INCLUSIVE PROGRAMS

FOR YOUNG CHILDREN

Lesson 2: Exceptional Children
What is Inclusion?
• The National Association for the Education of Young Children (NAEYC)
and the Division for Early Childhood of the Council for Exceptional
Children (DEC) created this joint statement regarding the definition of
early childhood inclusion:
“Early childhood inclusion embodies the values, policies, and practices
that support the right of every infant and young child and his or her
family, regardless of ability, to participate in a broad range of activities
and contexts as full members of families, communities, and society. The
desired results of inclusive experiences for children with and without
disabilities and their families include a sense of belonging and
membership, positive social relationships and friendships, and
development and learning to reach their full potential.”
 Characteristics of Inclusive Programs
“providing a wide range of activities “to broader aspects
and environments for every child by of the system such as
removing physical barriers and professional
offering multiple ways to promote ACCESS development,
learning and development” incentives for
inclusion, and
opportunities for
“using a range of
instructional approaches to PARTICIPA communication and
SUPPORT collaboration among
promote engagement in TION families and
play and learning activities, professionals to
and a sense of belonging for assure high quality
every child” inclusion”
 ACCESS
in believing that all children have the potential to learn
in knowing and understanding child development
in knowing that children with special needs are more like all children
than different.
in encouraging a child to be independent.
in having a physical environment that meets the needs of the child.
in planning activities that all children can do
in partnering with the family and other professionals who may be
providing support services to the child
Think About this…
If a child has a physical disability Toys that children
and seems to slump or lean are allowed to use
frequently during free play
should be accessible
make sure for all children to
the child has appropriate see and touch, and
support of the trunk, which stored in easy-to-
is less intrusive than having manipulate
an adult hold containers with
the child in position labels.
Large Group Space
Small Group Space
Center Space
Organization for Learning
Schedule, Routines,
and Expectations
 PARTICIPATION
Participation means making adjustments, modifications, and
individualized accommodations in your instructional methods so children
with disabilities can fully participate in play and learning activities with
their peers.
If a child has a disability that affects her fine motor skills, finding ways to
make materials easier to grasp and placing materials within her reach can
encourage her to participate in an activity.
For a child with a learning disability, you might shorten activities to
match the child’s attention span, break activities into smaller steps, and
let the children practice activities over and over.
Other common adaptations for children
with disabilities include:
• Simplifying activities
• Moving the child physically through a task so he can feel what to do,
• Positioning yourself close to the child to help as needed,
• Encouraging children to help peers who need more assistance with an
activity,
• Using visual cues to show children where they are supposed to be and
what they are supposed to be doing
Other common adaptations for children
with disabilities include:
• Assigning the child a seat close to the “action” of the activity, to
minimize distractions,
• Giving children extra time to think before responding to questions and
instructions,
• Letting children participate in ways that meet their individual needs,
such as watching other children engage in an activity until they feel
confident enough to try it themselves,
• Choosing activities that showcase a wide variety of skills, so every
child can be successful in his or her own way

The ultimate goal is for each child to participate successfully with no

more adult assistance than is necessary.
SUPPORT
Supports means that your program has systems in place to provide
on-going training for staff and families, opportunities for
communication and collaboration between families, staff, and
service providers, and connections to organizations that can provide
the specialized services each child needs.
Inclusive Education in the Philippines
The creation of the Special Curricular Programs and Student
Inclusion allows the development of an Inclusive Education
Framework (IEF), which will determine the basic education
requirements and improve the planning and monitoring of related
programs to better serve children with special needs, especially
learners with hearing impairment.

Furthermore, in keeping with the Mother Tongue-Based Multilingual

Education (MTB-MLE) policy, DepEd implements the Mother
Tongue Curriculum Guide which highlights Filipino Sign Language
(FSL) as the mother tongue of learners with special needs.
IAN OCAMPO FLORA
October 29, 2016 https://www.sunstar.com.ph/article/106941
Inclusive Education in the Philippines
To aid educators in effective teaching-learning process,
teachers are provided with relevant training. Bolstering this
measure, the Department implements a classroom-level
language mapping, through DepEd Order No. 55, series
2016, which includes sign language for deaf learners. The
results of which will be used across governance levels, from
planning and policy development to capacity building of
teachers.

