Meaningful Inclusion in Early Childhood

[Background music] I felt nervous, very nervous. I was with him full-time, and then to hand him over is nerve-wracking. - It’s mostly fear of the unknown.

I didn’t know how he would fare in a classroom setting with all those typically developing kids. And then how he would understand those instructions and those lessons that they’re being taught by the teachers. [ Music ] - In early childhood, every classroom is an inclusive classroom, whether you’re talking about children with abilities or just children that have had different life experiences up until this point.

You look at your environment differently, and how is the environment accessible to every child, and how is your environment set up so that every child is getting exactly what they need? - Our mission and vision statement are anchored in high expectations and outcomes for all students. So living that out at the early childhood level, that was the work.

- I think it all starts with that IEP process. So really having that evaluation team and the current team writing those functional goals and objectives. My goal is that services such as speech, OT, PT – all those could be embedded right within the classroom and the routines that we have.

When you are an early childhood kid, between 3 and 5 years old, you want to do what your friends are doing. And to have children – the expectation that they’re going to sit and do one specific thing at any given time that you choose doesn’t always work out. But when it’s an itinerant model, having those service providers coming into the environment, working with kids doing things that kids are naturally doing, is in the best interest of kids.

- We used to have our kids that are the – kids in childcare, and then our kids with IEPs that were joining that group. So kind of starting out meeting those needs more individually, which has really turned into that – all that joint ownership. All kids belong.

Both reg ed and special ed teacher, and therapist too, that we all are a team for every child. - I think teachers learn from other teachers. And so when you have special education people in there, whether it’s an OT or a PT or a speech person, or just a special education teacher, they are modeling different behaviors or using different words that, as the regular ed teacher, you can listen and go, oh, I may be able to use that with another child.

- He’s learning in class. He’s engaged in class. He has relationships.

- Before, we were, like, thinking, maybe we’re going to be there for the – for the rest of our lives to support him with all the needs that he got. But we are so happy to see that he can really do the things that he can do right now. Those skills has developed so much.

He can truly create something wonderful, and that really makes us very proud. - I think what we know now is that there are more questions than there are answers. And to be open to every opportunity that you are given to learn and to develop always what’s in the best interest of the child and to give them those opportunities to show you what they need and to listen to them.

- It makes me really optimistic for his future. You know, I used to worry a lot about, you know, would he fit in? Would he get picked on?

You know, how would his classroom environment be? But has become quite the popular guy at school. So he comes in the class, and I can’t even tell you how many kids hug him.

[laughs] He has true friendships – true relationships in class. And he brings a special just energy to his class. And it’s positive for his classmates too, to see that.

- I hope inclusion promotes awareness to those typically developing kids that there are – there are other kids like our son … - Mm-hmm. - … that need support as they – as they try to learn their way through life. - There’s a softness there.

There’s an empathy there that I see in his peers. So we didn’t expect that, but we love it. - We know that young children need a variety of rich experiences with all of their peers.

And we also know that, not only children with, but those without disabilities benefit from inclusive environments. Wisconsin’s vision – every child a graduate, college and career ready – is not possible unless our children with disabilities have the opportunity for meaningful participation in their classrooms, in their schools, and in their communities. Now is the time to get past the hurdles.

Whether you work in private or public school settings, in center- or family-based childcare, Head Start or special education services, every one of us will be able to take great joy in making a difference for our kids and their families. As you move toward inclusive environments, if you are in need of assistance, feel free to contact the Wisconsin Department of Public Instruction. We’d be more than happy to help.

Thank you.