PREPARED BY:QUINONEZ JANICE D.

Alcohol a colorless, volatile, flammable liquid produced by yeast fermentation of carbohydrates or synthetically: used chiefly as a solvent and in beverages and medicine. An alcohol is an organic compound in which an – OH group is bounded to a saturated carbon atom.

A VARIETY OF SITUATIONAL TRENDS, FACTORS, AND VARIABLES HAVE SHAPED THEORY,LEGISLATION, AND PRACTICE, AND HAVE MOVED TOWARD GREATER INCLUSIVENESS IN EARLY CHILDHOOD CLASSROOMS.

Civil Rights and Educational Equity- The roots of the inclusive education movement can be

traced back to the beginnings of public education and the intent to provide equal chance for immigrant children to gain an education (Olsen, 1994).

Rights for Children with Disabilities- The rights of children with disabilities and special needs to

receive a free and appropriate public education have been established through federal statutes and court decisions.

- The Individuals with Disabilities Education Act (IDEA) was landmark legislation that mandated key tenets that are still enforced today:

1. Free, appropriate public education(FAPE).2. Zero reject.3. Least restrictive environment.

Gender- The Civil Rights Act prohibits discrimination by

sex, those rights did not extend to children in schools until 1972, with the passage of Title IX of the Education Amendments Act.

Gifted and Talented- Most people agree that gifted and talented

children have much to contribute to the future of society, the education of these children has been approached with ambivalence.

Sociological Contexts - Children’s development and learning are shaped

by sociocultural contexts in which they liveIntercultural competence and communication- Teachers in inclusive classrooms can draw from

research in the field of multicultural education.

-Early childhood teachers must be cognizant of the changing needs of children and their families. It is widely acknowledge that parents are the first teacher of their children.

Social Trends-major societal trend can influence the demographic characteristics

and the lives of families, as well as national policy.-overarching societal trends that have exerted a broad influence on

children and family today.

Advanced Technology-the rapid advancement of technology has had far-reaching effects

on society and has changed family life.

Global Interdependence- Industrialized nations have entered an era of global

interdependence, as they move toward a worldwide economic system.

Increasing Diversity- the increasing diversity of the population has broad implications

for society and early childhood education. For society, diversity can mean greater economic prosperity and cultural enrichment, as society includes immigrant people who bring new talents, skills and ways of thinking(Darling-Hammond, 1996;and Pope, 2005).

Living in PovertyLiving in Poverty-poverty is the single most influential factor that can be

isolated as having an effect on the outcomes for children. The effects of poverty are more significant to children’s lives than their race, ethnicity, family structure, or the educational levels attained by their parents (Edelman, 1994).

Developmental Disabilities or Special NeedsDevelopmental Disabilities or Special Needs-An important reason to use collaborative approaches in

inclusive early childhood education is that families are often the first suspect a problem with their children’s development.

Violence, Neglect, and Child AbuseViolence, Neglect, and Child Abuse-it is particularly troublesome trend when that violence is

aimed against the youngest members of society. Whether violence is experienced directly or tangentially, the effects are extremely detrimental to young children and their families.

Homeless FamiliesHomeless Families-Homelessness was once a condition of life suffered by a

minority of single males. Today, the phenomenon of homelessness wreaks devastating affects on a growing number of single mothers with children.

Victims of HIV/AIDSVictims of HIV/AIDS- the number of children afflicted is rising, with acquired

immune deficiency syndrome (AIDS) being the sixth leading cause of death among children aged one to four years. Brain damage, developmental delays, physical abnormalities, and mental disorders can occur in children with congenital AIDS.

Workforce Participation of MothersWorkforce Participation of Mothers-in the United States, there has been an increase in the

number of mothers working outside the home. In the past, it was not uncommon for mothers to join the workforce once their children reached school age.

Defining the Concept of Inclusion- The meaning of these terms and the connotations each

encompasses has evolved through legislative action, transformation in social thought, and societal trends.