IAN OCAMPO FLORA

October 29, 2016 https://www.sunstar.com.ph/article/106941
ASSIGNMENT NO.2
Research on a project done by government and/or a private
sector whether local or national for the inclusive education in
our country in the past five years.
A. Describe the project, the people behind the activity, location,
date and its objectives
B. Provide pictures of the activity/ties
C. Discuss how the project were able to provide accessibility,
participation and support for the children with exceptionalities.
D. Submit on a short bond paper, maximum of three pages.
Recommended
Practices for
Inclusive Programs
Inclusive Programs for Young
1. Interview with the parents
About the Child
About the Child’s Routines
Wen your child gets fussy?
When it is time to take a nap?
What comforts your child?
What do you do to calm your child when he or she has been upset?
How do you reassure your child
How do you reward your child?
Inclusive Programs for Young

1.Interview with the parents

More details about the child
IFSP- Individual Family Service Plan
IEP- Individualized Education Plan
Special vocabulary or gestures
INCLUSIVE
PROGRAMS
FOR YOUNG
CHILDREN
 ISFP
Individualized Family Services Plan
 IEP
Individualized Education Program
What Does a Typical Day Look Like in
Inclusive Child Care?
1. Arrival
2. Snack and/or meals
3. Rest time
4. Toileting and handwashing
5. Indoor play
6. Outdoor play
7. Departure
8. Parent communication
ARRIVAL SNACK/MEALS
• Eating with the children and
• Greeting each child by name having fun, social conversations
and welcoming them warmly, about things they are interested
• Assigning a specific place for in,
each child to keep personal • Providing appropriate sized
belongings, and furniture and the right utensils so
that every child can feed him or
• Having an activity children can
herself to the greatest extent
jump into immediately after
possible, and
they put their things away.
• Having a solid routine so children
know where to go and what to do
to prepare for meals and snacks.
RESTING TIME
• Providing rest time for any child who is in your care for five hours or longer
on a given day,
• Observing each child in after-school care individually to determine
whether they seem to need a rest period or not,
• Having quiet areas available where a child can go to get away from the
stimulation of the group. Be sure these areas are supervised by sight and
sound at all times, just like any other area accessible to children, and
• Using things like soothing music, soft textures, reading stories, patting
backs, and
• speaking in quiet voices to promote an atmosphere of relaxation during
rest times.
Toileting and handwashing
• Allowing children, including children with disabilities, to do as much
as possible for themselves during self-care routines, even if it takes
longer,
• Having activities, like songs and word games, ready for wait times so
children never feel rushed during self-care routines, and
• Having well-defined procedures so children know where to go and
what to do. This is especially important for children with cognitive,
behavioral, and/or learning disabilities, who may need a clear
structure in order to successfully carry out routines.
Indoor play
• Providing a variety of both structured and free-play
opportunities to meet children’s individual needs, and
• Adaptations might include adding positioning devices to
allow children to play in the same areas as peers, adjusting
books and toys to make them easier to grasp, or adding
sensory elements (such as sounds, lights, or textures) to
materials, depending on children’s needs.
 Outdoor play
• Supervise with each child’s individual needs in mind. Some
children’s motor skills develop faster than others, and some children
may have disabilities that make it more challenging for them to
access outdoor play equipment. Always monitor to make sure the
children are safe, and make adjustments whenever possible to make
play equipment accessible to everyone,
• Be aware of peer interactions. Let children make decisions about
who to play with and practice solving their own disagreements, but
be prepared to step in before problems get out of hand, and
• Extend and expand children’s play by suggesting ways to add onto
their ideas and themes. This can be especially useful in helping
children find ways to include a peer with a disability who wants to
play with them.
Departure
• Greet each parent and share at least one positive
comment about their child’s day,
• Say goodbye to each child individually, and let them
know you are looking forward to the next time you
get to see them, and
• Have a system so parents know where to go to find
their children and children know where to go to
gather their belongings.
Parent communication
• Speaking to each parent face-to-face as often as possible, and by using parents’
names,
• Sending home notes about activities, routines, and special events so parents
know what their child is doing in child care,
• Whenever possible, taking a few minutes each day to talk with each parent and
find out if they have any concerns or special instructions. Often a child’s needs
will change from day-to-day based on factors outside your control. Parents are
the best source of information about what is going on with the child, and
• No matter what form of communication you use – face-to-face conversations,
phone calls, emails, or notes – making sure to include more positive thoughts
about the child and his or her involvement in your program than negative.
Focus on the ways the child succeeds and contributes in your program, rather
than always focusing on what is not working