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INTRODUCTION • ECE experiences help to build neural connections that form the foundations of the brain in young children. The principles of this early development are the same for atypical children. • This is part of the reason early intervention for a child with special needs is so important (Guralnick, 2005). o “The early years present opportunities to identify developmental risks and address them before serious problems are entrenched (APA Task Force on Early Mental Health Intervention, 2003)” o “The earlier a child is identified as having a developmental disorder the greater the likelihood the child will benefit from intervention” • Early intervention involves including young children with special needs in a regular context with atypical children
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Including EveryoneAn Inclusive Approach to Early
Childhood Education
The Aims of the Workshop
To explore what makes an environment inclusive
To understand what inclusive education means for children with special needs
To formulate ways that we can provide a unique and supportive environment for children with special needs.
Real life Examples: Max Hannah
http://www.youtube.com/watch?v=b0jRiM4Rui8&feature=player_embedded
References
Corbett, J. (2001). Supporting inclusive education: A connective pedagogy. London: Routledge Falmer.
Dunn, L. (2008). Perceptions of inclusive early intervention. Parents, early childhood teachers, speech language therapists, early intervention teachers and education support workers describe their understandings and experience of their shared task. New Zealand Research In Early Childhood Education Journal , 17, 19-32.
Education review Office. (2012, December 11). Inclusion of children with special needs in Early Childhood Education.
Higgins, N., MacArthur, J., & Morton, M. (2008). Winding back the clock: the retreat of New Zealand inclusive education policy. New Zealand Annual Review of Education , 145‑166.
Nelson, Florence, Mann, & Tammy. (2011). Opportunities in Public Policy to Support Infants and Early Childhood Mental Health: Role of Psychologists and Policymakers. American Psychologist , 66 (2), 129-139.
Stark, R., Gordon Burns, D., Purdue, K., Rarere Briggs, B., & Turnock, K. (2011). Other parents’ perceptions of disability and inclusion in early childhood education: implications for the teachers’ role in creating inclusive communities. He Kupu The Word , 5.
