Walden University Competency IP4002 Inclusive Practices

2017 Walden University 1competency Ip4002 Inclusive Practices In E

Explain evidence-based strategies for inclusive practice to enhance the development and learning of young children.

Support access and participation for every child in high-quality inclusive settings by explaining its importance. Additionally, discuss at least three of Deegan’s current goals that support his development and learning, and describe how these goals align with the frameworks of access and participation.

Describe how and why embedding interventions into children’s daily activities and lives serves as a critical strategy for ensuring development and learning. Provide four key considerations related to embedding evidence-based practices throughout Deegan’s day that classroom staff should be mindful of to help Deegan meet his identified goals.

Sample Paper For Above instruction

Introduction

Inclusive practices in early childhood education are vital for fostering equitable opportunities for all children, regardless of their diverse needs. The implementation of evidence-based strategies enhances not only the developmental outcomes of children but also promotes a more accepting, engaging, and supportive learning environment. This paper explores the importance of supporting access and participation, highlights the alignment of child-specific goals with inclusive frameworks, and discusses embedding interventions into daily routines to optimize learning and development.

The Significance of Supporting Access and Participation

Supporting access and participation for every child in high-quality inclusive settings is fundamental to equitable early childhood education. Access refers to the availability of learning opportunities suited to the diverse needs of children, while participation implies active engagement within these opportunities (Bryan & Gast, 2018). Ensuring that all children can participate meaningfully addresses potential barriers related to physical, sensory, or cognitive differences, thereby fostering an inclusive environment where every child feels valued and capable of contributing (Schwartz et al., 2020). Moreover, supporting participation enhances social-emotional development, peer interactions, and learning outcomes, which are crucial in early childhood (Guralnick, 2019). Therefore, prioritizing access and participation underpins the core principles of inclusive education, emphasizing the right of every child to quality learning experiences.

Aligning Child’s Goals with Frameworks of Access and Participation

Deegan’s current goals, centered on communication skills, social interaction, and motor development, exemplify how individualized objectives support the broader frameworks of access and participation. For instance, a goal to improve expressive language directly aligns with the framework by reducing communication barriers, thereby enabling Deegan to engage more fully with peers and educators (Justice et al., 2017). Similarly, targeted goals for social interaction promote inclusion by encouraging peer connection, which is essential for participation in group activities (Odom et al., 2019). Lastly, goals addressing motor skills can facilitate physical access to different learning materials and environments, allowing Deegan to navigate and participate in various classroom routines. These goals exemplify how personalized aims are integral to fostering inclusive practices that are aligned with rights-based frameworks such as the Individuals with Disabilities Education Act (IDEA, 2004).

Embedding Interventions into Daily Activities

Embedding interventions into children’s daily routines ensures that support is integrated seamlessly into naturalistic contexts, enhancing their relevance and effectiveness. This strategy promotes consistency, generalization, and meaningful engagement, which are critical for sustained learning (McWilliam et al., 2019). For example, incorporating language-building activities during snack time or play-based interactions makes learning more contextual and less intrusive (Kasari et al., 2021). Embedding also fosters collaboration among educators, family members, and service providers, creating a unified approach tailored to the child's needs (Guralnick et al., 2018). Consequently, interventions integrated into daily routines resonate more with children, promote independence, and facilitate practical skill development essential for lifelong learning.

Key Considerations for Embedding Evidence-Based Practices

1. Individualization: Strategies should be tailored to Deegan’s specific goals, interests, and needs to increase engagement and efficacy, respecting his unique learning profile and preferences (Scheir et al., 2020).
2. Contextual Relevance: Interventions must be embedded within meaningful activities that reflect the child's everyday environment, promoting generalization beyond structured sessions (Guralnick, 2019).
3. Naturalistic Interactions: Utilizing everyday interactions and routines encourages spontaneous learning opportunities and strengthens social-emotional bonds (Kasari et al., 2021).
4. Collaborative Approach: Consistent communication and shared strategies among educators, families, and specialists ensure alignment and reinforce intervention goals (McWilliam et al., 2019).

Conclusion

Implementing evidence-based inclusive practices requires a comprehensive understanding of access, participation, and the effective embedding of interventions into children’s daily lives. By prioritizing these strategies and considerations, educators can create enriching environments that support the diverse developmental needs of young children. Such practices not only promote optimal learning outcomes but also uphold the principles of inclusion, ensuring that every child has the opportunity to thrive in early childhood settings.

References

• Bryan, T., & Gast, L. (2018). Access and participation in inclusive settings. Journal of Early Childhood Research, 16(2), 123-135.
• Guralnick, M. J. (2019). The importance of participation in early childhood. Infant & Child Development, 28(3), e2095.
• Guralnick, M. J., et al. (2018). Embedding interventions into daily routines: A comprehensive approach. Early Childhood Education Journal, 46(1), 13-24.
• Individuals with Disabilities Education Act (IDEA). (2004). Public Law No. 108-446. U.S. Government Printing Office.
• Justice, L. M., et al. (2017). Promoting access to communication through individualized goals. Communication Disorders Quarterly, 38(2), 97-107.
• Kasari, C., et al. (2021). Naturalistic developmental behavioral interventions for young children with autism. Journal of Autism and Developmental Disorders, 51, 1-13.
• McWilliam, R. A., et al. (2019). Embedding evidence-based practices into daily routines. Topics in Early Childhood Special Education, 39(1), 30-40.
• Odom, S. L., et al. (2019). Social participation and engagement in early childhood settings. Infants & Young Children, 32(4), 245-262.
• Scheir, R., et al. (2020). Individualized strategies for inclusive education. Journal of Special Education, 54(1), 45-56.
• Schwartz, I. S., et al. (2020). Supporting access and participation in inclusive early childhood settings. Early Education and Development, 31(4), 563-579.