Chapter 11: Families of

Children with Special Needs or

Special Health Care Needs
Introduction
Define the term "Children with Special Needs".
Special Needs is a broad term, to include children with medical
issues, developmental issues, and behavior issues. Learning
issues, mental health issues, etc. Disability can be a short-term or
a lifelong disability issue.
Children with disabilities or other special needs refer to children with
a specific diagnosis, as well as children who do not have a diagnosis but
whose behavior, development, and/or health affect their family’s ability
to maintain childcare services.
The disability or special need may be as mild as a slight speech delay or
as complex as a mixed diagnosis of motor challenges, vision impairment,
and cognitive delays.
Special health care needs include a variety of conditions such as birth
defects, neurological disorders, and chronic illnesses that can be life-
threatening or impact daily living (e.g., cancer, sickle cell disease [or
anemia], cystic fibrosis, hemophilia, AIDS, diabetes, juvenile rheumatoid
arthritis).

Challenges for Families

 Families of children with disabilities or other special needs have the
same need for child care as other families.
 However, families of children with disabilities or special needs often
find the search for quality and affordable child care a greater
challenge as they face the reluctance of many childcare providers
to enroll their children.
 This situation makes it all the more important that childcare
providers strive to include all children in their programs so as not to
increase the immense challenges that such families already face.

Disabilities Education Act (IDEA)

  According to the Individuals with Disabilities Education Act (IDEA),
children aged 3-21 have the right to receive a Free, Appropriate
Public Education (FAPE) in the least restrictive environment (LRE).
 Least Restrictive Environment (LRE) requires that, to the extent
possible, children with disabilities should have access to the general
education curriculum, along with learning activities and settings
that are available to their peers without disabilities.
 Corresponding federal legislation applied to infants and toddlers
(children birth to 3) and their families specify that early intervention
services and supports must be provided in “natural environments,”
generally interpreted to mean a broad range of contexts and
activities that generally occur for typically developing infants and
toddlers in homes and communities.Links to an external site.

Importance of Inclusive Education and Care

 It is critical that children with disabilities or other special needs, and
their families, are included in quality early childhood education
programs that are the natural environments of their peers who are
typically developing.
 Children learn from their interactions with other children and their
surroundings while developing a sense of security and self-esteem
from caring relationships with program providers and staff.
 Everyone benefits from quality early childhood education programs
that provide inclusive care.
 Children who have a disability or special needs get to know and
interact with typically developing peers, while their families benefit
from programs and services they need to achieve their parenting
goals.
 Children who are typically developing benefit when they have the
opportunity to get to know peers who are atypically developing in
the classroom. Everyone has the opportunity to learn about other
human beings regarding their strengths and challenges.

Children of all abilities should be included in high-quality ECE classrooms.

Links to an external site.

The major concerns the families of children with special

needs have -

 Children and families want to be accepted and included in their

community regardless of ability.
 They want to truly belong. But the kind of belonging they desire
goes beyond simply “being together.”
 They want full, unconditional membership in family and community.
As Norman Kunc, a disability rights advocate, said so eloquently,-
“When inclusive education is fully embraced, we abandon the idea
that children have to become ‘normal’ to contribute to the world.
Instead, we search for and nourish the gifts that are inherent in all
people.
We begin to look beyond typical ways of becoming valued members
of the community and, in doing so, begin to realize the achievable
goal of providing all children with an authentic sense of belonging.”

 Children with disabilities or other special needs may present unique

challenges, but the care they need is very similar to that needed by
any child.
 Children with special needs spend most of their time doing what
other children do. They have the same curiosity, desire to play, and
need to communicate as their peers do.
 Childcare providers who are providing developmentally
appropriate childcare, which is individualized to meet the
needs of each child, already have many of the skills needed to
serve children with disabilities or other special needs.

For more information watch this video - Special Needs and

Inclusion

This video addresses "Philosophy, Policies, and Practices," "Developmentally

and Individually Appropriate Practice," "Collaboration with Families and
Service Providers," and "Environmental Access and Adaptive Equipment."

https://www.youtube.com/watch?v=3Lc9zJcfsnE

Chapter 11.1 What Programs

Can Do To Be Inclusive of All
Children
Most children identified by special education professionals as having a
disability have delays in learning and communication (over 70 percent of
children from birth to age 14).

Learning Disabilities
 What is more important is that learning disabilities are often not
recognized or identified until children begin formal schooling.
 Children who learn differently or have delays in a language
commonly manifest special needs through their behavior in group
settings.
 Early childhood educators can provide a language-rich environment
and make accommodations based on the knowledge of the
individual child.

Mental Health, Developmental Disabilities

 There are fewer children with more significant disabilities such as
intellectual disabilities (formerly referred to as mental retardation),
physical and mobility impairments, or multiple disabilities.
 When children do have significant disabilities, they are likely to be
receiving specialized services that may support success in a
childcare setting.
 Children who are eligible for and who receive early intervention or
special education services have individual plans with goals and
strategies for caregivers and providers to use.
 For children under age three, the plans are called individualized
family services plans (IFSPs);
 for children over age three, the plans are called individualized
education programs (IEPs).
 Early childhood educators can be important members of an IFSP or
IEP team when these plans are being developed.