Inclusion a Dynamic Construct- The concept of Inclusion continues to be a dynamic

construct shaped by social thoughts, statutes, professional recommendations, and research.

Early Terminology-These early terms referred to the placement of children

who qualified for special education services into general education classrooms and child-care settings rather than segregated classrooms.

Comprehensive View of Inclusion- Initially, teachers and other professionals used

the terms inclusion and inclusive education in reference to the practice of placing children with disabilities and special needs in community care and general education settings with their peers who exhibited typical patterns of development.

Inclusive early childhood education has been influenced by a number of disciplines and fields of study. Traditional early childhood education, early childhood special education, multicultural education, bilingual education, study of giftedness, and gender studies are fields of study that have a bearing on the inclusive early childhood education provided to children today.

Early Childhood Education-Traditional early childhood education has evolved from

electric theoretical underpinnings.Early Intervention/Early childhood Education-the philosophical roots of the field were influenced by

Maria Montessori’s sensory approach (George, 1967; Montessori, 1912/1964).

Multicultural Education- The theoretical foundations for multicultural education

are a composite of influences from various fields of study aimed at understanding marginalized groups of people.

Reconceptualization- In the 1990’s, several theorists sought to

reconceptualize the field of early childhood education to achieve a theoretical base that would promote more responsiveness to the increasing diversity and wide range of abilities of children in early childhood classrooms.

- Mallory described a triangulated model that drew from three sets of principles:

- 1. Biogenetic Maturation.- 2. Developmental interactionist (constructivist).- 3. Functional Learning.

1. Provide all children with equitable education2. Enable all children to achieve success as learners3. Support family strengthening 4. Build communities of learners5. Offer all children challengesKey Principles for Inclusion1.View Diversity as a strength 2.Foster success of individuals within group contexts.3.Apply recommended strategies and practices.4.Use assessment to fuel instruction.

5. Create reciprocal partnership with families.6. Provide safe, challenging learning

environments.7.Emphasize prevention and early intervention.8. Implement an integrated, active learning

curriculum.

CREATING A POSITIVE SOCIAL AND EMOTIONAL CLIMATE

FOR LEARNING

Relationship to success in school- The critical relationship between the social

and emotional domains of children’s development and their success in school is gaining more prominence and a higher priority among issues considered by prestigious national organizations and top governmental officials.

Poverty and behavior- Poverty is a powerful determinant of a child’s

development, cognitive and behavioral in particular, and his or her achievement in school.

Home influence on Behavior- The young child's home environment is a

major influence on child outcomes and behavior

Concepts of risk and resiliency- There is evidence suggesting some

children develop protective factors that increase their resilience and act as a buffer, shielding them from harmful effects of early disadvantages and deprivation.

Addressing the whole child- Child-centered approaches that involve

partnerships among community agencies and schools have been recommended as an effective approach to address problems in child development.

Characteristics fostering good social and emotional support for enhancing learning

Reasonable and clearly articulated expectations

High rates of engagement and successModeling, feedback, and role-playing to teach

appropriate behaviorNurturant and supportive teachersConsistency and predictability in routinesCulturally responsive and competent teachers

(Hester et al.,2004)

- Planning for children to experience positive socioemotional learning environments that are geared for their individual strengths and needs is vital to promote their development.

Conveying High Expectations To All Children- Teachers who believe all children can learn to

convey high expectations and support children in their efforts to meet those expectations.

- Identifying the strengths and abilities of children and helping them to work toward those strengths is a key tenet of inclusion (Winter, 1999).

- Teacher-child relationship- -Establishing a close, supportive relationship with an

adult, such as teacher, can improve the chances for a child to build resiliency and develop effective coping skills (Bernard, 1993; Bronfenbrenner, 1979, 1986).

- Promote Coping Skills- - psychologist and school counselors are well-

recognized as consultants to parents and teachers regarding children’s behavior.

