Benefits of inclusion for children, families and communities

Inclusion benefits children, families and communities and enables children of all abilities to grow up together and share opportunities, along with their parents, to participate and contribute to our society. Inclusion in early childhood programming, with the necessary supports and quality, is regarded nationally and internationally as a positive, and growing, option which should be more widely accessible to families and children with disabilities.

No evidence has been found that children with particular and/or severe disabilities are poor candidates for inclusive programs.

In a study across Northern Carolina, comparing inclusive and non-inclusive programs, it was found that inclusive programs were of higher quality ¹. Research has also found poor maintenance of skills that were acquired in segregated settings by children with disabilities ².

"Children with disabilities have made huge gains. Just because children have a disability doesn't mean they can't gain from Head Start or other childcare and education programs." (Teacher, early childhood program)

The inclusion of children with special needs in regular preschool programs can have positive developmental impacts on all children ^3,4,5,6,7.
Inclusion can lead to positively held attitudes for children with and without disabilities, including the acquisition of academic and social skills and improved abilities for communication ⁵.

Although many classrooms may be more ready to accept children with mild disabilities into their classrooms, some research shows that children with severe disabilities can also benefit.

Those who participated in inclusive environments make greater developmental gains than their counterparts in traditional, segregated classrooms ⁸.
However, a better understanding of the types and intensity of services and supports for children with varying degrees of disability and their families, is still needed ⁹.

"We must not under-estimate the importance of more skilled peers and families in children's development." ¹⁰

"[I] wanted her to play with regular children and other children with disabilities. I didn't want her surrounded by children with disabilities. The PPI teacher wanted to put her into an autistic classroom…, and I wanted her to be in a class where she could learn from others. My child was at an age where she was learning from others, and mimicking social cues." (Parent of child with disabilities)

Not only can children with, and without, disabilities benefit from increased opportunities to grow, learn and share together but their families and teachers can also learn from their children's more positive attitudes and openness.

All demonstrate an increased tolerance of differences and increased knowledge about the range of disabilities ¹¹.

Parents of children with disabilities can feel reassured to see that their child is developing friendships and membership of the wider community in her/his own right.

The benefits of inclusion are multi-level reaching beyond individuals to families, communities and society. Inclusive programming also creates opportunities for parents of children with and without disabilities to get to know each other, develop reciprocal support networks and build a stronger community ^7,12.

References

1. Buysse, V., Wesley, P., Bryant, D., & Gardner, D. (1999) Quality of early childhood programs in inclusive and noninclusive settings. Exceptional Children, 65(3: 302-314)

2. Strain, P.S. (1999) Least Restrictive Environment (LRE) for Preschool Children with Disabilities: What we Know, and What we Should Be Doing. On-line at http://nectas.unc.edu/~pdfs/topics/inclusion/research/StrainLRE.pdf

3. Guralnick, M. (2004) Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective. In M. Feldman (ed.) Early Intervention. Oxford, UK: Blackwell

4. Odom, S.L., Ed., (2002). Widening the circle: Including children with disabilities in preschool programs. New York: Early Childhood Education Series.

5. Stainback, S. & Stainback, W. (1996) Inclusion: A Guide for Educators. Baltimore: Paul Brookes

6. Strain, P.S. (1999) Least Restrictive Environment (LRE) for Preschool Children with Disabilities: What we Know, and What we Should Be Doing. On-line at http://nectas.unc.edu/~pdfs/topics/inclusion/research/StrainLRE.pdf

7. Wolery, M., & Wilbers, J.S. (1994). Introduction to the inclusion of young children with special needs in early childhood programs. In M.Wolery & J.S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 1-22). Washington, DC: National Association for the Education of Young Children

8. Hundert, J. & Mahoney, B. , Mundy, F. and Vernon, M.L. (1998) A descriptive analysis of developmental and social gains of children with severe disabilies in segregated and inclusive preschools in Souhern Ontario, Early Childhood Research Quarterly, 13(1: 49-65)

9. Farran, D.C. (2000) Another decade of intervention for children who are low income or disabled: what do we know now? In J. Shonkoff and S. Meissels (eds.) Handbook of Early Intervention. Cambridge, UK, NY, USA, Melbourne, Australia, Madrid, Spain: Cambridge University Press

10. Farquar, S. (1995) New Theoretical challenges to current early childhood programme philosophy. Address presented by Sarah Farquhar, Massey University, at the Early Childhood Development Unit, New Zealand. On-line at http://www.ecdu.govt.nz/publications/research/farquahar.html

11. Purdue, K. (2003) Inclusion in Early Childhood Education: Issues in Policy and Practice, Fellowship Report, Margaret M. Blackwell Fellowship, 1995 Recipient, Ministry of Education, New Zealand. Downloaded online February, 2003 at

12. Dunst, C, Bruder, M.B,. Trivette, C.M Raab, M & McLean, M. (2001) Characteristics and consequences of everyday natural learning opportunities, Topics in Early Childhood Special Education 21(2: 68-92), Summer.

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