Learning about Individual Children

 Information about a specific disability may give an early childhood
educator ideas for how to support a child.
 When serving an individual child, however, the provider should
focus on the child’s needs, not the disability or its label.
 A child with cerebral palsy, for example, may walk with leg braces,
use a wheelchair, have minor physical symptoms, or demonstrate a
delay in using language.
 The possible variations within this one label are tremendous,
demonstrating that no single label or diagnosis can provide enough
information about a particular child.
  Early childhood educators need to learn beyond a textbook
definition and ask questions with
sensitivity and understanding - particularly in talks with
parents.

Early Childhood Educator's Responsibilities

 Early childhood educators can go far toward setting a tone of
welcome and understanding.
 When a family member shares a child’s diagnosis, a good follow-
up question is often “And how does that affect ____________’s
development?” This approach can help assure a family member
that the childcare provider is sincerely concerned about the success
of the child and is interested in providing appropriate, individually
tailored care.
 The response from the parent will help the childcare provider
determine what accommodations might be needed, what other
questions may be appropriate to ask, and whether specialists are
involved or needed.

Promoting Inclusive Practices

 Even if children with disabilities are not currently enrolled in your
early childhood education program, educators can still promote
inclusive practices.
 One way is to have pictures, books, and materials that present
children with disabilities in a general setting.
 How people are alike and different naturally arises in an early
childhood education setting; a caregiver can take advantage of
these opportunities to discuss them.
 Language use is also critical in developing an atmosphere of
inclusion.
 The best practice is to use “person-first” language when one is
talking about people with disabilities. This practice simply means
putting the person before the disability: “a child with autism
spectrum disorder” rather than “an autistic child.”

The process of exploring inclusion with families,

colleagues, and children will suggest other ways to
expand inclusive practices.

 For example, planning staff discussions on specific changes in

philosophy, attitudes, and practices go far toward including children
with special needs in a childcare setting.
  Outside the immediate early childhood education program setting,
adults with disabilities in a community might contribute to a care
provider’s expanding knowledge of issues related specifically to
inclusion and to disabilities in general.

Successful Inclusion of Children with Special

Needs
Describe some of the important ways to provide Inclusive
Early Childhood Education and Care.
As each child is unique, so is each early childhood education program.

 There is no magic formula for making inclusion work beyond the

creativity, energy, and interest that most early childhood educators
already bring to their work.
 Their uniqueness notwithstanding, every program can successfully
include children with disabilities. And each makes it work child by
child, day by day.
 A “can-do” attitude among the teachers helps to provide the
necessary energy for coming up with solutions to the inevitable
challenges. It also helps to have an enthusiastic attitude on how
to make inclusion work rather than simply fulfill a legal obligation.

Some children need small changes to the curriculum or

minor support to get the most out of certain activities.
These sorts of things may consist of fairly simple accommodations, such as -

 providing a special place or quiet activity for a child who is unable

to participate in large-group activities or
 making available a special snack for a child who needs to eat more
frequently than the typical meal or snack schedule.

 Other children may require more specific adaptations that might

not be readily apparent.
 A variety of community resources can help determine what
those might be.
o The family, for example, is always the first and most
important guide for what a child might need;
o after that, an area specialist or a local workshop might be.
o Beyond the immediate community, a world of literature in
books, periodicals, and Web sites devoted to disabilities
 and inclusion can inform an early childhood educator about
appropriate adaptations for a child with a particular
condition or need.

Successful High-Quality Inclusive Education

Programs
Programs that begin with a high-quality, developmentally appropriate
foundation have -

 a positive attitude on the part of the care provider;

 appropriate adult-child ratios;
 supportive administrators; and
 adequate training for the provider will be in a good position to
creatively solve problems for a child with disabilities or other special
needs, exactly as it does for children who are typically developing.
 If a child already has an established diagnosis, trained intervention
personnel may be available to assist in this process.

One of the biggest roles of a care provider is to facilitate a

sense of belonging and inclusion. Several helpful
strategies are as follows:

 Start with the assumption that all children are competent.

 Adapt the environment so that it is developmentally appropriate,
challenging, and fits the needs and interests of each child.
 While there may be a need to support a child’s mastery of a specific
skill, keep the whole child in mind, particularly the child’s social-
emotional experience.

Consider the following questions when adapting an

activity for a child with special needs :

 Does the child have an opportunity to be in control of the learning

experience?
 Is there a balance between adult-initiated learning and child-
initiated learning?
 Can the child make choices while learning the skill?
 Is the child able to initiate his/her efforts to practice the skill, with
support given by the childcare provider?
 Is the child gaining self-confidence and showing the joy of
accomplishment while learning?
 Is there room in the activity for the child to make discoveries?
Collaborating for Inclusion
To effectively meet the needs of children with differing abilities and learning
characteristics, early childhood educators may need to expand how they
reach out to families and link with specialists.

