Philosophy stems from beliefs people have and graduates to what their actions mean. It explains the reasons for their behavior and actions. The purpose of this paper is to discern the philosophy of inclusivity in early childhood education.
Developing a philosophy on early childhood can be accomplished by first forming the roles of the teachers in classes according to your beliefs as well as reasonable responsibilities and results from the students (Clark & Waller, 2007, p. 78). The roles of the students should be both structured and open. Then identify different ways of meeting the individual needs of the students. Afterwards, develop a circular that explains your philosophy without bashing other methods that have been designed and used in the past. The fourth step of forming a view in early childhood education would develop approaches of behavioral resistances in class or the playing field. Lastly, the developer should have a strategy of ensuring seamless communication between the teachers and the guardians, or parents.
Inclusive Childhood Education philosophy should meet the criteria of accessibility, participation, and support. All physical barriers that may deter the child from learning should be eliminated. The facilitators should make any possible modification in the environment, be it child care, elementary school or at home to ensure that the child can access the necessary learning materials.
Inclusive participation requires the application of the available approaches to ensure that every child can be involved in the learning process regardless of their inabilities. The tutors could use visual support materials that work efficiently to children with ADD, ADHD and learning disabilities. The aid empowers the children eases the understanding of information and requests. The teachers could as well use modification chart to communicate the desired behavior and promote compliance. The students that are not able to communicate should be provided with Picture Exchange Communication System to help them put across what they need without getting frustrated (Organization for Economic Co-operation and Development, Organization, &. E. C.-D, 2009, p. 347)
Inclusive early childhood education on a broad aspect expects support on the partnering of the professionals and the family. It requires the local government to provide incentives for inclusivity, reading materials and equal opportunities for the students within the community. That does not mean that the students attend school 100% just like healthy children that would be torture. A convenient system should be provided to cater to different types of disability and stages of rigorousness. The support system should have an outcome of total inclusion.
Inclusive Childhood Education is a philosophy that allows an equal right to all students deemed as of particular need or delayed responsiveness to attend the school of quality. The school should be diverse in that it is accommodative to people from all walks of life. It should provide adequate care and safe environment for learning.
The philosophy of inclusive education requires that the child receive a scale of support both individually and as a crowd. It provides a spectrum that addresses individual needs of a student as well as that of the population without violating the dignity of the kid. The philosophy of inclusivity dictates that the rights should not be based on the grounds of religion, sexual preference, mental ability or any other aspect of diversity.
Inclusive early childhood education should change peoples perception of the culture of the education environment. Classrooms have individuals from different backgrounds with different capabilities and life experiences. However, an inclusive class should acknowledge the differences, value and embrace them.
Laws Provided for Free Appropriate Public Education.
Free Appropriate Public Education (FAPE) is for all students within the compulsory age ranges that qualify as persons living with a disability (Rothstein & Johnson, 2014, p. 340).A person living with limitation under section 504 is defined as anyone who has either mental and physical inability or both that restricts him or her from efficiently performing one or several life functions, is recorded of having such disability or is regarded to have the disability. The state government is responsible for funding all the FAPEs.
The law provides that an appropriate free education should meet individual needs of a student and have procedures that mitigate the wrong classification of students. It also requires that all guardians are notified of the performance of the child by being allowed to access the records, receive notices of the school procedure as well as get involved in all classification decisions of the child.
An appropriate education system should meet individual needs of the disabled students as that of the nondisabled through the development of IEP. The types of equipment should be adopted and learning material available. The public institution should include all the students even in the non-academic activities.
The law dictates that for any institution to receive ED fund from the government, they must educate the disabled students with those that are not of particular need. The students should allow engaging in the natural environment.
The state under section 504 requires that the institutions use the appropriate procedures in assessment and classification decisions. It is illegal for the decisions to be based on assumptions. Periodic assessments are also a necessity for proper classification of the children.
The guardians should be provided with the process parameters for the identification and review and are allowed to dispute a placement resolution. The funded institutions are also required to employ professional that guide (Sales, Powell, D. Matthew, Van Duizend, & Richard, 2014, p. 171)
It is therefore evident that the government has put in place procedures and laws that ensure inclusivity in the early childhood education. The part B and C of the intervention law protect the right of persons living with disabilities and allows them to be included in all activities without discrimination.
References
Clark, M. M., & Waller, T. (2007). Early childhood education and care: Policy and practice. Los Angeles: SAGE Publications.
Organisation for Economic Co-operation and Development, Organisation, & . E. C.-D. (2009). Starting Strong II. Seoul: Ministry of Education, Science and Technology, Korea.
Rothstein, L. F., & Johnson, S. F. (2014). Special education law.
Sales, B., Powell, D. Matthew, Van Duizend, & Richard. (2014). Disabled Persons and the Law: State Legislative Issues. Springer Verlag.
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