From Philosophy to Practice in Inclusive Early Childhood Programs
Udell, Tom, Peters, Joyce, Templeman, Torry Piazza, Teaching Exceptional Children
Two 4-year-olds are playing at the water table. Their teacher observes that Michelle splashes her hand on the surface repeatedly, chortling with delight. Carlos is busy pouring water from a large container into several smaller ones and then arranging them in a pattern to his liking.
These children of the same age are at different developmental points in their lives. How can a teacher or a child care provider allow Michelle to do all the splashing she needs to do, teach her social skills in water play, and also encourage Carlos to continue his absorption in measuring and artistic design-as well as learn the social skills of playing with Michelle? A simple water table activity is more complicated than it seems. Why is this play activity important? How can an inclusive program meet the needs of both children?
The Individuals with Disabilities Education Act has challenged all providers of service to young children with disabilities to provide services in natural community settings where young children without disabilities participate. Educators are looking for ways to merge developmentally appropriate practices with practices found effective in the field of early childhood special education. Although these two sets of practices converge at certain points, professionals agree that differences remain (Bredekamp & Rosegrant, 1992).
The Teaching Research Early Childhood Program has developed a conceptual framework to meet the challenge of blending developmentally appropriate practices with early childhood special education recommended practices. This blended approach has resulted in the delivery of quality services within an inclusive preschool/child care setting.
Elements of an Inclusive Program In the context of early childhood education, what are the differences among practices known as mainstreaming, reverse mainstreaming, integration, and inclusion? All these terms denote the introduction of children with disabilities into a "typical" environment for some portion of the day, or in the case of reverse mainstreaming, the introduction of some typically developing peers into what is essentially a special education program.
Inclusion goes further in that no one is introduced into anyone else's program. All children attend the same program, all of the time. Each child is given the support he or she needs to be successful in the setting. For children age 3 to school age, these settings are most often public and private community preschool and child care programs.
The most comprehensive and widely disseminated guidelines defining quality services in these settings are developmentally appropriate practices, as defined by the National Association for the Education of Young Children (NAEYC).
Research in early childhood special education indicates that those using these developmental guidelines as the sole principles for providing services to young children with disabilities would fall short of providing the full range of services these children need. Carta, Schwartz, Atwater, and McConnell (1991) warned against the adoption of these guidelines to the potential exclusion of principles and practices that we know are effective for children with disabilities, but also suggest that educators not overlook developmentally appropriate practices in providing inclusive services for these children. Indeed, Bredekamp and Rosegrant stated in a 1992 NAEYC publication:
Experiences with mainstreaming over the past two decades suggest a conclusion that probably will be made concerning the guidelines. . and children with special needs 20 years from now: The guidelines are the context in which appropriate early education of children with special needs should occur; however, a program based on the guidelines alone is not likely to be sufficient for many children with special needs. (p. 106)
Let's look at both recommended practices-developmentally appropriate practices and early childhood special education practices-and find points where educators, children, families, and communities can work together to make inclusive programs successful. …