 These two groups of people have important information to share

and can serve as resources to support children in a program.
 Their suggestions invariably enrich efforts at inclusion. Specialists
themselves may even be able to visit a care facility and offer some
on-site guidance.

Providing inclusive early childhood education does not

mean a teacher - or even a group of teachers - has to do
the work alone. Everyone has a role to play.

 The primary role of an early childhood educator is to nurture and

support the child’s development in a loving and caring manner.
 Partnerships formed with other adults who are caring for the child -
the parents, healthcare providers, or specialists - can complement
the efforts of all concerned, especially when everyone concentrates
on a particular strength.
 When the expertise of many is combined, ideas develop and
strategies emerge that are better than those any one person could
have developed alone. The result is the essence of true
collaboration.

For collaboration to be successful, the following elements

are essential:

 Respect for the family’s knowledge and experience with the child.
They are the first and best resource and should be included in
planning and implementing care of their child.
 Clear and regular communication, both informal or planned
meetings.
 Time is reserved for collaboration, recognizing that everyone is
likely going to be pressed for time.
 Everyone has an investment and active involvement.
 Collaborative efforts to provide the appropriate assessments and
support services for the child.

Summary
  Teachers will have children in their classrooms with
diagnosed and undiagnosed special needs, including those
related to their health.
 Early childhood programs have legal obligations to provide
inclusive programs and inclusion benefits for everyone
involved (children with special needs, their peers who do not have
special needs, families, and teachers).
 Having a solid foundation in developmentally appropriate
practice, which includes the importance of learning about and
meeting the needs of each child, goes a long way to providing
inclusive early education.
 Support, accommodations, and collaboration are essential
to providing inclusive early childhood education
programming.

Supporting Children with

Special Needs and Inclusion
Inclusion in Early Care and Education
Source: Google Images

What do you mean by Inclusion in Early Childhood Programs?

Inclusion in Early Childhood Programs means creating an environment
where all children, regardless of their abilities, backgrounds, or needs, can
participate, learn, and thrive alongside their peers.
It involves recognizing and valuing the unique strengths and contributions of
each child while providing the necessary support and accommodations to
ensure equitable access to education and activities.

What are the key aspects of Inclusion in Early Childhood

Education?
Key Aspects of Inclusion
The key aspects of inclusion are as follows:

1. Create Classroom space, equipment, materials, and

activities to provide equitable access:
The above diagram shows that based on the children's ages and stages,
teachers plan and set the classroom space layout for various learning
activities. More space is kept between furniture so children using special
equipment can move easily from one area to another independently. The
materials used for the activities reflect the needs of the children. For
example, if a child with a physical disability needs the sensory table to his
height a small table is kept to support the child.
Teachers ensure that all children have access to the same opportunities,
resources, and learning experiences in the classroom. For Example,
providing ramps and accessible restrooms for children with mobility
challenges, so they can participate in all classroom activities.

2. Individualized support and supporting all

communication styles:
Tailoring support and interventions to meet the specific needs of each
child. Teachers support diverse communication styles in a preschool
classroom through several strategies.
For example,

 Visual and sensory activities: Teachers use visual activities and

sensory-friendly materials for children with autism to help them
navigate the daily routine and feel comfortable in the classroom.
  Visual Aids: Teachers use pictures, charts, and visual schedules to
convey information and support understanding.
 Verbal Instructions: Teachers provide clear and concise verbal
directions, using simple language and repeating if necessary.
 Sign Language: Teachers incorporate basic sign language to aid
children with speech delays or hearing impairments.
 Gesture and Body Language: They utilize gestures, facial
expressions, and body language to enhance communication and
convey meaning.
 Augmentative and Alternative Communication (AAC):
Teachers implement communication boards, picture exchange
systems, and speech-generating devices for children with limited
verbal skills.
 Interactive Storytelling: Teachers engage children through
interactive stories that involve actions, sounds, and props to
support comprehension.
 Peer Interaction: Teachers encourage peer-to-peer
communication through group activities, buddy systems, and
collaborative projects.
 Communicating with parents: Teachers communicate with
children and parents to know what they prefer and what they like
for their children to develop skills, etc.

By employing these diverse communication methods, teachers can ensure

that all children have the opportunity to understand, participate, and express
themselves in the classroom.

3. Creating opportunities to help children understand

individual differences:
This is helpful to inculcate positive attitudes and beliefs about other
individuals.
Educators actively promote kindness and inclusion through discussions, role-
playing activities, and modeling inclusive behavior to foster a culture of
acceptance, respect, and empathy among educators, children, and families.

Describe practical examples to create opportunities to help

children understand and accept individual differences in
Preschool classrooms.
Teachers create various opportunities to help children understand and
accept individual differences through several strategies:

1. Diverse Literature: Teachers read books that feature characters

from various backgrounds, abilities, and cultures. Discuss the
stories and highlight the uniqueness of each character.
 2. Inclusive Activities: Teachers plan activities that encourage
cooperation and interaction among children with diverse abilities,
such as mixed-ability group projects or buddy systems.

