Practices for Inclusive Preschools Analytical Essay by educationpapers
Practices for Inclusive Preschools
Looks at the need to create developmentally appropriate practices for inclusive preschools.
# 151610 | 1,310 words | 4 sources | APA | 2001 |
Published on Jul 15, 2012 in Education (Special) , Education (Teaching Methods) , Education (Early Childhood)
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This paper explains that, since the enactment of the Individuals with Disabilities Education Act (IDEA), the number of young children with disabilities enrolled in early childhood programs has increased significantly resulting in a debate over the appropriateness practices in inclusive preschool classrooms. Next, the author relates that early childhood and early childhood special educators have different philosophies and practices of delivering education services to young children. However, the paper stresses that they should put aside their differences to implement programs that will take into account the unique characteristics and educational needs of all children regardless of their abilities.
From the Paper:"The education of young children has traditionally been the responsibility of teachers with an educational philosophy very different from that of early childhood special educators. These preschool teachers hold a perspective of early childhood education based on the developmental theories of Piaget and Vygotsky, and implement practices that allow children to develop and learn at their own pace. Teaching strategies include hands-on exploratory activities placing emphasis on the use of concrete, real, and relevant activities. Developmentally appropriate practice suggests that teachers should not attempt to direct or tightly structure learning experiences. They believe in most part in responding rather than initiating and in following the child's lead.
"On the other hand, early childhood special education is based on the premise that early and comprehensive intervention can maximize the developmental potential of children with disabilities. Special education views as their major responsibility to be the remediation of skill deficits in children who are not developing normally on their own. This perspective has lead to the development of highly directive teaching methods in the field of early childhood special education. With its strong clinical tradition due to its close associations with speech pathology, occupational therapy, and physical therapy, early childhood special education emphasizes drill and teaching of specific skills which is not generally found among early childhood educators."
Sample of Sources Used:
- Rose, D.,& Smith, B. (1993). Preschool mainstreaming: Attitude barriers and strategies for addressing them. Young Children, May, 59-62.
- Ross, H. (1992). Integrating infants with disabilities? Can ordinary caregivers do it? Young Children. March, 65-71.
- Udell, T., peters, J. & Templeman, T. (1998). From philosophy to practice in inclusive early childhood programs. Teaching Exceptional Children. Jan/Feb, 44-49.
- Widerstrom, A. (1986). Educating young hasndicapped children: What can early childhood education contribute? Childhood education. December, 78-83.
Cite this Analytical Essay:
Practices for Inclusive Preschools (2012, July 15) Retrieved March 29, 2023, from https://www.academon.com/analytical-essay/practices-for-inclusive-preschools-151610/
"Practices for Inclusive Preschools" 15 July 2012. Web. 29 March. 2023. <https://www.academon.com/analytical-essay/practices-for-inclusive-preschools-151610/>