PRESCHOOL INCLUSIVE PRACTICES
1. Sense of Belonging--Ensuring that children with disabilities experience a sense of
belonging and have optimal opportunities to learn, develop and form positive
relationships along side their peer models.
2. Integrated Service Delivery--IEP goals are embedded into daily routines and activities.
IEP goals are written in functional terms and supported by a functionally based, age
appropriate curriculum. Assessment is on-going and done within the context of
routines.
3. Reciprocal Consultation--The knowledge base and skill level of everyone is honored.
Therapists and staff are sharing knowledge, learning from one another, and
communicating with one another. Reciprocal consultation between staff and specialists
is on-going to determine needs, develop strategies, assess progress and to maximize
learning opportunities within the context of the routines of the child’s day.
4. Therapies--Therapeutic services and approaches are integrated into the child’s
routines within the context of the daily routines of the preschool classroom and school.
Teachers and therapist share their respective expertise and explore routines-based
strategies within the natural settings. These strategies and approaches reduce and
eliminate the need for “pullout” therapy services.
5. Materials--Using the materials that are already present in a typical preschool
classroom. Making accommodations and adaptations to these materials and the
environment when appropriate. Decreasing the use of specialized toys and materials.
Ensuring that learning materials are age appropriate and accessible to all children.
6. Professional Development--Making sure that staff have the professional development
opportunities that raise their level of competence and confidence. Ensuring that staff
have access to the latest research and have support to explore new approaches.
7. Community Partnerships--Forming partnerships with early care and education
programs within your community which then provide a variety of inclusive options for
families. Collaboratively working with staff within those community settings to embed
IEP goals and strategies into the daily routines of that program and child.
8. Program Philosophy, Policies and Procedures--Ensuring that policies and procedures
are in place and aligned which support inclusion and the use of inclusive practices.
Policies and procedures are supported by a strong, well-understood, well-articulated
position and philosophy statement on inclusion.
9. Parent-School Partnership--Practices are in place that provide a welcoming
environment for families which in turn sets the tone for the parent-school partnership.
10. Transition--Providing families with an explanation of the preschool program’s
philosophy and practices on inclusion as they transition from Part C early intervention
services to Part B preschool services.
Preschool Inclusive Practices-February, 2012
Judy Kimmel, MA
Developed for the Preschool Network, Center for Development and Disability, UNM