Proposed Benefits of Preschool Inclusion
1
| Benefits for |
Benefits |
| Children with disabilities |
- They are spared the effects of separate, segregated education – including the
negative effects of labeling and negative attitudes fostered by lack of
contact with them.
- They are provided with competent models that allow them to learn new adaptive
skills and/or learn when and how to use their existing skills through
imitation.
- They are provided with competent peers with whom to interact and thereby learn
new social and/or communicative skills.
- They are provided with realistic life experiences that prepare them to live in
the community.
- They are provided with opportunities to develop friendships with typically
developing peers.
|
| Children without disabilities |
- They are provided with opportunities to learn more realistic and accurate views
about individuals with disabilities.
- They are provided with opportunities to develop positive attitudes toward others
who are different from themselves.
- They are provided with opportunities to learn altruistic behaviors and when and
how to use such behaviors.
- They are provided with models of individuals who successfully achieve despite
challenges.
|
| Communities |
- They can conserve their early childhood resources by limiting the need for
segregated, specialized programs.
- They can conserve educational resources if children with disabilities who are
mainstreamed at the preschool level continue in regular as compared to
special education placements during the elementary school years.
|
| Families of children with disabilities |
- They are able to learn about typical development.
- They may feel less isolated from the remainder of their communities.
- They may develop relationships with families of typically developing children who
can provide them with meaningful support.
|
| Families of children without disabilities |
- They may develop relationships with families who have children with disabilities
and thereby make a contribution to them and their communities.
- They will have opportunities to teach their children about individual differences
and about accepting individuals who are different.
|
1 Reproduced from: Wolery, M., & Wilbers,
J. S. (1994). Introduction to the inclusion of young children with special needs
in early childhood programs. In M. Wolery and J. S. Wilbers (Eds.), Including
children with special needs in early childhood programs (pp. 1-22).
Washington, DC: National Association for the Education of Young Children.
Reproduced with permission of the author and copyright holder.
|
