Inclusion in Early Childhood Education - Personal Statement Example

?Inclusion “Few issues on education generate more discussion, confusion, or apprehension than the topic of inclusion. It is an issue that has outspoken advocates on all sides, whether staunchly for, avowedly against, or somewhere in between (Thompkins & Deloney, 1995, p.1)”. The concern on inclusion has always been sensitive since it is not only associated with educational philosophies but with social values as well. It delves on how we apply our principles regarding maximum learning, equality, and even morality. As cited in 2001 (Keffee-Martin), “…special education and the management of inclusion in schools have become public and accountable through the law and pace of litigation over issues that relate to inclusion, student rights, disability and discrimination significantly increases each year” (Osborne, 2000). The respective leaders of quite a number of nations have also been concerned. Programs, lobbies, and organizations have increased regarding inclusion over the years. More and more people have been getting involved. Likewise, the number of schools affected by inclusion has multiplied. The education system has been changing towards equality for all students. Increasingly, many individuals have realized the benefits of this movement. As humans, freedom has always been one of our strongest passions. It brings us joy to know that we are all being refined in the culture of equality. Educating all children to the utmost extent possible in a regular classroom is one of the noblest movements of mankind. We must then say yes to inclusive education since it fights for the rights of all children to be full members of the society. Some people think that inclusion is not the best option for all cases. Several think that it is unfair for the other students to be compromised. “…for example, children with hearing impairments may be in segregated classrooms or at home to concentrate on learning sign language” (Deiner, 1999, p. 31). Other factors such as fragility and abusiveness are also issues especially when it comes to full inclusion. Indeed, it would be difficult for a child with severe aggressive behavior to be grouped with other 7-year-olds. Other challenges regarding this concern are awareness, professional preparation in early care and education, educational standards and assessments, as well as adult-child ratios (Deiner, 1999). A number of individuals still have misconceptions about inclusion. Others just define it with their own understanding. Furthermore, definitions have evolved and influenced by a country’s legislation. Some teachers who have to face the challenges are ill-equipped on how to handle the situation. In reality, there are educators who have to accept the “inclusive classroom setting” without appropriate knowledge and experience. Traditionally, children with special needs are not included in assessment standards. This makes it hard for several systems to evaluate their respective performances. In actual settings, teachers, including volunteers, are not enough to manage the learning process inside the classroom. According to the U.S. Department of Education (2007), 53.6% of children with disabilities are served in regular classrooms. With this population, more educators are undeniably needed to be thoroughly trained concerning teaching children with disabilities. Clearly, inclusion brings about a change in the education system that everyone needs to be prepared of since the special education as well as the regular system are affected in this alteration. To address the other teachers’ qualms regarding inclusion, a collaborative approach can be helpful in communicating the necessary information. It is understandable that many professionals are still in the denial stage regarding inclusion. In due time, they will be able to have acceptance, understanding, and eventually knowledge about the process of inclusion. Almost all schools are already pushing for this undertaking to succeed. Sooner or later, more compelling regulations are likely to be endorsed. Like in any kind of approach, there are definitely disadvantages. However, with proper facilitation, this method can deliver win-win results. First of all, the teacher handling the class should be well prepared. The students and their guardians should also be thoroughly primed and expectations need to be clarified before classes begin. Evidently, inclusion has proved to be beneficial in most cases. A lot of sectors have been promoting its upsides as backed up by researches and testimonies. Currently, we have become more sensitive regarding our morality. Stereotyping and segregation have been branded as unfair in our society. We have come to realize that preventing some children from fully participating in what education has to offer is unacceptable. Hence, inclusion has been already a part of our way of existence. So why go against it? As what is indicated in article 2 of the Salamanca statement, inclusive education is the most valuable way of dealing with discrimination (UNESCO, 1999). By achieving education for all, equality will be observed and subsisted by the students. They will realize that each person has the right to be treated with worth and dignity. These values will also influence the parents and other individuals connected to each child experiencing the inclusion. Therefore, a ripple effect of tolerance will most likely envelop the community. Respect for diversity will not only be practiced in schools but in neighborhoods as well. This also hones the future generations’ attitude towards viewing differences as learning opportunities. Furthermore, studies have shown that inclusion has many advantages for children with special needs (Talay-Ongan, 2005). When compared with those in the segregated setting, those in inclusive systems have higher levels of self-esteem and can better interact with the environment. The children have exhibited progress in terms of interactively responding to questions and initiating conversations. Through