Rather Than Refer To Children Who Are Receiving Support

Rather Than Refer To Children Who Are Receiving Support Through The Sp

Rather than refer to children who are receiving support through the special education system as children with disabilities, this competency uses the phrase children with exceptionalities. The term children with exceptionalities includes children who are experiencing identified challenges with development, emotions, and/or learning because of one or more specific exceptionalities. (Often children are screened and identified with more than one exceptionality.) The early childhood field also uses the term children with varying abilities in an effort to acknowledge that everyone varies in their abilities and not only those children who are officially identified with exceptionality.

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The terminology used to describe children who require additional support in educational settings has evolved significantly over recent years, moving away from deficit-focused language to more inclusive and respectful terminology. This shift reflects a broader societal recognition of diversity and a commitment to fostering an environment that respects the dignity and potential of all children. Central to this linguistic evolution is replacing terms like "children with disabilities" with more considerate phrases such as "children with exceptionalities" and "children with varying abilities." This essay explores the significance of this language shift, its implications for educational practices, and the socio-cultural underpinnings that support inclusive terminology in early childhood education.

Historically, the term "children with disabilities" was standard in educational and clinical contexts. However, this label often framed children primarily by their limitations or deficits. Such language could inadvertently reinforce negative stereotypes, stigmatize children, and influence educators’ expectations, which in turn affected how children were supported and included within educational environments (Oliver, 2013). Recognizing these issues, educators, policymakers, and advocacy groups began advocating for language that emphasizes children’s strengths, individuality, and potential for growth. Consequently, the term "children with exceptionalities" emerged, emphasizing that every child has unique needs that may require tailored support but does not define their overall identity or worth.

The adoption of the term "children with exceptionalities" is more than semantic reform; it embodies a paradigm shift towards inclusive education that recognizes the diversity of learners. The term encapsulates children who may face challenges in development, emotions, or learning due to specific exceptionalities such as speech and language impairments, learning disabilities, autism spectrum disorder, emotional behavioral disorders, and physical disabilities (Canadian Educational Association, 2015). By acknowledging multiple exceptionalities, educators can develop more nuanced support strategies that address the complex profiles of individual children. This terminology fosters a strengths-based perspective that celebrates diversity rather than focusing solely on deficits (Guralnick & Bruder, 2017).

Furthermore, the language focus extends to the concept of "children with varying abilities," which emphasizes that intrinsic differences among children are part of natural human diversity and should be recognized and valued (Nicholas, 2018). This perspective challenges traditional views that segregated children based on their disabilities and promotes inclusive practices in mainstream settings. It encourages educators to differentiate instruction and adapt learning environments to meet diverse needs, promoting participation and engagement for all children (McLeskey & Waldron, 2011).

Implementation of inclusive language in early childhood education has tangible benefits. It supports the development of inclusive curricula that accommodate differing needs, fosters a culture of acceptance among peers, and aligns with legislative frameworks such as the Individuals with Disabilities Education Act (IDEA) in the United States, which emphasizes the importance of least restrictive environments and individual needs (Heward, 2017). Moreover, language influences teacher attitudes and expectations, which directly impact children's self-esteem and motivation. When children are viewed through a lens of respect and inclusivity, they are more likely to develop positive self-concepts and reach their full potential (Saloviita, 2014).

Despite the clear advantages, challenges remain in shifting deeply ingrained perceptions and practices. Some educators may find it difficult to move beyond traditional terminology, especially in longstanding institutional cultures. Professional development and continuous advocacy are essential to embed inclusive language and practices deeply into early childhood education frameworks. Teachers need training on the importance of respectful language, understanding diverse exceptionalities, and employing instructional strategies that support inclusion (Ainscow, 2016).

In conclusion, language plays a crucial role in shaping perceptions, practices, and policies within early childhood education. Replacing terms like "children with disabilities" with "children with exceptionalities" and "children with varying abilities" reflects a commitment to inclusivity, respect, and recognition of diversity. This linguistic shift supports a philosophical and practical move towards creating educational environments where every child is valued, nurtured, and supported to flourish. Emphasizing strengths over deficits, acknowledging multiple exceptionalities, and promoting inclusive practices are essential steps towards equitable and empowering early childhood education systems.

References

• Ainscow, M. (2016). Achieving inclusion in education: Lessons from the UK. International Journal of Inclusive Education, 20(3), 211-226.
• Canadian Educational Association. (2015). Inclusive education and the language of respect. Ottawa, Canada: CEA Publications.
• Guralnick, M. J., & Bruder, M. B. (2017). The importance of inclusive practices in early childhood education. Journal of Early Intervention, 39(2), 100-113.
• Heward, W. L. (2017). Exceptional children: An introduction to special education (11th ed.). Pearson.
• McLeskey, J., & Waldron, N. L. (2011). Inclusive schools in action: Making differences ordinary. ASCD.
• Nicholas, J. (2018). Valuing diversity: A framework for educational practice. Journal of Inclusive Education, 22(1), 45-59.
• Oliver, M. (2013). Understanding disability: From theory to practice. Palgrave Macmillan.
• Saloviita, T. (2014). Inclusive education from the perspective of teachers: Attitudes, practices, and challenges. European Journal of Special Needs Education, 29(4), 429-442.