- Learn about the philosophy and methodology to which the early
childhood program ascribes.
- Avoid suggestions that would require the community program
to significantly alter its approach to early education in order
to accommodate the child with severe disabilities.
- Keep in mind that early childhood teachers value child to
child interactions and are often concerned about the presence
of too many adults and too much teacher-directed activity.
- Remember that an early education teacher needs to direct his
or her attention to the children during a class session and
avoid approaching a teacher involved in a classroom activity
to discuss program matters.
- Remember that talking about a child in the presence of other
children is disrespectful to the child and may be a source of
embarrassment, as well as conveying a negative message to other
children.
- Involve the program staff in all decisions about environmental
adaptations or equipment that will be brought into the setting.
- Involve the program staff in decisions concerning child placement
and placement of staff who are to work in the program.
- Plan and carry out meetings concerning the child with the
program staff.
- Involve the early childhood classroom staff as equal team
members in meetings and conferences.
- Maintain the agreed upon schedule for delivering child services,
be on time, and follow through on requests for materials and
assistance.
- Involve teacher and pertinent team members in parent contacts.
Establish a procedure for conveying information to parents.
- Give feedback about special efforts and effective practices
contributing to child progress.
- Use terminology that is understandable to everyone and explain
acronyms or other jargon.
- Keep in mind that the early childhood educator has much to
offer to the process of inclusion and can be a valuable collaborator.
- Avoid discussing negative aspects of a program or particular
staff member with staff in other programs.
- Keep in mind that the special education staff are also key
members of the community program and should, therefore, have
a place to keep their materials and should have preplanned procedures
for their role with a child and in the classroom.
Adapted from: Thompson, B., Wickham, D., Wegner, J., Ault, M.,
Shanks, P., & Reinertson, B. (1993). Handbook for the inclusion
of young children with severe disabilities. (pp. 25-60). Lawrence,
KS: Learner Managed Designs.
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