To Prepare For This Discussion Read Chapter 1: An Inclusive

To Prepare For This Discussionread Chapter 1 An Inclusive Approach T

To prepare for this discussion, Read Chapter 1: An Inclusive Approach to Early Education Read Chapter 2: Federal Legislation: Early Intervention and Prevention Watch the video Session 1: Preschool Inclusion: Laying the Groundwork for Success Links to an external site. on the Head Start Early Childhood Learning & Knowledge Center webpage. For your initial response, utilize the tabs below. Last Name Begins With A-L Last Name Begins With M-Z Guided Response Last Name begins with A - L Scenario A: You are a teacher in a community preschool. Recently, Jennifer, a child on the autism spectrum, has enrolled in your preschool. Jennifer is accompanied daily by a shadow aide. Several of the parents of the other students have started to ask questions. One in particular has requested a meeting to talk to you about this. You decide to meet with the parent to discuss concerns, specifically addressing the importance of membership and belonging. To help you get ready for the meeting, you decide to prepare talking points about the importance of inclusion. For your initial post, create your talking points for the parent focused on the following: State the name of the scenario you are responding to. Explain how inclusion helps to create a learning environment centered around membership and belonging for both children with disabilities and those who are typically developing. Discuss one reason why you support inclusion for young learners with diverse needs. Share a resource you could provide to families to help them understand inclusion.

Paper For Above instruction

In response to the scenario involving Jennifer, a child on the autism spectrum enrolled in a community preschool, I would prepare thoughtful and empathetic talking points to reassure the parent and emphasize the value of inclusive education. Inclusion is pivotal in fostering a learning environment where every child feels a sense of membership and belonging, which benefits both children with disabilities and their typically developing peers.

Firstly, inclusion promotes a classroom atmosphere where diversity is celebrated. When children with diverse needs participate actively alongside their peers, it enhances mutual understanding and reduces prejudices. For Jennifer, being included in the regular preschool setting with appropriate support and accommodations allows her to build social and cognitive skills alongside her peers, fostering a sense of membership. For the typically developing children, seeing their classmates with disabilities as valued members of the community helps cultivate empathy, patience, and social competence. This collective experience strengthens the overall sense of belonging in the classroom, making it a welcoming and supportive environment for all children.

I support inclusion because it aligns with the belief that all children have the right to participate fully in educational settings. Inclusion not only benefits children with disabilities by providing them access to rich learning opportunities but also enhances social-emotional development for all students. It teaches children to respect differences and develop mutually supportive relationships, which are essential skills in a diverse society.

To help families understand inclusion better, I could provide them with a resource such as the book "Inclusion Strategies That Work" by Toby Long, which offers practical strategies for fostering inclusive classrooms. Additionally, I would share informational pamphlets from reputable organizations like the National Center for Learning Disabilities or the Head Start program that explain the principles and benefits of inclusive education, emphasizing how inclusion helps build a community of learners rooted in membership and belonging.

References

• Long, T. (2014). Inclusion strategies that work. Brookes Publishing.
• National Center for Learning Disabilities. (2020). Why inclusion matters. Retrieved from https://www.ncld.org
• Head Start Early Childhood Learning & Knowledge Center. (n.d.). Preschool inclusion: Laying the groundwork for success. Retrieved from https://eclkc.ohs.acf.hhs.gov
• Salend, S. J. (2008). Creating inclusive classrooms: effective and responsive teaching. Pearson Education.
• Shogren, K. A., et al. (2014). “Why inclusion has to be more than a word.” Research & Practice for Persons with Severe Disabilities, 39(4), 210–222.
• Sisson, J., & O’Neill, M. (2017). Inclusive early childhood education: Developing a sense of belonging. Journal of Early Childhood Research, 15(2), 126–139.
• Ontario Ministry of Education. (2017). A guide to inclusive education. Ontario Ministry of Education.
• United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Atkinson, E., & Shifrer, D. (2020). “Promoting inclusive environments: Strategies for early childhood educators.” Early Childhood Education Journal, 48, 123–134.