3. Role-Playing and Dramatic Play: Teachers use role-playing

scenarios to help children experience different perspectives. For
instance, have children act out different family traditions or the
daily life of someone with a disability.
4. Classroom Discussions: Teachers facilitate open discussions
about diversity, encouraging children to share their own
experiences and learn from each other.
5. Cultural Celebrations: Teachers celebrate various cultural
holidays and traditions within the classroom. Invite families to share
their customs and provide authentic experiences for the children.
6. Guest Speakers and Community Visits: Teachers invite guests
from the community who have different experiences, such as
individuals with disabilities, to speak to the class. Organize visits to
community centers that support diverse populations.
7. Visual Displays: Teachers create visual displays that celebrate
diversity, such as a world map showing where each child's family is
from, or a bulletin board showcasing different abilities and talents.
8. Social Stories and Scenarios: Teachers use social stories to
illustrate different social situations and appropriate responses.
These can help children understand and empathize with others'
experiences.
9. Modeling Inclusive Behavior: Teachers demonstrate inclusive
behavior by treating all children with respect and kindness and
addressing any discriminatory behavior promptly and thoughtfully.

By integrating these strategies into the classroom, teachers can foster an

environment of acceptance and understanding, helping children appreciate
the value of individual differences

4. Collaborative Partnerships with families and provide

feedback:
Teachers work closely with families, specialists, and community resources to
support each child's development and well-being. For Example, teachers
collaborate with speech therapists, occupational therapists, and parents to
create individualized learning plans and strategies for children with special
needs. Some of the main strategies include -

 Parent-Teacher Conferences: For example, teachers

schedule meetings where teachers discuss the child's progress,
strengths, and areas for improvement, and collaborate with parents
on strategies to support the child's development.
  Progress Reports: For example, teachers give regular written
reports that highlight the child's achievements, developmental
milestones, and any concerns or areas for growth.

 Daily or Weekly Updates: For example, teachers send home brief

notes or emails summarizing the child's activities, progress, and
any noteworthy events or behaviors from the day or week.
 Portfolio Reviews: For example, teachers share a collection of the
child's work, such as drawings, writing samples, and photos of
activities, to showcase their progress and achievements over time.
 Open Communication Channels: For example, teachers
encourage parents to reach out with questions or concerns via
email, phone calls, or in-person meetings, and ensure that teachers
are responsive and approachable.
 Workshops and Information Sessions: For example, the
program hosts events where parents can learn about child
development, teaching strategies, and ways to support learning at
home.

5. Adapted Curriculum, Instruction, and Transitions:

Curriculum: Teachers modify teaching methods, materials, and activities to
accommodate the diverse learning styles and abilities of children present in
the classroom.
Instruction: Teachers incorporate hands-on activities, multimedia
resources, and alternative assessments to ensure that all children can
engage with and demonstrate their understanding of the curriculum.
Transitions: Teachers provide support to children for transitions. Teachers
can make the transitions for children easy from home to the classroom and
from one age group to another group by talking with children and providing
support as and when they require it.
6. Peer Interaction and Social Inclusion: Teachers encourage positive
interactions and friendships among children of all abilities. Therefore,
they organize group activities and playtime that promote teamwork and
cooperation, helping children learn from and support each other.

----------------------
Some of the Practical Examples of Inclusion observed
regularly in a Preschool Classroom
How do teachers practice inclusion strategies in a Preschool
Classroom? Give examples.
 Inclusive Circle Time:
During circle time, the teacher uses a combination of spoken words, pictures,
and sign language to ensure that all children can participate in and
understand the activities.

 Diverse Learning Centers:

The classroom features various learning centers, such as a sensory table, art
station, and reading nook, catering to different interests and sensory needs.

 Buddy System:
Pairing children with and without disabilities to work together on tasks and
activities, fosters mutual support and understanding.

 Inclusive Celebrations:
Celebrating diverse cultural traditions and holidays, inviting families to share
their customs and experiences, and creating an inclusive environment that
respects and values all backgrounds.
Thus, by embracing these principles and practices, early childhood programs
can create a welcoming and supportive environment where every child feels
valued, included, and empowered to learn and grow.
Inclusion benefits not only children with special needs but all children, as it
promotes empathy, understanding, and a sense of community.
 Inclusion: Exploring the meaning and the mindset

All children are unique in their development. Some children have distinctive
developmental abilities and disabilities that require a closer look at the practices,
tools, and mindsets incorporated within programs. This means it is time for all programs to
take an in-depth look at inclusion – its meaning and practice – if it has not
occurred yet. Inclusion is a part of all aspects of education and society and yet many feel
ill-informed about it.

According to the Frank Porter Graham Child Development Institute, “The number of 3- to 5-
year-olds with disabilities in regular classrooms has been on the rise for the past decade,
increasing by 32 percent between 1992 and 2001, according to the U.S. Office of Special
Education Programs. While most preschool classrooms have at least one child with a
disability, teachers often have little or no training in educating and caring for these
children.

