Inclusion in regards to English Language Learners in Early Childhood Education.
Objective: Apply fundamental theories and concepts by focusing on Inclusion in regards to English Language Learners in Early Childhood Education. NAEYC Standards: 2a, 4a, 4b, 5b, 6d
Research the definition, history, benefits, and challenges of inclusion. Focus on English Language Learners.
Include the following in your paper
1) State your chosen population and the reasons for your selection.
2) Define central concepts underlying inclusion and IDEA. Demonstrate how IDEA
affects the inclusion of your chosen population. (5b) State the federal guidelines mandated within IDEA.
3) Describe different inclusion models including advantages and disadvantages. Include
the value of positive relationships and supportive interactions as the foundation of an
inclusion model. (4a)
4) Describe effective strategies and tools for early education, include appropriate uses of
technology. (4b)
For example: For children with special needs, present different disabilities and explain
how you would use an inclusion model to support their needs.
What are the federal guidelines to make a facility accessible to those with
disabilities?
5) Specify at least two concrete ways you, as an educator, would partner with families to
best support childrens optimal learning, growth and success. (2a)
6) Cite and discuss research from two sources about your chosen population with regard
to a critical perspective related to early education. (If this information is not found
within the three resources I listed below, then use additional resources.). (6d)
I have chosen three sources to use, please use these sources among any other sources you may find helpful. I have uploaded two out of three sources, please follow the link for the UNESCO reference.
DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Retrieved from https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf
UNESCO. (2009). Policy Guidelines on Inclusion in Education [Policy brief]. Retrieved from UNESCO website: https://unesdoc.unesco.org/ark:/48223/pf0000177849
Hardin, B., Lower, J. ., Smallwood, G., Chakravarthi, S., Li, L., & Jordan, C. (2010). Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model. Journal of Early Childhood Teacher Education, 31(1), 2036. Retrieved from https://doi-org.postu.idm.oclc.org/10.1080/10901020903539580