responsive interaction, greater learning outcomes are most likely to ensue. “Effective communication intervention can occur in naturalistic environments, with opportunities to facilitate communication” (Talay-Ongan, 2005, p.157). Since language is a key element in learning, it should be stressed that children with special needs can learn faster if they are in a regular setting. Isolating them would mean lowering their chances of improvement. For all children in inclusive classrooms, warm and caring friendships are very much likely to be fostered. For example, a student will learn to be concerned and more considerate towards his classmate. Other children can also express their sense of guardianship when asked by their teachers to help supervise. On the other hand, the children with special needs will have more opportunities to acquire positive self-image and will feel more at ease as functional members of the community. Thus, inclusion brings more avenues for the advancement of social and moral skills. Now, what are possible techniques for a positive inclusive classroom environment? Since we are mostly handling human behavior inside the classroom, there is no single or strict formula. Factors such as age, ethnicity, and family background affect the learning progress. There are indeed suggestions but these may not be applicable to all kinds of cases. It is always wise to observe if a certain method is certainly helpful for the children. The initial step may be the most crucial in establishing a welcoming atmosphere. Nonetheless, efforts concerning this objective will surely not be in vain. It is also advantageous for teachers to get a copy and be familiarized with the Individuals with Disabilities Education Act (IDEA) since it serves as a guide for those who work with children with special needs (Bowe, 2007). It can help educators have more insight on interventions, different programs, and managing the classroom towards a more supportive setting. The physical structure of the learning environment may be improved by limiting distractions. The decorations should not be too attention-grabbing. Having more than enough colors and visuals can lead to sensory overload. The tables and chairs must also be arranged in a way to provide enough space for moving. Having this set-up makes it easier to integrate bodily-kinesthetic learning methods. Furthermore, educational toys and other possible aids are of use in activities that can make children move about. Learning centers with manipulative materials are helpful in providing experiential learning. It must be seen to it that the materials are suitably placed so that children in wheel chairs may be able to reach them. As much as possible, the population of learners should be manageable. Too many students will deprive both the teacher and the learners the time and attention they deserve. Moreover, it is a nice idea to have a certain class or group center where every student can participate in a discussion or activity. In this area, it should be expected and explained that all children should participate. Carefully planning the physical organization fosters the various activities for inclusion. Naturally, safety measures should not be taken for granted. Symbols for emergency exits should be visibly placed. Positive atmosphere may likewise be promoted in developing schedules and routines. This establishes stability among the children. It also sends the message of equality since all of them have to go through similar rules, topics, and time tables. Access, participation, and supports are more successful with early intervention. Since families are the persistent support systems, it is of use to incorporate topics regarding the home of each child as early as possible. Coming up with various events that encourage participation of the students’ respective families generate inclusive environments. “Teachers can also help parents understand the significance of teachable moments and guide them in recognizing these moments and finding ways of responding” (Allen, Cowdery, & Johnson, 2011, p.13). In the inclusive school, parents and educators are able to work collaboratively. Teachers may be observed so mothers and fathers can gain more awareness on how they can help their children learn more at home. Additionally, it is advantageous to be acquainted with the Early Years Learning Framework (EYLF). Regarding early childhood education, this is a part of the Australian Government’s National Quality Agenda. Its principles are valuable in approaching family related projects. This also aids in collaborating with parents. “For collaboration to be effective, early childhood professionals must have an empathic view of the challenges contemporary families face (Pucket, 2009, p.58)”. In addition, nurturing and responsive relationships may be established through pair works, peer buddies, group projects, cooperative learning strategies, peer tutoring, and whole class activities. It is helpful to encourage interaction among the students during the first day of classes. This way, they can get acquainted and start making friends early on. Having each one of them share about their uniqueness, culture, and other backgrounds are also supportive means of intentionally building networks. This is supported by Ohtake (2003) as cited in 2005, “Children who have additional learning needs will have interests or expertise that can be shared with their classmates, thus contributing to everyone’s learning and sense of classroom membership” (Talay-Ongan, p.249). “Teachers with emotionally disturbed children or children with behavioral disorders in their classes need the moral and professional support of their colleagues” (Westwood, 2003, p.65). In order for teachers to be able to carry out their responsibilities well, they need support groups. Both professional and non-professional help are significant in boosting the morale of teachers in maintaining a positive atmosphere in the inclusive classroom. For instance, an educator who is stressed out in managing challenging behaviors need