Making Early Childhood Settings Inclusive
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Maj MyrielleMaking Early Childhood Settings Inclusive
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Maj MyrielleMAKING EARLY
CHILDHOOD SETTINGS
INCLUSIVE
by Ma Jonnah Myrielle Pili
INTRODUCTION
Making early childhood settings inclusive is
vital for creating a supportive environment
where all children can thrive. This involves
adapting practices and resources to meet
diverse needs, fostering collaboration among
educators and families. Inclusive settings
encourage social interaction and emotional
development, laying a strong foundation for
lifelong learning and respect for diversity.
INCLUSIVE CULTURES AND
PRACTICES IN COMMUNITIES
Inclusive cultures and practices in communities are
essential for ensuring that all individuals feel respected
and valued. By recognizing and embracing diversity, these
practices foster collaboration and understanding, allowing
everyone to participate fully in social, educational, and
economic activities. This not only enhances individual well-
being but also strengthens community bonds, creating a
more equitable and harmonious society.
DEVELOPING COMMON
LANGUAGE FOR INCLUSION
Inclusion has different interpretations, it is considered a
serious barrier because it confuses stakeholders and
affect the way they implement inclusive education. In
order to address this, we have to strive for international
cooperation where countries view the concept of inclusion
the same way. They prescribed two main categories:
descriptive and prescriptive definitions.
DESCRIPTIVE AND PRESCRIPTIVE
center on how inclusion is refer to how inclusion
practiced is understood and
focuses mainly on people how it is meant to be
understood by others.
refer to broader
developmental issues
present in education
systems.
DESCRIPTIVE
DEFINITIONS
OF INCLUSION
AINSCOW, BOOTH AND DYSON
(2006)
1.“Inclusion as a concern with disabled learners and
othjers categorized as ‘having special educational
needs.’
This perspective views learners with special needs
as deficient due to their difficulty meeting
educational standards, accepting a segregated
environment where they are removed from
mainstream settings to receive specialized
instruction.
2.“Inclusion as a response to disciplinary
exclusion”
This definition is a reaction to schools’
discipplinary practices where they exclude
students from activities because of
“inappropriate” behavior. Inclusion involves
looking for solutions to avoid such incidents.
3. “Inclusion in relation to all groups seen as being
vulnerable to exclusion.”
This definition is similar to social inclusion, where
inclusion is considered as a means for groups
that are prone to marginalization because of
economic, social, cultural, or religious
differences to overcome discrimination.
PRESCRIPTIVE
DEFINITIONS
OF INCLUSION
AINSCOW, BOOTH AND DYSON
(2006)
4. "Inclusion as developing the school for all."
This definition describes the development of a
common school for all where educators are
expected to respond to learner diversity and
acknowledge individual differences.
5. "Inclusion as 'Education for All."
This definition pertains to initiatives of countries
to specifically adhere to the "Education for All"
movement, which started in 1990, right after the
UN Convention on the Rights of the Child
established the right of all children to receive
education without any form of discrimination.
6. "Inclusion as a principled approach to
education and society."
This definition of inclusion emphasizes societal
change through explicit values, focusing on
processes that enhance learner participation
and reduce exclusion while recognizing the roles
of various educational stakeholders.
INDEX FOR INCLUSION
Booth and Ainscow (2002) suggest several ways in which
stakeholders can build inclusive communities:
Set the parameters for inclusion.
The government should centralize inclusive practices and
ensure that all stakeholders understand their roles in
supporting the welfare and development of children with
additional needs.
Build key people.
Inclusive education involves skills training for all stakeholders,
as it is a shared responsibility between special needs
practitioners and general education teachers, who must
recognize their vital role in this process.
Identify and remove barriers.
Inclusive education involves identifying and addressing
learning barriers at both systemic and grassroots levels,
while also challenging prevailing attitudes and
misconceptions, emphasizing that a proper mindset is
essential for true inclusivity.
INCLUSIVE POLICIES
Policies are important movers and triggers for
inclusion. Inasmuch as its absence could mean
nonaction of important stakeholders, there is also a
possibility that there exist numerous policies but
there are not enough monitoring systems to ensure
their proper implementation. Worse, we could have a
number of policies with conflicting principles or
stipulations. This lesson is meant to make you realize
that policies are instrumental in creating inclusive
communities.
INFORMING POLICIES
Involve other sectors of society.
For inclusive education to succeed, it is essential to involve the entire community,
including representatives from health, business, legal, security, and other
sectors, in planning and training sessions to enhance awareness and inclusivity.
Collaborate and consult with the right people.
True collaboration ensures an inclusive program that represents all sectors,
prioritizing consultations from marginalized groups while recognizing the
importance of expert input, embodying the principle of "nothing about us without
us."
INFORMING POLICIES
Recognize the shift in roles of the teachers.
In the shift to inclusive education, special education teachers take on a
consultative role, providing essential training for general education teachers,
who must also undergo skills training to effectively support all learners in their
classrooms.
Include transitions in planning.
Systemic changes are most effective when implemented gradually and with
careful planning. It’s crucial to consider existing practices to avoid resistance
and resentment among stakeholders.
INCLUSIVE PRACTICES IN
SCHOOLS
Many educational institutions view inclusion as an ideal
rather than a transformative practice, often treating it as an
aspiration rather than a dynamic process. Effective
inclusive teaching requires ongoing adaptation to the
diverse needs of students and does not have to be costly, as
even resource-limited countries have developed successful
inclusive practices. Key strategies include empowering
stakeholders, strengthening homeschool partnerships,
utilizing peer programs, and converting special education
schools into resource centers for general education support.
SCHOOLS LEVEL OF
“INCLUSIVITY”
It is recommended to review policies and practices. Administrators may look at the
following areas:
Student admissions
Accessibility to utilities and facilities
Supports available to students, parents, and school personnel
Learner accomodations
Exclusionary or discriminatory incidents
The number of bullying cases
Faculty and staff promotions
ASK YOURSELF
1. Do all my students get to join my activity or lesson?
2. Am i hindering the articipation of some students by
planning for just one type of learner?
3. Do all my students experience achievements in my
class, albeit small?
If students with additional needs are in REAL INCLUSION
your class but are not able to
participate in all your activities, then ALWAYS
that is not real inclusion, but CONSIDERS THE
unconscious inclusion or inclusion by
circumstance. If students with PRESENCE,
additional needs do not get to PARTICIPATION,
experience even small wins in your
class, then you are not being inclusive
AND ACHIEVEMENT
either. OF ALL.
THANK YOU!