”Exploring the meaning and key components of inclusion helps to start the inclusion
conversation. The National Association for the Education of Young Children (NAEYC) and the
Division for Early Childhood (DEC) in 2009 developed a joint position statement on inclusion
that states:

“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.

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
friendships, and development and learning to reach their full potential.

The defining features of inclusion that can be used to identify high-quality early
childhood programs and services are access, participation, and support.

”Inclusion...is important, not just educationally, but socially.

You make friends you get to know people and you learn how to navigate through life by being
with your peers in your community ... Disability is part of our natural diversity ... But inclusion
can only work well if teachers and students have the proper support in place to do it
well ... Show that you see the child as a child, and not a case to manage.”— Dan Habib,
Director, “Including Samuel”

The typical focus of inclusion is on individuals with disabilities.

However, it is also understood that inclusion can be used in a broader context relative to
opportunities and access for children from culturally and linguistically diverse groups. It
is now widely recognized that culture significantly impacts early development and learning.
Therefore, early care and education practices must take this influence into account. Additionally,
children with disabilities come from diverse racial, ethnic, cultural, economic, and linguistic
backgrounds.

According to the Individuals with Disabilities Education Act (IDEA), children aged 3 to 21
are entitled to a free, appropriate public education (FAPE) in the least restrictive environment
(LRE).

LRE requires that, to the extent possible, children with disabilities should have access to the
general education curriculum, along with learning activities and settings that are available to
their peers without disabilities. (NAEYC and DEC 2009).

“The trend toward more inclusive, collaborative approaches to educating young children has
brought about shifts in roles and responsibilities. Early childhood educators need knowledge,
skills, and dispositions to work effectively with every child.

Likewise, early childhood special educators and specialists must be competent

to support early educators by collaboratively providing their specialized services in inclusive
early care and education settings. ” (National Professional Development Center on Inclusion).

The National Professional Development Center on Inclusion encourages programs to

ensure that early educator competencies (what a person knows and can do) include -

 reflect knowledge, skills, dispositions, and

 emerging research of effective practices for working in inclusive settings with
children with and without disabilities and children who are dual language learners
------------------
 Source: http://extension.psu.edu/

Individualized Learning Plan

(ILP) and Universal Design for
Learning (UDL)
Early Childhood Programs' Role in Developing
Inclusion for All Children Including Children With
Special Needs
Early Childhood Programs use their reflective practice to develop policies to
meet the needs and requirements of the children they support and the
families they serve. Let's see here what programs can do to support all
children including the children with special needs.
What Early Childhood Education Programs can do to be Inclusive for
All Children including Children with Special Needs?
Inclusive early childhood education programs aim to ensure that all children,
including those with special needs, have access to high-quality learning
experiences.
Here are some key strategies and how they can be implemented to be more
inclusive for all children in the program.

Individualized Learning Plans:

Teachers create educational plans to meet the unique needs of each child,
considering their strengths, interests, and developmental levels.
For example, Emily a five-year-old child, struggles with fine motor skills. The
teacher creates a learning plan to develop Emily's fine motor skills. Her
learning plan includes activities like threading beads, using tweezers to pick
up small objects from the table, and drawing with thicker crayons to
strengthen her grip. Her progress is monitored by the teacher, and activities
are adjusted as she improves her skills.

Universal Design for Learning (UDL):

Use UDL principles to create flexible learning environments that
accommodate diverse learning styles and abilities.
For example, during a storytime session, the teacher reads a book aloud
while showing pictures, providing a digital version with text-to-speech, and
offering tactile storyboards for children with visual impairments. This ensures
that all children can access the story in a way that suits their learning style.

Collaboration with Specialists:

Work closely with special education teachers, therapists, and other
specialists to provide necessary support and interventions.
For example, Jacob has speech delays, so the teacher works with a speech
therapist who visits the classroom weekly. The therapist provides exercises
and strategies that the teacher can integrate into daily activities to support
Jacob's language development.

Professional Development:
Offer ongoing training for educators on inclusive practices, differentiation,
and working with children with special needs.
For example, the preschool organizes workshops on topics such as
inclusive practices, sensory integration, and behavior management.
Teachers attend these sessions to learn new techniques and strategies for
supporting children with diverse needs.

Family Engagement:
Involve families in the educational process, ensuring they have a voice in
decision-making and access to resources.
For example, the preschool hosts regular family nights where parents can
participate in activities, share their perspectives, and learn about their child's
progress. Teachers also send home weekly updates and resources tailored to
each child's needs, encouraging families to be active partners in their child's
education.

Positive Behavior Supports:

Implement strategies to promote positive behavior and social-emotional
development for all children.
For example, to promote positive behavior, the teacher uses a visual
behavior chart that tracks children's actions with stickers. When a child
exhibits positive behavior, such as sharing or following directions, they
receive a sticker. Once they reach a certain number of stickers, they get a
small reward, like choosing the next story to be read.

