UNIVERSITY OF TRINIDAD AND TOBAGO SCHOOL FOR STUDIES IN

LEARNING COGNITION AND EDUCATION

Course Name: Professionalism in ECCE

Course Code: ECCE4005

Instructor: Mrs. Celestin

Assignment: Inclusion in Early Childhood Education

Assignment Due Date: 05/06/14

Student Name: Christina Sookdeo

Student ID: 52927

INCLUSION IN EARLY CHILDHOOD EDUCATION

Today, many families and their children face inequality and exclusion. In the early years

this could relate to: gender, ethnicity, disability, age, religion/belief, sexual orientation, socio-

economic status. Thus, inclusion in early childhood care and all areas of education is crucially

important. The National Center on Educational Restructuring and Inclusion (1995) developed the

following working definition of inclusive education:

“Providing to all students, including those with significant disabilities, equitable

opportunities to receive effective educational services, with the needed supplementary aids and

support services, in age appropriate classrooms in their neighborhood schools, in order to prepare

students for productive lives as full members of society.”

Each of us is equal in our value as a being. But treating all learners as the same does not

acknowledge their equal value as learners. "Same" and "equal" are not congruent terms. Each

student is of equal value, therefore each is worthy of an education, of learning, growing, and

being educated. They are all equal in value, but not the same. Treating students the same means

giving them identical amounts of instruction, identical lessons, identical learning materials, and

an identical education. Treating students as equals, means acknowledging each one has equal

value as a learner, which in turn means giving them each what they need to fulfill their value as a

learner.

As we have seen, each child is diverse and not the ‘same’, a notion which is also

supported by Gardener’s theory of multiple intelligences. Diversity is the mix and inclusion is

making the mix work. More formally, diversity is the composition of individuals in a group.

Inclusion is the requisite programs and organizational strategies that welcome and embrace the

strengths each person brings to the mix. Apart from the inclusive programs that can be offered

which is sometimes costly and difficult to acquire, the following are some strategies for creating

a productive and inclusive environment for all children.

Strategies focused on the General Classroom (all children)

1. Examine your assumptions. It is very common for instructors to assume that student share

their own background, but this is not necessarily so. We should not find ourselves addressing

students as if they all share our religion, sexual orientation, or economic class.

2. Learn and use students’ names. Even in large classes, you can start with a few names and

build up. At the very least, let students know you are making an effort to do so.

3. Model inclusive language. For instance, avoid using masculine pronouns for both males and

females. When you use idioms close to our culture and language in Trinidad, explain them for

the benefit of non-native English speakers.

4. Use multiple and diverse examples. Multiple examples increase the likelihood of students

relating to at least one of them. Take care to include examples that speak to both sexes and that

work across cultures.

5. Establish ground rules for interaction. This will assure that other students are also being

inclusive and respectful. In order to generate maximal buy-in into the ground rules, involve the

students in the process of establishing them. You will still need to enforce the ground rules and

correct students for the occasional non-inclusive or disrespectful comment.

6. Examine your curriculum. Make certain that different perspectives are systematically

represented in your course materials (e.g., a course on family focusing only on traditional

families, or a course on public policy ignoring race issues)? Neglecting some issues implies a

value judgment and bias, which can alienate certain groups of students.

7. Be mindful of low ability cues. In their efforts to help students, some instructors

inadvertently send mixed messages (e.g., “Sure, I’ll be happy to help you with this, I know girls

have trouble with math”). These cues encourage attributions focused on permanent,

uncontrollable causes, which diminish students’ self-efficacy. Instead, it is more productive to

focus on controllable causes, such as effort.

8. Provide accommodations for students with disabilities. Instructors are required by law to

provide reasonable accommodations to students with documented disabilities.

9. Don’t ask people to speak for an entire group. Minority students often report either feeling

invisible in class, or sticking out like a sore thumb. This experience is heightened when they are

addressed as spokespeople for their whole group, and can have implications on performance.

10. Practice inclusive classroom behaviors. Of course, we as educators are not out to

intentionally exclude anybody from the educational experience. However, many researchers

report small unconscious behaviors – “micro- inequities” – that certain student groups experience

repeatedly. For instance, females report that instructors tend to interrupt them more often than

men, ignore them more often, call on them less often, ask them more recall questions and less

analytical questions, acknowledge their contributions less, and build on their answers less (Hall,

1982). These micro-inequities add up and have a highly discouraging effect on those students.

