When I Think of Research...

I think about my research simulation question about how the establishment of an inclusive culture in an early childhood classroom improve the social interaction and friendships developing between children with and without disabilities.  Inclusion is more than just including children with disabilities in the general education classroom, it is about building friendships, belonging, and allowing all children the opportunity to grow and develop to their fullest potential.

Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities Education Act clearly states that all children with disabilities should be educated with non-disabled children their own age and have access to the general education curriculum (2004).  “The “Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs,” released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations” (ED, 2017).

An inclusive culture in an early childhood classroom benefits all the children, their families, educators, and overall all of society.  All parents want their children to be accepted, have friends, and grow up to be successful members of society.  Children develop a positive understanding of themselves and others when educated in an inclusive classroom that appreciates diversity, supports similarities and differences, and nurtures the development of empathy.   Friendship develop and maintain between all children, with and without disabilities, in and out of the classroom.  Children with and without disabilities learn coping skills, social and communication skills through friendship. “Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children learn at their own pace and style within a nurturing learning environment” (PBS, 2012).  In other words, children benefit when the principles of universal design for learning (UDL) is incorporated to support each child’s learning style as he or she is expected to learn to read, write, and do math.

This course has opened my eyes to understanding how much research-based studies benefit children, their families, and educators. Including research-based strategies can become an “innovative approach to strengthening the professional development of early childhood professionals” (Henderson, Meier, Perry, & Stremmel, 2012).  

References:

Henderson, B., Meier, D.R., Perry, G., & Stremmel, A.J. (2012), The nature of teacher research. Retrieved January 9, 2019 from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/Nature%20of%20Teacher%20Research.pdf. 

Individual with Disabilities Education Act (IDEA). (2004). Retrieved March 1, 2019 from https://sites.ed.gov./idea/.  

Public Broadcasting Station (PBS). (2012). The Benefits of Inclusive Education. Retrieved March 1, 2019 from http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education. 

U.S. Department of Education (ED). (2017).  Early Learning: Inclusion.  Retrieved March 1, 2019 from https://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html.