Having an Inclusive Early Childhood Program

Only available on StudyMode
  • Download(s) : 166
  • Published : March 17, 2013
Open Document
Text Preview
|NMSU | |Having an Inclusive Early Childhood Program | |Action Research Project | | | |Martha Lopez | | |

Table of Contents

Abstract……………………………………....................................................................................................3 Introduction…………………………………………………………………………………………………………………………………3 Literature Review………………………………………………………………………………………………………………………3-9 Description of Data Sources………………………………………………………………………………………………………….9 Description of Data Analysis………………………………………………………………………………………………………9-10 Conclusion…………………………………………………………………………………………………………………………………….10 Reflection ………………………………………………………………………………………………………………………………..10-11

References…………………………………………………………………………………………………………………………………….12

An inclusive classroom should be set up with children with and without disabilities. They need to be part of an environment that meets the needs of all children. Having an inclusive classroom means that there is a sense of a society in which all children are made to feel welcomed. The classroom teacher needs to facilitate the process of including the children into the entire program. They need to take an active role in helping children become part of a community within the classroom. In order for children to be actively engaged, the classroom curriculum needs to be modified to meet all needs for all children. In my review I have stated documentations from sources that support the need for inclusion among all aspects of early childhood programs. I also developed a survey to collect data from teachers that provide an inclusive classroom through the New Mexico Pre-K Program. Within my conclusion and reflection, I have present information on the importance of providing an inclusive classroom experience among all children and the advantages of providing and inclusive program.

Many years ago students with special needs were put into classrooms and segregated from the so called “regular” students. Educators felt that the children could be taught separately in smaller groups in another classroom. Educators felt that children with special needs needed an instruction separate from the other children. Fortunately over time it was learned that it was more beneficial to provide an inclusive classroom for all children. Including all children into the classroom would be a success for all children within their learning abilities.

| |

As per Hawkins (1994), during the Civil Rights Movement in the 1960’s, minorities and women were protected by the Civil Rights Legislation but the rights of people with disabilities were not protected. During these movements there was no protection against people with disabilities. Both movements demonstrated the possibilities for creative political and personal responses to discrimination and social devaluation. This developed a need for personal empowerment and community organizing among people with disabilities who traditionally had been isolated. In political terms, the influence of the civil rights era was influenced by many individuals with disabilities and later became active in the Disability Rights Movement....
tracking img