Disabled Children and Early Inclusion Programs
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This paper first explains that, with the reauthorization of IDEA, the increase in the enrollment of children with disabilities into community-based early childhood programs has raised questions about the appropriateness of various inclusive settings in regards to their quality and teacher qualifications. Next, the author relates that the working together of early childhood and special educators to provide quality inclusive programs for these children has not been easy given their differing educational philosophies. The paper concludes that, while there are differences in philosophies and practices, educators must understand how they are compatible in some ways and through a collaborative approach can support children of differing abilities.
From the Paper:"Historically, the education of young children has traditionally been the responsibility of early childhood teachers with an educational philosophy very different from that of early childhood special educators. Preschool teachers hold a constructivist perspective of early childhood education based on the work of developmental theorists Piaget and Vygotsky. Constructivism supports that young children construct their knowledge and understanding of the world in the course of their own experiences, as well as from teachers, fam ily members and other children."
Sample of Sources Used:
- Bailey, D. B., McWilliam, R. A., Buysse, V., & Wesley, P. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.
- Bowman, B.T., S. Donovan, & M.S. Burns. 2000. Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press. 8.
- DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPGChild Development Institute.
- Dodge, D., Colker, L., and Heroman, C. (2002) The creative curriculum for preschool. 4th Ed. Washington, DC: Teaching Strategies.
- Gelman, R., & C.R. Gallistel. 1986. The child's understand ing of number. Cambridge, MA: Harvard University Press; Seo, K.H., & H.P. Ginsburg. 2004. What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.M. DiBiase, 91-104. Hillsdale, NJ: Lawrence Erlbaum.
Cite this Analytical Essay:
Disabled Children and Early Inclusion Programs (2010, August 04) Retrieved April 21, 2021, from https://www.academon.com/analytical-essay/disabled-children-and-early-inclusion-programs-128688/
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