Integration of Diversity in Curriculum and Experiences
Interdisciplinary Early Childhood Education, B-P
Advanced Teacher Preparation Program
The theme of diversity is readily evidenced in the IECE advanced program. Diversity is
addressed across three areas: age, ability, race and culture. The diversity of children,
families, and communities is included as an area of discussion and learning in each
course and is reflected in course syllabi. Readings and field experiences are chosen to
provide candidates with opportunities to work with children of diverse ages, abilities,
cultures, and communities.
The faculty in the IECE program is committed to providing candidates with instruction
and field experiences with children from birth through age five. These ages are typically
designated as infant, toddler, preschool, and kindergarten. Teachers or administrators
from infant, toddler, and preschool agencies or programs, both public and private, serve
as program faculty. They provide input and recommendations for field sites as well as
ongoing feedback and evaluation of success in meeting program objectives across these
age ranges. New programs or changes in state or NAEYC and DEC program guidelines
for these age ranges are discussed in program faculty meetings and provide information
for appropriate changes or modifications in curriculum or field placements.
The IECE program blends pedagogy from early childhood and special education in an
effort to provide the graduate with competencies to serve children of diverse abilities in
an inclusive setting. Instruction within the program provides candidates with information
about the history of services for children with disabilities, legal requirements,
characteristics of specific disabilities, curricular and environmental modifications, and
issues for families who parent children with disabilities (please see program requirements
in the Program Review Document). The inclusion of children with disabilities in each of
the field sites further strengthens the IECE candidate's understanding of diversity as well
as their ability to meet the diverse learning and behavioral needs of young children.
Program faculty provide assistance to IECE candidates in field experiences to discuss
methods to meet the individual learning needs of students with identified disabilities and
instruction specific to the study of racial and cultural diversity within university and
college requirements.
Racial and cultural diversity is one of the criteria used by program faculty to evaluate
field sites. The Early Childhood Laboratory (ECL) School, one of the primary field
placements for our candidates, includes diversity as one of the criteria for enrollment.
For example, during the 2006-2007 academic year, children in the preschool classroom
provide a wonderful example of the diversity of race, culture, ability, and economic status
within the Lexington community. The class of 30 includes children from a diversity of
cultures and family characteristics. Families whose cultural identity or citizenry is
African American, Chinese, Middle Eastern, or Pacific Islander are enrolled. Four
children are English language learners. Of the 30 children in this classroom, eight have
identified disabilities or developmental delays, and two are being evaluated for special
1
education eligibility. These demographics are particularly noteworthy when considered
in the context of the community where less than 40 percent of the children enrolled in the
local school system are from non-majority populations. Enrollment of children in the
preschool programs is also carefully evaluated, although these classes are collaboratively
funded with local agencies and therefore must meet additional criteria for enrollment and
admission.
The commitment of the program faculty and especially the ECL Director to seeking and
enrolling a group of families with this degree of diversity is concrete evidence of their
commitment to this concept and practice. Furthermore, day-to-day practices within the
ECL classrooms are evaluated to ensure commitment to this concept. In addition to the
ECL, faculty work to locate and support diverse settings within local school districts,
home, and community placements. Because public preschool programs in Kentucky
serve two risk populations, environmental and ability, the opportunity for candidates to
be actively involved in working with children from diverse socioeconomic and ability
populations is extensive. In addition, many of these programs serve a large number of
children who are English Language Learners. For example, faculty have just completed
an intensive year of training and technical assistance with preschool teachers in a highrisk, high-poverty community school in North Lexington. Their work served both a
service and teaching goal – to provide professional development in recommended
practice and to expand field sites to include a very diverse urban school. In addition to
settings in Fayette County, faculty use rural placements in adjacent counties. Finally,
field sites for practica occur in family homes and community childcare settings – again
these settings provide an opportunity for candidates to obtain experiences with cultures
and people different from themselves. In summary, inclusive education for the IECE
program embodies the belief and practice that the diversity among children, families, and
communities is valued and celebrated.
2