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(Unit 4) Topic 1: Cultural Competency and Responsiveness​

3 Clock Hours of Early Childhood Education

Inclusive Classrooms

​Topic 1 Page 11

As an early childhood educator you may have a child with special needs in your classroom. In 1992 the American with Disabilities Act (ADA) went into effect in the United States. It is a law that prohibits discrimination and guarantees equal opportunity for people with disabilities. The Individuals with Disabilities Education Act (IDEA) requires that all children are provided care in the most natural least restrictive environment. The term Inclusion refers to the act of incorporating children with special needs in regular settings with children of the same chronological age. 

Often disabilities, special needs, or developmental delays are not evident at birth but become more noticeable as the child exhibits some type of delay. In some cases it is the early childhood educator who may first notice that there may be a developmental delay. Visual, hearing, speech, mental or physical disabilities and health or medical conditions are special needs that may be encountered in a child care center. Common medical conditions may include asthma, allergies, and juvenile diabetes. Teachers of children with special needs will have to make accommodations to ensure that each child has the opportunity to learn in the least restrictive environment. Good teachers meet the individual needs of all the children in their classroom. Every child has a special need, some are just officially diagnosed. 

The National Network for Child Care (Oessterreich, 1995) provides the following general suggestions for helping children with special needs:

• Modify toys and activities.
• Work with the parents to set goals.
• Modify the environment by making minor changes.
• Model appropriate behavior by engaging in play with the child and inviting others to join in.
• Focus on the child’s strengths as well as the child’s needs.
• Seek help and information by talking with the child’s parents.

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