Accessible Facilities:
Ensure that physical environments are accessible to children with disabilities,
including adaptive equipment and materials.
For example, the classroom is equipped with adjustable furniture, such as
desks and chairs, to accommodate children of different sizes and abilities.
There are also ramps and handrails for children who use wheelchairs or have
mobility challenges.

Peer Support and Interaction:

Encourage interactions between children with and without disabilities to
foster understanding, empathy, and friendships.
For example, during playtime, the teacher organizes mixed-ability groups
where children work together on collaborative activities, such as building a
block tower or completing a puzzle. This encourages children to help each
other and learn from their peers, fostering a sense of inclusion and empathy.
By adopting and implementing these strategies to support young children,
early childhood programs can create inclusive environments where all
children feel valued and supported.
The teachers in Preschool classrooms can create a more inclusive
environment where all children including children with special needs can
thrive. These examples show how thoughtful planning and collaboration can
make a significant difference in the lives of young learners.
Sources: Information collaborated from the Education Government, NAEYC, and Wested
sites.
Self Reflection Questions
1. What do you think about these approaches? Do you know other ways to
support children in inclusive classrooms? Describe your ideas with specific
examples.
2. How would you as a teacher develop an Individualized Learning Plan for
children with Learning Disabilities? Describe specific examples and plan to
support children with learning disabilities.

Individualized Learning Plan

What is an Individualized Learning Plan for children in
early Childhood Programs?
An Individualized Learning Plan (ILP) is a personalized educational roadmap
designed to meet the unique needs, strengths, and challenges of each child
in an early childhood program.
Teachers do child observations and record their observations regularly in the
program, They meet with specialists and design the learning plan to develop
the child's skills based on his needs and requirements.
The goal of an ILP is to provide a tailored approach by taking into account
the unique needs and requirements of each child to provide learning that
ensures every child can thrive and reach their full potential.
Source: Kindiedays Homepage.

Key Components of an Individualized Learning

Plan:
An individual learning plan is developed for each child in collaboration with
the child and their parents or guardians. These plans include jointly set goals
that foster systematic care and education for the child.

How is the child's Individual Learning Plan (ILP) created?

The teacher of a child is responsible for developing and assessing the child's
Individual Learning Plan (ILP). This process involves several steps, including
discussions and writing. Creating the plan requires assessing and observing
the child's strengths, needs, and perspectives, as well as evaluating the
child's previous plan. Staff members who work with the children participate
in this process; observations, documentation, and evaluations are conducted
collaboratively across different professions.
The linguistic and cultural background, as well as the linguistic skills and
abilities, of a bilingual child or one who speaks a foreign language, are
considered when creating their Individual Learning Plan. The child’s cultural
and religious background will also be considered when creating the plan. The
child's parents or guardians provide their observations at home and
collaborate with teachers in creating a learning plan based on the child's
skills and requirements.

Here are the five steps included in creating an Individual Child's

Learning Plan.
1. Assessment and Identification:
o For example: Teachers and specialists conduct
observations and assessments and gather input from
parents to understand the child's current abilities, learning
styles, strengths, and areas needing support.
2. Goal Setting:
o For example: Based on the assessment, specific,
measurable, achievable, relevant, and time-bound
(SMART) goals are established. For instance, a goal might
be for a child to improve fine motor skills by being able to
use scissors to cut out shapes within three months.
3. Customized Strategies and Activities:
o For example: Tailored instructional strategies and
activities are designed to support the child's goals. If a
 child struggles with communication, the plan might include
using visual aids, sign language, or communication boards
to enhance their ability to express themselves.
4. Regular Monitoring and Adjustments:

o For example: The child's progress is continuously
monitored, and the ILP is adjusted as needed to ensure the
goals are being met. For example, if a child is making rapid
progress in a particular area, the goals may be revised to
introduce more challenging tasks.

5. Collaboration with Stakeholders:



o For example: Effective ILPs involve collaboration between

teachers, parents, special education professionals, and
other relevant stakeholders. Regular meetings and
updates ensure that everyone is aligned and working
together to support the child's development.

Practical Examples in a Preschool Classroom:

How do teachers develop an Individualized Plan to support
children with various types of special needs?
By implementing Individualized Learning Plans, early childhood programs
can create a more inclusive and supportive environment where all children
can develop their optimum skills.

1. Individualized Plan to Support a Child with Speech Delays

A. Assessment and Identification: After noticing that Alex has
difficulty forming words, the teacher consults a speech therapist,
who conducts an assessment and identifies a speech delay.
B. Goal Setting: A goal is set for Alex to improve his ability to
pronounce specific sounds within six months.
C. Customized Strategies and Activities: The teacher incorporates
speech exercises and games into daily activities, and Alex uses
picture cards to help express his needs and thoughts.
D. Regular Monitoring and Adjustments: Alex's progress is tracked
bi-weekly, and adjustments are made to the activities based on his
improvement.
 E. Collaboration with Stakeholders: The teacher, speech therapist,
and Alex's parents meet regularly to discuss his progress and adjust
the plan as needed.

