, is always the\u00a0first and most important guide for what a child might need; after that,\u00a0an area specialist or a local workshop might be. Beyond the immediate\u00a0community, a world of literature in books, periodicals, and Web sites\u00a0devoted to disabilities and inclusion can inform a child care provider\u00a0about appropriate adaptations for a child with a particular condition or\u00a0need.\r\n\r\nPrograms that begin with a high-quality, developmentally appropriate\u00a0foundation; a positive attitude on the part of the care provider;\u00a0appropriate adult\u2013child ratios; supportive administrators; and adequate\u00a0training for the provider will be in a good position to creatively solve\u00a0problems for a child with disabilities or other special needs, exactly as it\u00a0does for children who are typically developing. If a child already has an\u00a0established diagnosis, trained intervention personnel may be available\u00a0to assist in this process. One of the biggest roles for a care provider is to\u00a0facilitate a sense of belonging and inclusion. Several helpful strategies are as follows:\r\n