Every child has the right to be an equal member of our community. My guiding principle is rooted in Child Care and Early Years Act, which states that there is a system of child care and early years programs and services that respect equity, inclusiveness, and diversity in all communities, including children with disabilities. This paired with the UN Convention on the Rights of the Child, which Canada ratified in 1991 which states that disabled children should enjoy a full a decent life.
The 3 key features of inclusion for a childcare setting are access, participation, and support. Access means allowing for all children, regardless of their abilities. Participation means that all children are actively engaged in the program. And support means that there are systems in place so that each child gets what they need to thrive. My philosophy also follows the six principles of inclusion. Zero reject, which mean that children aren’t excluded from program due to a disability. Natural proportions, which means that the number of children with disabilities in the program is the same proportion as in the community. Full participation, which mean that all children are fully involved with the activities and routines. Same range of program options, which means that all parents have the same access to services, regardless of if their child has a disability. Maximum feasible parent participation, which means that parents are actively encouraged to take part in the childcare program. And finally, pro-action for community inclusion, which mean that staff and parents promote the inclusion of children with disabilities within the community, not just within the childcare setting.
It is important when looking at a child’s development that it takes into consideration the whole child. Physical, cognitive, social, emotional, and language are all equally important. Each child will develop at their own pace and although there are milestones too look out for, they are more of a guide then hard and fast rules. Play based learning is best used for a child’s development, as well as for inclusion. In play, there can be varying degrees of or way to participate that can. Activities can be adaptive to all children’s developmental abilities. Observation and documentation should be used to track each child’s strength and need and can help plan scaffolding to extend each child’s learning. Environments should be accessible for all developmental needs and promote independence while also offering any needed support.
Families are the experts on their children and should be encouraged to participate in the planning of any supports. It is important to build a trusting relationship by respecting each family’s cultures and individuality. Open and ongoing communication is a necessity. When additional support is needed, provide additional resources.
Early identification of special needs is important so that children can get the support they need as soon as possible. The earlier that supports can be put in place, the more effective they are. It is important to have ongoing observation and documentation to identify strengths and any emerging concerns. It is also important for tracking to make sure that supports are working as intended. Collaboration with both families and professionals is necessary. All parties should have open communication and focus on respectfully supporting the child’s development.
Inclusive environments benefit all children by promoting both empathy and a sense of belonging. Creating an inclusive environment requires planning on the part of the teacher, as well as flexibility. When creating an inclusive play-based and emergent curriculum, it is important to ensure that everyone will be able to participate in a meaningful way. Activities should be chosen that can be adapted to all abilities, and material should be chosen to reflect diversity and promote inclusion. Universal Design Learning principles should be implemented to reduce barriers and increase accessibility. Most importantly, all children should feel both seen and valued in the program, regardless of their individual needs.