2. Individualized Plan to Support a Child with Autism Spectrum

Disorder (ASD)
A. Assessment and Identification: After observing that Emma has
challenges with social interactions and sensory
sensitivities, the teacher consults an occupational therapist who
identifies ASD.
B. Goal Setting: A goal is set for Emma to participate in a 5-minute
play activity with a peer, focusing on turn-taking, within three
months.
C. Customized Strategies and Activities: Emma uses a visual
schedule with pictures to understand the daily routine, and sensory
bins with different textures are available for her to use when she
feels overwhelmed.
D. Regular Monitoring and Adjustments: Emma's progress is
documented weekly, and activities are adjusted based on her
responsiveness and comfort level.
E. Collaboration with Stakeholders: The teacher collaborates with
Emma's parents, an occupational therapist, and a speech therapist
to ensure a holistic approach to her development.

3. An Individualized Learning Plan to Support a Child with Dyslexia

 Assessment and Identification:

Maria shows difficulties with recognizing letters and phonemic

awareness. After conducting assessments, her teacher and a specialist
identified dyslexia as the underlying challenge.

 Goal Setting:

One of Maria's goals is to recognize and name all the letters of the alphabet
within six months.

 Customized Strategies and Activities:

Multi-Sensory Approach: Maria uses sand trays to trace letters with her
fingers, combining tactile and visual learning.

 o Phonics Games: She participates in phonics-based
games, like matching letter cards with pictures of objects
that start with that letter.
o Audio Books: Maria listens to stories on audio while
following along with the text, helping her associate spoken
words with written ones.

 Regular Monitoring and Adjustments:

Maria's progress is tracked bi-weekly by the teacher. If she's struggling with

a particular set of letters, the teacher focuses additional activities on those
letters.

 Collaboration with Stakeholders:

The teacher meets with Maria’s parents and a reading specialist regularly to
discuss her progress and adjust strategies as needed.

4. An Individualized Learning Plan to Support a Child with ADHD

Assessment and Identification:
 Liam displays hyperactivity and difficulty focusing during
group activities. Through assessments and input from his
parents, ADHD is identified.
Goal Setting:
 One goal is for Liam to remain engaged in a 10-minute group
activity without interruptions by the end of the school term.
Customized Strategies and Activities:
 Structured Schedule: Liam's day is broken into short, structured
segments with clear transitions to help him anticipate what comes
next.
 Movement Breaks: He gets regular movement breaks to expend
energy, such as short exercises or "wiggle time" between activities.
 Positive Reinforcement: Liam earns stickers for staying focused
during activities. Once he collects enough stickers, he gets to
choose a reward, like leading a game.
Regular Monitoring and Adjustments:
 The teacher monitors Liam’s ability to stay engaged and adjusts the
length of activities and breaks based on his progress.
Collaboration with Stakeholders:
  Regular meetings with Liam’s parents and a child psychologist
ensure that strategies are consistent at home and school.
------------

Universal Design for Learning (UDL)

Describe in detail what is Universal Design for Learning (UDL) and
how to implement it in the classroom.
Universal Design for Learning (UDL) is an educational framework that aims
to create inclusive learning environments by providing multiple
means of representation, engagement, and expression.
The goal of UDL is to accommodate the diverse learning styles,
abilities, and needs of all students, ensuring that every learner has
equal opportunities to succeed. Here’s a detailed description of UDL and how
it can be implemented in an early childhood education setting:

Principles of Universal Design for Learning

Principle 1: Multiple Means of Representation:
What Does It Mean?


o It means presenting information and content in various

ways to accommodate different learning styles and
sensory modalities.
o Examples are: Using visual aids, auditory materials,
tactile objects, and interactive technologies to teach
concepts.
Example For Teaching Shapes
 Visual Representation: Use colorful flashcards and posters with
images of different shapes (e.g., circles, squares, triangles).
 Auditory Representation: Sing songs about shapes and describe
their properties during storytime.
 Tactile Representation: Provide shape blocks and textured
materials for children to touch and feel, helping them understand
the physical characteristics of each shape.
Examples Of Learning the Alphabet
 Visual Representation: Display alphabet charts and use letter
magnets on a board.
  Auditory Representation: Play alphabet songs and rhymes, and
read alphabet books aloud.
 Tactile Representation: Use sandpaper letters or letter cut-outs
for children to trace with their fingers, reinforcing letter recognition
through touch.

Principle 2: Multiple Means of Engagement:

What Does It Mean?

o It means offering various ways for students to engage with
the material, ensuring that they are motivated and
interested in learning.
o Examples are: Incorporating hands-on activities,
collaborative projects, and individualized tasks to capture
students' attention and interest.
Examples of Exploring Nature
 Hands-On Activities: Organize nature walks where children can
collect leaves, rocks, and other natural items to explore and
discuss.
 Collaborative Projects: Have children work in small groups to
create a nature collage or garden, fostering teamwork and social
interaction.
 Individualized Tasks: Provide opportunities for children to
document their observations in a nature journal through drawings,
dictation, or simple written notes.
Examples of Learning About Animals
 Interactive Technologies: Use educational apps and videos that
showcase different animals and their habitats.
 Role-Playing Activities: Encourage children to act out animal
behaviors or create animal-themed puppet shows.
 Games and Puzzles: Incorporate animal-themed puzzles, memory
games, and matching activities to reinforce learning in a fun and
engaging way.