Early Identification of Problem Behavior- The trajectory for a child’s social and emotional

outcomes is set, and it is unlikely behaviors will improve as the child gains in age.

Preventing Occurrences of Problem Behavior- Corroborating an earlier survey of teachers in

inclusive classrooms (Joint Committee on Teacher Planning for Students with Disabilities, 1995), early childhood teachers have reported again that children with problem behavior are their greatest concern (Conroy, Davis, Fox, and Brown , 2002).

Functional Behavioral Assessment

- In accordance with IDEA (1997), teachers are required to implement specific measures for children who exhibit problem behavior. Positive behavioral support (PBS), also known as function-based intervention, informed by functional behavioral assessment (FBA) is required to fully comply with the law (Barnhill, 2005).

Conducting FBA (Functional Behavioral Assessment)- An FBA helps teachers determine antecedent events that

occur before the behavior and the consequences of the child’s actions.

Benefits of an FBA- Planning interventions without an FBA is inefficient and

may strengthen the behavior by inadvertently providing reinforcement that prolongs the behavior.

Positive Behavioral Supports- Positive behavioral support (PBS) consists of

individualized intervention strategies focused on prevention of problem behavior.

Benefits of a PBS- Evidence suggests PBS improves the behavior of

children with developmental disabilities, but a little known about the effects of this approach with children who are at risk of behavioral disorders.

Intervention in classrooms- Teachers can collaborate with families to plan and

implement intervention strategies designed to give children with mood disorders support. Plan daily schedule, expression of feelings through creative and artistic outlets, collaborating with parents, teachers are interventions in classrooms to support children with mood disorders.

- In Inclusive classrooms, teachers are best prepared to guide children’s social development and collaborate with diverse parents when they confident in using wide range of strategies.

Guidance Methods- Child guidance methods of facilitating

children’s social and behavioral learning in early childhood have been widely recommended by child development experts as foundation to effective classroom management (Bredekamp, 1987; Bredekamp and Copple, 1997)

Behaviorist methods- For individuals with developmental disabilities, behavior

modification is a popular set of tools used to teach children functional behaviors for improving living skills and reducing behaviors that can impede classroom learning (Becker & Carnine, 1981; Rusch, Rose, & Greenwood 1988).

Collaborating with Families-Establishing a family-centered philosophy to address children

with challenging behavior is a positive approach that is likely to bring greater consistency to implementing strategies and helping families access resources in the community.

Behavior and Health- Behavior modification may be useful when parents and

professionals use these techniques as part of an overall scheme toward reversing the alarming trend of obesity in preschool children.

Differentiated approach for diversity- Minimal intervention may be needed for some

behaviors, whereas other behavioral patterns that are chronic or severe may require increased consistency and intensity of strategies to precipitate improvement (Fox et al.,2002;Hester et al., 2004).

Collaboration of teachers- Specialist provide art, music, physical education,

and other special subjects to children in settings designed and equipped for these activities

Multiple levels- To increase the likelihood of successful

intervention, strategies are best aimed at multiple levels or aspects of the classroom ecology.

- Key strategies suggested for multiple levels of the classroom context.

Endorse school-wide behavioral expectations Initiate high quality programs Provide predictable, stable environments Promote social interactions Facilitate verbal and nonverbal communication Acknowledge positive behavior (Hester et al.,2004)

Acquiring Cultural Competence- A climate of respect and acceptance mediated by a

culturally competent teacher is essential for preventing inappropriate or disruptive behavior

Defining the construct- Interestingly, despite calls for teachers to gain cultural

competence, definitions vary and there are no universally accepted standards for measuring this construct.

Importance of cultural responsiveness- Cultural competence enables teachers to collaborate with

parents to bring greater continuity to practices that support children’s social and emotional development at both home and school.

Enhancing collaboration- Teachers can improve their collaboration with

diverse children and their families by developing skill in communicating and interacting effectively with people of cultural backgrounds that are different from their own