We sometimes get questions about younger children with disabilities. Here is a video that discusses educating young children with disabilities that appeared on the website of the Wisconsin Department of Public Instruction:
What do you think of this resource?
Diversity creates a rich and meaningful atmosphere for all of us. This video shows that this is especially true for pre-school age students. I agree that early intervention needs to be inclusive. Just as the adult teachers learn from their peers, young children can learn and grow from watching and working with their peers. They are able gain insightful experiences at a young age. Both typically developing students and students with special needs learn empathy for their peers, while learning not to be fearful of other people’s differences. Parents with special needs children can also see the importance of creating a healthy atmosphere where their young children are able to learn functional skills and make new friends with children that they may not have otherwise had the opportunity to interact with, if they were not instructed in the same classroom. These parents seemed pleasantly surprised by the abilities that their children gained while interacting with their peers.
ReplyDeleteI would like to share a story about students from an early elementary, inclusive classroom: A father and his typically developing first-grader were grocery shopping one afternoon, when they heard a high-pitched scream let out from another aisle. The young child looked up and said to his father, “That’s my classmate. I’m gonna go help him.” This story illustrates the kind of relationships built in inclusive settings.
I really enjoyed the video presentation. You can tell by the smile’s on the children’s faces that their developmental learning capacity was engaged and functioning. I particularly enjoyed the way the classes were inclusive so that all students get and equitable learning environment. I appreciated how the special education assistance were also included in the class to make sure that the students who needed additional support received it. Wisconsin is doing some wonderful things. Not only is the West Conson school system providing inclusive learning Atmosphere‘s for students with disabilities but they are also providing additional support for that student in the class in order for the child to utilize additional support if needed. Socially this is a great opportunity for the students to learn from their peers and to be Encouraged to have educational goals and aspirations as the class progresses. For example if Johnny is A student who needs additional support, as he functions in this inclusive classroom he looks on to another students paper and he can see how they’re riding their name. Although Johnny may not can write his name where it is legible, he can see and have goals in his mind of where he’d like to be because his peers are at that level. Some may think this may frustrate a student with a disability when they see their peers progressing further than they are but the benefits of seeing where they can progress outweighs the frustration. This is a great idea. Earlyon students who may have a disability domy feel isolated but feels just like any other student which is important to the learning process.
ReplyDeleteHazel
I am really happy to hear the benefits of programs, such as these, that incorporate inclusive programs to all students. I am glad that you guys acknowledge that all children have something to benefits from these types of programs. This video was very warming and inspiring.
ReplyDeleteSP, 000, &Jasmine,
ReplyDeleteThanks for your comments,
JG
The video genuinely posted here shows how teachers model what it means to “meaningfully include” students with disabilities in an early childhood program. I liked how Wisconsin’s mission statement is aimed at helping students achieve their own definition of success. In fact, Wisconsin’s public schools work to graduate every child ready for college and career. One point made in the video is how all team members (physical therapy, occupational therapy, et cetera) come together to better students with disabilities.
ReplyDeleteAnother important point made by the video is that intervention needs to be all-inclusive. Indeed, children can learn and grow emotionally together by socializing with each other. And what better way than to have students with disabilities working side-by-side with their classmates. Something I did not think about is how all students learn to care for each other and learn not to be fearful of their classmates’ learning differences.
Additionally, parents of children with disabilities witness how their child is included in a larger network of students and professionals. I think these parents come to learn that their child is not to be separated out and treated differently from the rest of the students. Instead, children with disabilities learn how to adapt in the social setting and learn how to make friends along the way. A win-win situation for both the parents and children with disabilities. The partnership of schools and parents should work together to promote student self-efficacy.
Edward,
DeleteThank you for your comment.
JG
As an Early Childhood Special Education teacher, I enjoyed hearing from parents in the video. The parents were a bit uneasy and unsure about placing their child in an inclusive preschool environment; however, after a few weeks of being in the classroom, the parents feel that their child has made growth academically and socially in the environment. The parents appreciate the inclusive learning experiences that their child has been given. I also appreciated seeing all of the supports in the classrooms. I noticed many visuals, icons, and hands-on activities being introduced to ALL students. It is so cool to see how such supports can benefit all students, not just those with special needs.
ReplyDeleteAlicia,
DeleteThanks for your comment.
JG