1.9: Supporting Inclusion - Implications for Teachers

Society realizes now that institutionalism is not a proper upbringing for children. We have moved away from orphanages in preference of Foster Families for this reason. Institutions might have appeared like castles from outside, but the impersonal way of raising a child was not preferable. Children thrive more when raised by loving family units.

Some believe that providing extra services is costly. Inclusive classrooms and schools have proven to be less costly than having separate parallel programs. Why duplicate school administration, buildings, staffing, etc.? It is more financially cost-effective to add services to the already existing schools, than to replicate them. It is also better for all involved.

Early childhood education has long operated with an activity-based approach. This works well to meet the individual educational needs of each child. Early childhood teachers are accustomed to individualizing learning activities to meet the various developmental goals of each child involved. As noted by Allen and Cowdery (2015, p. 18) “Curriculum planning for inclusive settings also requires teachers to integrate the goals and activities on the children’s IFSPs/IEPs into ongoing classroom activities.” In this way, ECE classrooms are a natural fit for inclusion of all students, regardless of their abilities. Teachers can use regular early childhood education learning activities and incorporate ways to meet the learning needs of each child through the same activity. It takes planning and thought but is a sign of being a good teacher.

Based on Vygotsky’s research and sociocultural theory, we can utilize the Zone of Proximal Development and scaffolding to help all students in an inclusive environment. Often the best way to really solidify one’s learning of something is to teach it to others. Children can lead an activity, lead a calendar time, read/tell stories to their classmates and otherwise contribute to the efficient running of the classroom while bolstering their own self-esteem and confidence. Additionally, when children are exposed to peers with differing developmental abilities, they grow up to be mature adults with more respect and understanding of others who are differently abled than themselves. The bottom line is...
INCLUSION is the best form of education for all involved and INCLUSION IS THE LAW.

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