Module 2: Assignment: Inclusive practice: key concepts
What does a quality inclusion program look like? How does it offer young children with disabilities access, participation and support, engage families, and inspire growth?
For Part 1 of this Assignment, you will view 4 short videos about 3 young children who are enrolled in inclusive early childhood programs. After you have viewed the videos, you will explain how examples from the videos align with each of the goals outlined in the DEC/NAEYC Joint Statement on Early Childhood Inclusion.
For Part 2 of this Assignment, you will write a reflection, analyzing how your learning about inclusive practices in this module has influenced your perception and practice of supporting and advocating for the dignity, worth, and uniqueness of every child, and summarizing your philosophy.
Resources
- Derman-Sparks, L. & Edwards, J.O. (2019). Understanding anti-bias education.Links to an external site. YC: Young Children, 74(5), 6–12.
- Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children. (2009, April). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young ChildrenLinks to an external site. (NAEYC). https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf
- Early Childhood Learning & Knowledge Center (n.d.). Multicultural principles for early childhood leaders.Links to an external site. U.S. Department of Health and Human Services, Administration for Children and Families. https://eclkc.ohs.acf.hhs.gov/culture-language/article/multicultural-principles-early-childhood-leaders
- eXtension Alliance for Better Child Care. (2019, August 15). What is inclusive child care? Links to an external site.https://childcare.extension.org/what-is-inclusive-child-care/#:~:text=Benefits%20of%20Inclusive%20Child%20Care&text=Time%20and%20support%20to%20build,pace%20in%20a%20supportive%20environment.
- Sreckovic, M. A., Schultz, T. R., Kenney, C. K., & Able, H. (2018, July). Building community in the inclusive classroom.Links to an external site.Young Children, 73(3), 75–81.
- U.S. Department of Health and Human Services & U.S. Department of Education. (2015, September 14). Policy statement on inclusion of children with disabilities in early childhood programsLinks to an external site.. https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf
- The High Quality Early Learning Project. (n.d.). Principles of culturally and linguistically responsive developmentally-appropriate practice.Links to an external site. [PDF]. https://highqualityearlylearning.files.wordpress.com/2020/03/principles-2.pdf
Be sure to review the Learning Resources before completing this activity.Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
View the following videos about Deegan, a 2-year-old at the Heartland Community College Child Development Lab inclusive program, Samantha, a five-year-old in Head Start, and Drew, a young boy who transitioned from home-based early intervention to Early Head Start:
- Deegan’s StoryLinks to an external site. https://www.youtube.com/watch?v=yJIeZQlBYMc
- Classroom Therapist Deegan InteractionsLinks to an external site. https://www.youtube.com/watch?v=oI3zzpB1340
- Preschool Inclusion: SamanthaLinks to an external site. https://www.youtube.com/watch?v=pvuk6XqiLRU
- Preschool Inclusion: DrewLinks to an external site. https://www.youtube.com/watch?v=GR6Tl1EhQ8c
Part 1: Alignment with DEC/NAEYC Joint Statement on Early Childhood Inclusion
Use the Inclusive Practices and Goals template Download Inclusive Practices and Goals templateto provide and explain at least two examples from the videos of each of the following goals. If you are not able to identify at least two examples, suggest your own recommendation(s) for specific programs/children:
- Create an inclusive environment.
- Utilize access, participation, and supports.
- Create high expectations for every child to reach his or her full potential.
- Establish a system of services and supports.
- Achieve an integrated professional development system.
Part 2: Your Reflective Analysis of Inclusive Practice (3-5 pages)
Based on what you have learned from analyzing the videos as they align with the goals of the Joint Position Statement on Early Childhood Inclusion and the resources in this module, respond to the following:
- Explain at least four insights you gleaned related to supporting and advocating for the dignity, worth, and uniqueness of every child from listening to the family members and the early childhood professionals involved in the lives of Deegan, Samantha, and Drew. Be sure to include examples.
- Note: This assignment is a reflective analysis, not a summary of the videos. As you view and reflect on the videos, identify four major insights related to supporting and advocating for the dignity, worth, and uniqueness of every child. Clearly define each insight. For each insight, provide evidence from the module resources. Explain how your thinking will influence your practice. Include supporting examples from the videos and your own experiences.
- Explain at least four insights you gleaned about specific quality inclusive practices from listening to these same adults and watching Deegan, Samantha, and Drew. Be sure to include examples.
- Note: Identify four insights on inclusion practices. Clearly define each insight. For each insight, provide supporting evidence from the module resources. Add examples from the videos and from your experiences.
- Summarize your philosophy of inclusion, including how it relates to developmentally appropriate, child-centered early childhood settings.
- Note: Write a brief but clear statement of your philosophy of inclusion. Describe at least three goals for inclusion and how these goals support developmentally appropriate and child-centered practice.
- Note: Cite at least 4 resources from the Module, the Walden library, or other credible, research-based sources.
