What is inclusion in early childhood programming?

"Inclusion is a process of including ALL children regardless of the condition or experience of a child". Director, Early childhood program, MI

"Children with diagnosed disabilities, in an environment with children without disabilities, in regular education classes, and with services on-site". Coordinator, Early Childhood Program, MI

"ECF believes inclusion is a process of identifying, understanding and breaking down the barriers to participation and belonging." Early Childhood Forum (2003), National Children's Bureau, UK

No single definition of inclusion fits all. According to Samuel Odom, a leading researcher in preschool inclusion, there is no single definition of inclusion among professionals or parents. He simply states that "inclusion means different things to different people." ¹

What is an 'inclusive program?

Beliefs held by teachers and administrators about inclusion and teaching practices influence the way inclusion is implemented ^2,3.

"The 'take home' message is that there is no one single 'right' way to implement an inclusive program" ¹.

There seems to be more general agreement about inclusion as a value than there is about its definition. This means there is a wide variation in how programs look in practice.
Inclusion varies by resources, local community needs and structures and the way the law is interpreted and implemented locally.

Key characteristics of inclusive programs

Inclusive programs vary on two dimensions:

1. Type of program (i.e., community based child care, head start classes, tuition preschools)

2. Type of teaching or service provided in the classroom (i.e., team teaching, itinerant teaching, led by an early childhood teacher, led by a special education teacher, integrative activities etc.).

Inclusion can look very different in practice, ranging from full inclusion to social inclusion, including a dual enrollment program option ⁴.

Inclusion Continuum: preschool programs

Full inclusion where children with disabilities are full participants in a general early childhood program with specialized services provided within the context of this program. Children with disabilities are fully involved in all activities and daily programming. Team teaching generally operates here in which regular and special education teachers jointly plan and implement the curriculum and share classroom space. This is often seen as a 'gold standard' model of inclusion by advocacy groups.
Cluster model where a small group of children with disabilities is attached to a regular program but activities and services are provided separately - in an area of the classroom. Team teaching may occur with a special education teacher and a general education teacher. Children participate in some but not all activities together.
Reverse inclusion differs from the other two in that children with disabilities outnumber regularly developing children and generally integrates the provision of specialist services.
Social inclusion where children may share the same building but possibly in separate rooms and do not join together in most activities, except during recreation and physical activity periods. There is debate whether this is 'inclusive practice' at all.
Dual enrollment where children are enrolled in a traditional early childhood special education (ECSE) class for part of the day and in a regular community-wide, early childhood program such as Head Start, for the other half of the day or part week This is a different type of option which may at first glance appear attractive. However, it provides additional challenges for multi-disciplinary collaboration and communication as well as placing high demands on young children to cope with relatively long hours, a wide range of relationships and settings and additional travel time between facilities.

"Children with disabilities need specialist, one to one attention from experienced and skilled staff. They can get this in an ECSE classroom. They come for a mainstreaming experience here in the afternoon" Teacher, inclusive early childhood program 3 in MI

The model of inclusion does matter. Positive outcomes arising from inclusion are dependent on children with disabilities spending at least several days per week in this type of setting. Inclusive programs which are successful must provide adequate specialist supports and adaptations, individualize, maintain high quality and be family-centered. Collaboration amongst professionals is essential ⁵.

Programs, not children, have to be "ready for inclusion". Inclusion is the starting point for all children ⁶.

References

1. Odom, S.L., Ed., (2002: 22). Widening the circle: Including children with disabilities in preschool programs. New York: Early Childhood Education Series.

2. Lieber, J. Capell, K., Sandall,S., Wolfberg,P., Horn, E. & Beckman, P. (1998) Inclusive preschool programs, Early Childhood Research Quarterly, 13(1: 87-105)

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

4. Guralnick, M. (ed.) (2001b) Early Childhood Inclusion: Focus on Change. Baltimore, MD: Brookes

5. Bailey, D.B. , McWilliam, R.A. & Wesley, P.W. (1998) Inclusion in the context of competing values in early childhood education, Early Childhood Research Quarterly, 13 (1: 27- 47).

6. Odom, S.L., Ed., (2002: 161). Widening the circle: Including children with disabilities in preschool programs. New York: Early Childhood Education Series.

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