Principle 3: Multiple Means of Action and Expression:


 o What Does It Mean? - Allowing students to demonstrate
their understanding and knowledge through different
methods.
o Examples: Providing options for written reports, oral
presentations, artistic projects, and physical
demonstrations.
Examples of Understanding Numbers
 Artistic Projects: Have children create number collages using
stickers, stamps, or drawings to represent different quantities.
 Physical Demonstrations: Use counting games that involve
physical movement, such as jumping or clapping, to demonstrate
an understanding of numbers.
 Storytelling: Encourage children to tell stories or create books that
involve counting objects or characters.
Examples of Developing Fine Motor Skills
 Writing and Drawing: Provide various writing and drawing tools,
such as crayons, markers, and chalk, for children to practice their
fine motor skills.
 Building and Construction: Use building blocks, clay, and other
manipulatives to help children develop hand-eye coordination and
dexterity.
 Craft Activities: Offer a range of craft materials, such as scissors,
glue, and beads, for children to create their projects, allowing them
to express their creativity and improve fine motor control.
Thus, by implementing UDL principles, early childhood educators can create
a more inclusive and supportive learning environment that accommodates
the diverse needs of all children.
This approach not only enhances accessibility but also fosters a love of
learning and encourages all students to reach their full potential.

NAEYC: Advancing Equity in

Early Childhood Education
Position Statement
 All children have the right
to equitable learning
opportunities that enable them
to achieve their full potential as
engaged learners and valued
members of society. - NAEYC

Advancing the right to equitable learning opportunities requires recognizing and dismantling the systems of
bias that accord privilege to some and are unjust to others. Advancing the full inclusion of all individuals across
all social identities will take sustained efforts far beyond those of early childhood educators alone. Early
childhood educators, however, have a unique opportunity and obligation to advance equity. With the support of
the early education system as a whole, they can create early learning environments that equitably distribute
learning opportunities by helping all children experience responsive interactions that nurture their full range of
social, emotional, cognitive, physical, and linguistic abilities; that reflect and model fundamental principles of
fairness and justice; and that help them accomplish the goals of anti-bias education. Each child will

 demonstrate self-awareness, confidence, family pride, and positive social identities;

 express comfort and joy with human diversity, use accurate language for human differences, and
form deep, caring human connections across diverse backgrounds;
 increasingly recognize and have the language to describe unfairness (injustice) and understand that
unfairness hurts;
 have the will and the skills to act, with others or alone, against prejudice and/or discriminatory
actions.1

Early childhood education settings—including centers, family child care homes, and schools—are often among
children’s first communities beyond their families. These settings offer important contexts for children’s
learning. They should be environments in which children learn that they are valued by others, learn how to treat
others with fairness and respect, and learn how to embrace human differences rather than ignore or fear them.
When early childhood educators use inclusive teaching approaches, they demonstrate that they respect
diversity and value all children’s strengths. Early childhood educators can model humility and a willingness
to learn by being accountable for any negative impacts of their own biases on their interactions with children
and their families. They can work to ensure that all children have equitable access to the learning environment,
the materials, and the adult–child and child–child interactions that help children thrive. Early childhood
educators can recognize and support each child’s unique strengths, seeking through personal and collective
reflection to avoid biases—explicit or implicit—that may affect their decision-making related to children.
To effectively advance equity and embrace diversity and full inclusion, early childhood educators need
work settings that also embrace these goals—not only for the children and families served but also for the
educators themselves. Early childhood educators should be well prepared in their professional knowledge,
skills, and dispositions to teach in diverse, inclusive settings. They also need to be supported by, and to
advocate for, equity- and diversity-focused public policies. Each of these areas is addressed more fully in the
recommendations below. Although the primary focus of this statement is on equitable learning opportunities for
young children, we stress that such opportunities depend on equitable treatment of early childhood educators as
well. We make these recommendations understanding the critical importance of building a recognized early
childhood profession and a system with sufficient funding to ensure that all its members receive equitable
compensation and professional recognition that reflects the importance of their work.
Recognizing that both institutional and interpersonal systems must change, the recommendations begin with
a focus on individual reflection. Across all roles and settings, advancing equity requires a dedication to self-
reflection, a willingness to respectfully listen to others’ perspectives without interruption or defensiveness, and
a commitment to continuous learning to improve practice. Members of groups that have historically enjoyed
advantages must be willing to recognize the often unintended consequences of ignorance, action, and inaction
and how they may contribute to perpetuating existing systems of privilege. It is also important to recognize the
many reactions associated with the marginalization that begin in early childhood and range from internalization
to resistance.

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