+Rollins College Child Development & Student Research Center
Inclusion Policy
Introduction
Since 1992, the Rollins College Child Development & Student Research Center (CDC) has
always enrolled a diverse group of young learners. Our policy of inclusion is long standing.
Here, we are defining the term “inclusion” and sharing our philosophy with others.
What is inclusion?
The DEC/NAEYC Joint Position Statement offers the following definition of early childhood
inclusion:
Early childhood inclusion embodies the values, policies, and practices that support the right of
every infant and young child and his or her family, regardless of ability, to participate in a broad
range of activities and contexts as full members of families, communities, and society. The
desired results of inclusive experiences for children with and without disabilities and their
families include a sense of belonging and membership, positive social relationships and
friendships, and development and learning to reach their full potential. The defining features of
inclusion that can be used to identify high quality early childhood programs and services are
access, participation, and supports.
What is the Rollins CDC philosophy on inclusion?
The CDC believes that all children are capable and unique. Through high quality early
childhood education and loving relationships, the staff and faculty of the CDC strive to help
children reach their full potential. With support from our on-staff behavior analyst who
specializes in early intervention, children with special needs are not just included in all
activities; their program is individualized for optimum growth. Every child at the CDC receives
an individualized education. Research supports the cognitive and social benefits of inclusion
for all children, as they grow in community with others who are not so different, after all.
We believe that parents are partners in their child’s education and we encourage open
communication with all team members to ensure a successful experience for everyone.
Who can we serve?
We strive to work with all children in our unique environment and we continually reassess who
we are able to best serve. There are times when the needs of the child may not fit with our
ability to help the child reach his/her goals. In these situations, a referral will be made to a more
appropriate program and/or service. Admission and/or dismissal from the CDC are at the
discretion of our faculty and staff.
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Inclusion Policy Rev. 2013
What is our process for including children with specific needs?
In order to ensure a successful early childhood experience for children with specific needs, the
CDC has created a process for integrating therapies, developing goals, and supporting families.
1. After a child is accepted for enrollment into the CDC, teachers and professors will meet
with the family to discuss their child’s needs as well as their hopes and expectations for
the upcoming school year. At this meeting, parents are encouraged to share important
documents related to their child’s health as well as services received from early
intervention. These documents may include but are not limited to: Early Steps
Evaluations, IFSPs, additional therapy (PT, OT, SLP) evaluations and schedule, data
sheets, etc. We work best with families who already have an early intervention plan in
place.
2. Parents will sign a release of information form (ROI) which will allow the CDC staff and
professors to communicate with the child’s private therapists. Parents are encouraged to
contact their child’s therapists and invite them to visit the CDC.
3. Teachers will meet with our on staff behavior analyst to develop an individualized plan
derived from record review, parent interview, assessment, and/or direct observation of the
child. Accommodations to CDC routines and physical environment will be made as
needed.
4. Parents will complete an “All About Me” booklet prior to the child’s first day. This
booklet will be reviewed by staff and professors of the CDC as well as the child’s
designated undergraduate student.
5. An update meeting will be scheduled within the first month of the child beginning at the
CDC for all team members to attend. Additional meetings will be scheduled as needed in
order to update data sheets. Data derived from goal sheets will be graphed and filed in the
child’s CDC folder to be shared with parents, therapists, and the child’s undergraduate
student.
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Inclusion Policy Rev. 2013