Strategies focused on students with disabilities

The special needs child will need some adjustments to be able to fully participate in your

classroom. Fortunately, most of the adjustments are minor and can be accomplished with a

minimum of effort. The easiest things to do are change a few of your standard items. Add a tape

recorder for language, use squeeze only scissors, put in board books, big size legos, increase

spacing between tables and walls, make sure shelves are firmly anchored, and arrange rooms so

that all of the areas can be easily seen by an adult from any position. Giant crayons and pencils

are also good as well as fat sized washable markers. Special needs children often have an easier

time during clean-up if the shelves are marked showing where toys belong. Old toy catalogs are

great for making signs for storing materials. Using Velcro for calendars, posters, and file folder

games also makes putting things back on walls very easy.

Probably the biggest concern with any special needs child is behavior. Attention deficit,

hyperactivity, learning disabilities and more all influence a child's behavior. These children

become frustrated more easily and frustration can lead to behavior problems. The best tool for

handling negative behavior is to anticipate it. You can recognize what leads to an episode of

unacceptable behavior and change things early to avoid it.

For many children, transitions are the main focus. Try announcing any transition at least

five minutes ahead of time and every minute thereafter. Go over to the child and tell them face to

face that the activity is coming to an end. Give the child a specific job to do such as put away

crayons, slide in chairs, set out carpet squares. Repeat what is coming up next and have the

children tell you what is going to happen. Another easy idea is to break down tasks into smaller

steps. For example, when painting, have the child first get a smock, then show the paint, then

have her do her art. When she is finished, walk her through the steps to put things away and put

away her picture. Avoid giving more than two steps at a time. Teach the child to break up big

tasks as well. For instance, when doing a puzzle have him dump the pieces, then turn them over,

then find all of the edge parts first. By having a system to follow, the child will be able to

concentrate more and have less cause for frustration. Another problem area is communicating

with peers. Children who have language difficulties also face problems in problem solving,

social interaction, and play. Try having an adult in the child's play group to model asking to play,

interacting with others, sharing, exchanging ideas, and solving problems. Don't do all of the

talking but give examples of what to say. "Ask Bill if he will trade his truck for your blocks."

"You need to remind Jane that she can't knock down your blocks without asking." Children want

to fit in and modeling gives any child a way to learn to fit in and make friends.

All of these strategies will help to create inclusive schools which are those that embrace

diversity, provide access to knowledge, skills, and information to all students, tailor learning to

meet individual needs, encourage co-teaching and collaboration among general and special

educators, collaborate with families and community members, think outside the box in terms of

school structure and finance, maintain high expectations of all students, engage in continuous

improvement, and promote and support inclusive communities.

References

The City University of New York, National Center on Educational Restructuring and

Inclusion (1995). National Study of Inclusive Education. New York: Author.

National Institute for Urban School Improvement (nd). Improving education: The

promise of inclusive schooling. Retrieved on May 25th 2014, from:

http://www.edc.org/urban/publicat.htm

APPENDIX

Poem by Charles Bennafield (2012)

I am diversity, please include me

I ‘m present in every place you go

Depending on your lens I’m friend or foe

I’m a force to be reckoned with

Like the winds of change I move. I’m swift.

I’m present when two or more are together

If embraced I can make the good even better.

I’m not limited to age, gender, or race.

I’m invisible at times and yet all over the place.

Don’t exclude me due to a lack of knowledge

Welcome me like the recruit fresh out of college.

Let me take my seat at the table

Even though I may be differently able

My experience, my passion the authentic me

Can help add value for your company.

Learn about me; improve my underrepresentation

And I can provide a competitive edge to your entire nation.

I exclude no one I am strengthened by all

My name is Diversity and yes I stand tall.

Recognize me and keep me in the mix

Together there’s no problem that we can’t fix.

I am your best hope towards true innovation

And to many, I reflect hope and inspiration.

Your lives and companies will continue to change

Thus the need for Diversity and Inclusion will also remain.

Do all that you can to truly embrace me

And experience life’s fullness totally

I’m the thought lurking behind the unfamiliar face

I’m the ingenuity that helps your team win the race.

I’m the solution that came from the odd question that was asked.

I stand out in the crowd when I, Diversity, am allowed to be unmasked.

I’m diversity embrace me and we’ll journey far.

I’m Diversity include me and we will reach the shining star.

Coupled with Inclusion our lights burn longer

Together we are smarter, better and stronger

I am Diversity

Yes, that’s me.