Inclusion in Early Learning Settings - Vocabulary Flashcards

Module #1 Class #2

Inclusion

Educating all children, including those with disabilities, in regular classrooms/programs with appropriate supports and services to enable full participation.

Exclusion

Preventing a child with a disability from accessing activities or education.

Segregation

Providing access to activities but only with others with disabilities or in separate settings.

Integration/Mainstreaming

Access to activities with peers, but only when ready to meet standards.

Zero Reject

No child is excluded from education on the basis of disability; appropriate supports are provided.

Natural Proportions

Programs include children with disabilities in roughly the same proportion as their presence in the community.

Full Participation

All activities and routines are modified/adapted to include every child.

Same Range of Program Options

Parents of children with disabilities have the same enrollment options (full-day, half-day, flexible hours) as other parents.

Maximum Feasible Parent Participation

Parents are actively encouraged to participate in the child care program and decision-making.

Pro-action for Community Inclusion

Staff and parents promote inclusion beyond the program into the wider community.

See the Person Not the Disability

Focus on the individual's personhood and abilities rather than the disability.

Inclusion Means…

Educating ALL children with special needs in regular classrooms/programs; same schedules; taking parents’ concerns seriously; providing appropriate individualized education.

Understanding and Accepting Human Differences

Teaching all children to understand and accept human differences.

Providing Services and Supporting Teachers

Providing necessary services and supporting teachers with training, time, and resources.

Age-Appropriate Social/Academic/Extracurricular Involvement

Involving students in social, academic, and extracurricular activities appropriate for their age.

Benefits for Typically Developing Children

Acceptance of differences; diversity of friendships; cooperation; resourcefulness and creativity.

Benefits for Families of Typically Developing Children

Opportunities to build relationships with families of children with disabilities; teach acceptance.

Benefits for Families of Identified Needs

Learn about typical development; feel less isolated; develop supportive relationships.

Benefits for Early Childhood Providers

Hands-on training; teamwork; awareness of services; understanding of diversity.

Benefits for Communities

Resource savings; increased awareness of exceptionalities; greater acceptance.

Unconditional Love of the Child

Loving and accepting the child without condition as the foundation of inclusion.

Willingness to Extend Oneself

Being prepared to go beyond comfort zones to support inclusion.

Openness to Doing Things Differently

Flexibility in routines and practices to include all children.

Working with Parents as a Team

Collaborative partnership between staff and families.

Flexibility

Ability to adjust schedules, activities, and expectations to include all children.

Getting Outside Help

Seeking external support (therapists, specialists) as needed.

Enthusiasm

Positive energy and commitment to inclusive practices.

Optimism - 'We Can' Attitude

Belief that inclusive practices can work and will be achieved.

Determination

Strong commitment to implementing inclusion despite challenges.

Commitment to the Process and the Child

Long-term dedication to inclusive practices and ongoing development.

Inclusion Does Not Mean… (Isolation)

Not isolating children with disabilities; not dumping them into regular programs without preparation or support.

Inclusion Does Not Mean Unreasonable Demands on Teachers

Not placing unreasonable demands on teachers or compromising health and well-being.