assurance and guidance regarding his methods. It should be taken into consideration that it is not only the class adviser who is responsible for managing behavior. It is the whole school’s concern to achieve improvement for each child. In relation to behavior management, having ample know-how on bullying, classroom rules, aggressiveness, reinforcements and punishments are quite handy in maintaining an orderly ambience (Westwood, 2003). For instance, a teacher handling a child with hyperactive behavior has to know where to tactically seat him. In supervising group projects, it is also useful to know when to ignore certain negative behaviors and when to apply rewards or time-outs. Furthermore, it is profitable to distinguish when students are already having too much frustration and disappointment since this prevents aggressive behavior. Since teachers also function as observers, “…they should choose to observe within relevant and typical environmental contexts and should focus on describing functional needs (i.e., those behaviors needed by the child in order to participate in meaningful and purposeful daily activities)” (Cook, Tessier, & Klein, 1996). Several data need to be recorded specially when there are children with special needs in the classroom. Teachers observe their pupils’ strengths and weaknesses, reflect on children’s moods, and are acquainted with the association of developmental skills. Certain patterns must be carefully noted to be able to mark changes. These information are also important in giving insights as to how to improve interventions and classroom management. The said records may be used by other specialists in determining needed services, assessments for program planning, and placement plans. As cited in Ashman and Elkins (2002), “Teachers can be play partners in a variety of situations, which range from teacher-directed to child-directed that are operating in early schooling environments” (Malone & Langone, 1999). This means that teachers can enter a child’s world by being their play partners. The play can be initiated and led by the teacher to encourage obedience and cooperation. It can also be instigated by the child to develop leadership and autonomy values. This medium is also popularly used in therapy. Utilizing fun and educational activities are very effective in creating a positive atmosphere in the learning arena. Especially for children, play is how they usually communicate; therefore, it is significant in their holistic development. They should be given enough opportunity to have recreation and enjoy learning. Teaching styles and attitudes affect an individual’s erudition. The instruction may be affected by one’s character and beliefs. However, in the inclusive setting, the focus should always be on the child. In a child-centered classroom, the teacher is aware of each student’s academic and social standing. For inclusion to function there must be an encounter with each person’s culture, personality, and learning styles. Rather than just being transmitters of knowledge, teachers are facilitators of the learning process. For children to be connected with the greater community, field trips are fun and beneficial activities. Outdoor activities serve as refreshing ways for children to explore other aspects of their world. Inviting guest speakers and talking about current events are constructive in having them know more about what is outside the four walls of the classroom. It also strengthens cohesiveness among them as significant members of the society. In a nutshell, inclusion may be a controversial issue and some people have doubts about it; however, with the revolutionizing mindset of people, it proves to be generally beneficial. It stands for fairness and empowers, as well as enlightens all parties involved. For teachers to create a positive inclusive environment the physical structure, teaching and learning styles, family collaboration, behavior management, observation skills, and educational activities should be taken into consideration. Therefore, thoroughly comprehending the intricacies and upshots of inclusion is essential before commencing actions. It is vital for every individual involved to have a clear understanding of what it really means and its impact on the society. Alongside inclusion are values on dependability, camaraderie, gregariousness, empathy, and unanimity. With commitment, we can all look forward to a more tolerant and diversity-friendly community. Reference List Allen, E, Cowdery, G & Johnson, J. (2011). The Exceptional Child: Inclusion in Early Childhood Education. Belmont, CA: Cengage Learning Inc. Ashman, A. & Elkins, J. (2002). Educating children with diverse abilities. Frenchs Forest, NSW: Pearson Education Australia Pty Ltd. Bowe, F. (2007). Early childhood special education : Birth to eight. Clifton Park, NY: Thomson Delmar Learning. Cook, R., Tessier, A., & Klein M.D. (1996). Adapting early childhood curricula for children in inclusive settings. Englewood Cliffs, NJ: Merrill. Deiner, P.L. (1999). Resources for educating children with diverse abilities: Birth through eight. Orlando, FL: Harcourt Brace & Company. Keeffe-Martin, M. (2001). Legislation, case law and current issues in inclusion: An analysis of trends in the United States and Australia on Education. Australia and New Zealand Journal of Law and Education, 6. Retrieved from http://eprints.qut.edu.au/506/ Thompkins, R., & Deloney, P. (1995). Inclusion: The pros and cons issues. Retrieved from http://www.sedl.org/change/issues/issues43.html Talay-Ongan, A. (2005). Child development and teaching young children. South Melbourne, Victoria: Cengage Learning. UNESCO (1999).Salamanca: Five years on. Division on Special Education. Retrieved from http://unesdoc.unesco.org/images/0011/001181/118118eo.pdf U.S. Department of Education (2007). IDEA data. Retrieved from https//www.ideadata.org/PartBReport.asp Westwood, P. (2003). Commonsense methods for children with special needs: strategies for the regular classroom. New York, NY: RoutledgeFalmer. Read More