Developing High-Quality, Inclusive Preschool Education

 

What does inclusion mean? Early childhood inclusion makes up values, policies and practices that support the rights of infant and young children and their family no matter their ability. They will take part in a variety of activities and context as full members of families, the community, and the society. (AEC/NAEYC, 2009). This is when students that have special needs are included in normal education. Inclusion is more than a placement in regular classes in school. It is being a part in life and participating using your abilities in day to day activities as a member of the residential district. It is being a part of everyone else and being received and embraced as someone who belongs. It can be a church, school, playground, workplace, and in recreation. (INC., 1995-2009).  The three key factors you should look at are access which is providing a big variety of learning opportunities such as activities, settings, and environments which defines high-quality early childhood inclusion. The second is participation which is children that need extra individualization accommodation’s and supports to participate in play and learning activities with adults and their peers. The third is Supports which is a base of systems-level supports must be in place to stand the efforts of people and organizations providing inclusive services to kids and families. (Carolina, 2010). The benefits of inclusive education are they build individual strengths and gifts and they have high but appropriate expectations for each child. They act along the child’s individual goals while they take part in the liveliness of the classroom with children their own age. The parents are involved in the child’s education and in their activities at school. The school nurtures a culture of respect and belonging. The inclusive education provides them an opportunity to learn about and accept an individual difference, this will diminish the impact of the child being bullied and harassed.  They learn to develop friendships with a big variety of children, and each child has their own individual needs and abilities. It has a positive influence on both the school and community and they learn to appreciate diversity and inclusion on a bigger level. (BC, 2012-2017). There are more benefits for students with disabilities such as the form friendships, increase their social and behavior skills, Role models for their academics, they increase achievement on their IEP goals, and bigger opportunities for interactions with other children. The benefits of children that don’t have a disability is making a meaningful relationship, they have more of an appreciation and they accept children with differences, they have an increased understanding and acceptance of diversity, and they respect all people.

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There is no research that will show any negative effects from the inclusion that is done right to the support and services for the children to participate and achieve IEP goals. (INC., 1995-2009). The resources that instructors can utilize to see about higher-quality preschool inclusion is https://www2.ed.gov/, – Early Learning Inclusion, the policy of Inclusion of Children with Disabilities in Early Childhood Programs and is jointly released by the Department of Education and Health and human Resource. It was released on September 14. 2015 it says that all young kids that have disabilities need access to include high-quality early childhood programs where they offer individualized and appropriate support in satisfying high expectations of the child. The policy statement sets high expectations for high-quality inclusion in the early childhood programs. It shows the legal and research for inclusion, shows the challenges to accept the inclusive practices, it recommends state and local programs and providers for inclusive learning opportunities for children, Free resources for state and local programs, and providers and families that have developed to support children with disabilities in the high-quality education programs. Another resource is It tells you what to look for in a high-quality education.,   Practices of high-quality inclusion  that promote access, Participation, and support.

AEC/NAEYC. (2009). A joint position statement of the DEC? NAEYC. Early Childhood Inclusion, 1-16.

BC, I. (2012-2017). Benefits of Inclusive Education. Imclusion BC, 1.

Carolina, T. u. (2010). Quality Indicators of Inclusive Early Childhood Programs/ Practices. Chapel hill: NECTAC.

INC., K. t. (1995-2009). What is Inclusion. What is Inclusion, 1.

EDUC 4104 Application Assignment Evaluation Criteria

Application Assignments are worth a maximum of 400 points for the entire course.

Note: For privacy purposes, you may not include the actual name of any student, parent, or professional referenced in the assignment.

In this course there are four graded Application Assignments. Each is worth a maximum of 100 points, which will be awarded as follows:

80-100 points

• Response demonstrates a full understanding and correct use of the concepts and/or strategies as presented in the Learning Resources.
• Response follows directions and includes all components indicated in the instructions. If requested, references are included and properly cited.
• Writing demonstrates mastery of all criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below).

51-79 points

• Response demonstrates a general understanding and correct use of the concepts and/or strategies as presented in the Learning Resources.
• Response follows directions and includes most components indicated in the instructions. If requested, references are included and properly cited.
• Writing demonstrates mastery of most criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below).

50 or fewer points

• Response demonstrates a minimal understanding and correct use of the concepts and/or strategies as presented in the Learning Resources.
• Response does not follow all directions and is missing components indicated in the instructions. If requested, references are not included and properly cited.
• Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. Few criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below) are followed.

Writing Across the Curriculum

Walden University is committed to high academic literacy standards. To develop these skills in students, this course has a strong emphasis on written assignments, which may include Content Review questions, Application Assignments, case study analyses, observations, and online Discussions. All assignments are expected to meet the following standards:

1. Clear central idea carefully and coherently developed and with intended emphasis
2. Correct grammar; no persistent mechanical errors
3. Neat appearance with evidence of having been carefully proofread
4. Academic integrity and honesty
5. Full documentation of research work
6. References cited using APA style (except in Discussion postings)