This review traces the evolution from to the present of a national technical assistance TA program to support the creation, expansion, and improvement of services for infants, toddlers, and preschoolers with special needs. From its beginning as a TA resource for demonstration projects, to linking outreach projects' expertise with state efforts to expand services, to supporting national constituencies across the research, development, and policy communities, to promoting program improvement and accountability for results, the OSEP-funded national early childhood TA center has been an important piece of a comprehensive infrastructure for early childhood special education. Through its collaboration with other agencies' early childhood TA programs, the National Early Childhood Technical Assistance Center is committed to influencing the development of an infrastructure for early childhood to better serve all of our children.
Cycle 4, Abstract: Children with Down syndrome need to be included more often in social settings like the classroom despite their learning and physical disabilities. I will explain several strategies for inclusion.
What does it look like to include a child who might appear, learn, speak, and act differently from the average student in an everyday classroom environment?
A child with Down syndrome typically holds true to all of the differences listed above. Therefore, what does the image of an everyday classroom environment look and feel like when children with Down syndrome have the opportunity to be included? Medically, Down syndrome is defined as a genetic condition existing when there is an extra chromosome present in a child at birth.
Chromosomes metaphorically serve as laundry baskets in our bodies, keeping all of the genes and cells in the body sorted and tidy. All children with Down syndrome have some form of learning or intellectual disability, accompanied by a wide range of physical disabilities.
As with any other child, the ultimate goal for parents and teachers alike is to improve and maximize any physical, write an article on inclusive education policy, or social abilities for a child with Down syndrome.
Incorporating them into an inclusive classroom setting in school is a logical answer for attaining this goal. While inclusion has not always been an option in the educational field, it has become an important but easily overlooked opportunity for children with Down syndrome to take part in.
In a classroom that implements policies of inclusion, the special education teacher works closely with the general education teacher to adhere to the needs of a variety of students with disabilities.
The special education and the general education teachers, research and experiment with various teaching styles in order to find particular techniques that work best for a specific child with Down syndrome.
As these children are able to be active participants in the learning process with their classmates, their own self-esteem and sense of ability to accomplish tasks presented to them are boosted. Typical children in the classroom are also benefiting by acquiring tolerance and acceptance of individuals who are different than they are.
The ordinary, everyday classroom full of normal-functioning children experiences an overwhelming new vibe when children with and without Down syndrome are able to interact and build relationships with one another. When looking at the bigger picture, in addition to the typical child advancing from an inclusive classroom setting, a child with Down syndrome is able to acquire an improved self-esteem, a better sense of self, and improved developmental, cognitive, and motor functioning skills.
Before outlining the benefits and logical reasoning behind the implementation of inclusion for a child with Down syndrome more in depth, this essay discusses research relating to each of these factors. It will be important to understand the implications and characteristics associated with Down syndrome in order to gain insight into why inclusion needs to be an option for this child.
In order to answer the question at hand, of whether inclusion should be an option for a child with Down syndrome in the primary school, this argument provides the necessary history and meanings of inclusion gathered from research.
Also included, is the possible controversy against utilizing inclusion, before finally clearly defining the great benefits and reasoning for inclusion as a logical option for a child with Down syndrome.
Children with disabilities are faced with various obstacles, particularly in the educational field. As a child with Down syndrome in the primary school, being a part of a class is important.
Actively taking part in an inclusive classroom setting allows for a child with Down syndrome to feel as though they are a part of the classroom with their nondisabled peers.
While students are still faced with challenges, they are able to face these challenges with a better sense of self-confidence, as well as improved developmental and functioning skills. For example, in an inclusive setting, a child with Down syndrome will acquire a simple motor development skill by observing their nondisabled peers.
Whether it is holding a pencil correctly to write or being able to hold blocks to build a tower, a child with Down syndrome gains these abilities through careful observation of peers and cooperation of teachers. Being a part of the inclusive classroom also allows the average student to acquire a sense of open-mindedness and respect for others.
In his book about Down syndrome, Mark Selikowitz covers the ins and outs of this disorder.Hi Henneke, Your first point is so on target! I used to own a high end web development company and one of the biggest issues my clients had was learning how to . Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms.
By: Jane Quenneville. The potential for assistive technology in general education classrooms for students with disabilities is great. ‘Inclusive education is an unabashed announcement, a public and political declaration and celebration of difference.’ (Corbett, J.
) The principles of inclusion and their implications on school practice have been fiercely debated by leading educational experts for many years. In , delegates from 92 governments met at the world. There are some truths that I strive to preach, for lack of a better word, in today's information-culture wars propagated in our corrupt mainstream media.
In potential opposition to this policy, the question arises of whether there is sufficient funding available in education, or the proper resources and knowledge of teachers available, for the implementation of inclusion. of inclusive education. Many inclusive education manuals are very long, and are not easily accessible to busy write on the blackboard, but I teach through games, songs, dance, poems, and acting and because children enjoy the Children defines inclusive education as education that enables all children to learn together with.