Special Needs in Early Childhood Education

This practice is meant to foster a sense of belonging as well as establish a trait of acceptance. This strategy was a campaign policy that was pushed by the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) (DEC/NAEYC, 2009). These two agencies worked together to generate the concept known as early childhood inclusion. This approach guaranteed that every child regardless of their race, gender, or even ability is free to enjoy the educational structures that are used by the other children. This method enhances tolerance and equality among the minds of these young learners (DEC/NAEYC, 2009). Hence, the children are able to experience the same education without any form of discrimination. This system of education guarantees that every child is able to benefit from the inclusion program through its application into various social interactions.

These interactions are teacher-student relationships, teacher-parent interactions, and peer-to-peer interactions (DEC/NAEYC, 2009). Comparison with other Definitions of Inclusion The definition of inclusion that has been presented in the quote is far more detailed, clearer, and more direct in terms of its goals and objectives. These goals aim to welcome every child with or without disabilities into the early education program in a manner that offers equal platforms for learning. These defining features have a deeper meaning to me. Access in regard to inclusion means that the children can be able to participate in any learning program or social activity in different settings (DEC/NAEYC, 2009). These settings include schools, faith-based programs, recreational activities, and even social events such as sleepovers and invitation to parties.

This term ensures that despite the forum or the capabilities of the child, he or she should be accepted into an environment where they can benefit. This approach is more effective with the use of technology, especially when it involves learning for children with special needs. The administration can pass policies which foster the same program and also it can provide the funding (DEC/NAEYC, 2009). Additionally, the administration can employ instructors who are trained to implement the inclusion system. These measures define high-quality early childhood inclusion (DEC/NAEYC, 2009). The 3 Features and Quality Inclusive Child Care The 3 features which are access, participation, and supports are vital for the attainment of quality inclusive child care since each feature plays a role in the true definition of inclusion.

Access ensures that the facilities and programs in place are able to benefit every child despite their capability (DEC/NAEYC, 2009). The access to the learning resources shows that I will be ready to accommodate any child whether they have a disability or not. The feature of participation ensures that I will make the environment safe and convenient for every child. Finally, the supports feature will help me improve my skills in instructing the children by being able to apply individual-based needs to the learners. These features will act as a roadmap for me in positively impacting and transforming the young minds (Petriwskyj, 2010). Personal Philosophy on Inclusion I believe that inclusion is the right approach in the teaching and caring for the children.