Making Preschool Inclusion Work

Strategies for Supporting

About the Authors

Anne Marie Richardson-Gibbs, M.A.

Anne Marie Richardson-Gibbs is an early childhood special educator and has provided inclusion services for the past 20 years in both community-based preschool and public school settings. She works for the El Monte City School District, focusing on inclusion support for preschool and early elementary age children with disabilities.

M. Diane Klein, Ph.D., CCC-SLP

M. Diane Klein is a professor of early childhood special education, directing programs for over 30 years. Dr. Klein has extensive experience working as a speech-language pathologist and in federally funded projects to train early childhood special educators.

Contents

1. An Introduction to Preschool Inclusion Support Practices
2. Models of Inclusion Support
3. Getting Started: Administrative and Leadership Strategies for Building Inclusive Preschool Programs
4. Preparing for the Individualized Education Program and Working with Families
5. Problem Solving and Conflict Resolution
6. Strategies that Support the Needs of All Learners
7. Disability-Specific Challenges and Strategies in Inclusive Preschool Programs
8. Positive Behavior Supports: Preventing and Managing Difficult Behavior
9. Preparing for Kindergarten: Adaptations and Supports Across the Curriculum

Models of Inclusion Support

This chapter defines various components and examples of inclusion support service delivery models. A basic premise is that developmentally appropriate preschool and child care can produce effective instruction for many children with disabilities if properly adapted and delivered by collaborative teams of educators.

Common Models of Inclusion Support

• Blended Inclusive Programs: Where children’s individual learning needs are met within a preschool curriculum used for all children in the program.
• Co-Teaching: Joint instruction provided by an early childhood educator and a special educator.

Features of Inclusion Support Delivery Models

• Number of key players.
• Interaction with the child and classroom teacher.
• Whether a pull-out or push-in service delivery model is used.

Consultation Models

• Indirect support provided to the teacher, who then applies the strategies with the child.
• Collaborative consultation supports the inclusive environment.

Direct Support Examples

• Use of a one-to-one paraeducator.
• Direct teaching by the classroom teacher.

Indirect Support Examples

• Consultation and support provided by specialists to enhance classroom instruction.

Key Considerations for Successful Inclusion Models

• Collaboration among all teachers and specialists involved.
• Ongoing training and professional development.

Conclusion

Effective models of inclusion support are multi-dimensional and vary based on the needs of children and the specific context of the educational setting. These models require a collaborative approach to ensure all children receive the support needed to thrive in inclusive environments.