包含在您的课堂上创建一个社区，其中包括有没有残疾的学生。研究表明，我们不仅是包含最佳实践，而且它有利于所有孩子，应该是你的一部分教室managementstrategy.
The U.S. Department of Health and Human Services and U.S. Department of Education define inclusion inearly childhood programsas:
- including children with disabilities in early childhood programs together with their peers without disabilities
- holding high expectations
- intentionally promoting participation inalllearningandsocial activities
- using individualized accommodations
- using evidence-based services and supports
- fostering:
- development
- friendships with peers
- sense of belonging
This applies toallkids, regardless of the severity of their disability. And it can be scaled up for school-aged children as well. (The research below is geared towards early childhood, which is my background. However, there is also strong support for inclusion in higher grades). Inclusion is aboutmaking the classroom ready for the child, not making the child ready for the classroom.
What Does Inclusion Look Like?
It may be more helpful to look at some examples of what inclusion isnot.
Graphic created by author
What Inclusion IsNOT
Let’s start by looking at some things that “inclusion” is NOT.
- Practicing different skills in different areas than peers without disabilities.
- Practicing skills during different routines than peers without disabilities.
- Entering the classroom for designated periods of time only (e.g., recess, music time, snack).
- Leaving the classroom for separate instruction (“pull-out”).
WhatISInclusion?
Now let’s look at what inclusion IS! Inclusion means that all children have:
- Accessto typical settings, routines, curricula, and physical locations.
- Participation作为课堂社区的全部成员，包括在学术和社会环境中充分参与。
- Supportforindividualized education (IEP)and support for the teachers and families that help kids succeed.
Benefits
- Inclusive classrooms have the same or better academic results for children with special needs.
- Typically developing children develop more empathy in inclusive classrooms.
- Teachers and parents of children both with and without disabilities who have participated in an inclusive class would recommend inclusion to others.
- Children with disabilities (across severity of disability) experience positive growth in social skills, adaptive behaviors, literacy and language skills, and cognition.
- 通常，在高质量的包容室中发展儿童具有与隔离教室中的学术表现相似或更好。
- 这是法律！思想要求儿童应在“最不限制性环境”中受过教育。这是包容性的，它可以为任何孩子工作。
How Do I Make My Classroom More Inclusive?
- Have a community mindset that’s focused on welcomingallchildren.
- If you are a general educator,一起工作with the special educator and therapists. Incorporate them and the skills they are teaching into your lessons, especially when individualizing for students with special needs.
- 与您的团队合作倡导包容。这包括与专家见面的时候at IEP meetings. Share research and problem solve solutions to make it work.
- Get creative about individualization. Remember, providing individual support to help a student succeed is a big part of making inclusion work!
- Seek out training and professional development (for instance, from theCouncil for Exceptional Development).
- 是一个包含冠军！Often, schools don’t practice inclusion because they do things the way it’s always been done. Learn about inclusion and promote its practice.
- Stuck? Reach out to me in the comments below. I’d love to help!
Resources
Research and Policy Statements (Early Childhood)
- S. Department of Health and Human Services and U.S. Department of Education Policy Statement on Inclusion
- Joint Position Statement of Division for Early Childhood and National Association for the Education of Young Children on Early Childhood Inclusion
- 幼儿纳入研究事实研究
- The Preschool Inclusion Toolbox由Erin Barton和Barbara Smith
Blogs, Resource Lists, and Stories
- The Inclusive Class
- Think Inclusive
- Kids Included Together
- Universal Design for Learning
- TEDx Talk: Dan Habib, Disabling Segregation
- Council for Exceptional Development
