Assessing Opportunities to Support Each Child: 12 Practices for Quality Inclusion

Balls, cars, and anything that makes noise are his favorite playthings. [...]recently, Taylor had received early intervention services at home. Assessing environments, interactions, and supports for quality inclusion The joint position statement of the Division of Early Childhood (DEC) and the Natio...

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Bibliographic Details
Published in:YC young children 2019-07, Vol.74 (3), p.34-43
Main Authors: Catlett, Camille, Soukakou, Elena P.
Format: Article
Language:English
Subjects:
Child development
Children & youth
Children with disabilities
Classrooms
Early childhood education
Early Childhood Teachers
Early intervention
Educational Strategies
Families & family life
Intentional and Supportive: Appropriate Uses of Early Assessments
Learning
Participation
Preschool education
Professional development
Professionals
Quality
Speech therapists
Teachers
Teaching
Teaching Methods
Young Children
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Summary:Balls, cars, and anything that makes noise are his favorite playthings. [...]recently, Taylor had received early intervention services at home. Assessing environments, interactions, and supports for quality inclusion The joint position statement of the Division of Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) on early childhood inclusion states that the desired results of inclusive experiences for children with and without disabilities are "a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential" (DEC/NAEYC 2009, 2). Recently, a classroom observation tool-the Inclusive Classroom Profile (ICP™)-was developed to support early childhood educators, specialists, administrators, professional development providers, and families to assess what is happening in the classroom and to use that information to enhance opportunities for each child-particularly for children with disabilities (Soukakou 2016). About the authors Camille Catlett, MA, is a consultant based at the Frank Porter Graham Child Development Institute, where she works with colleges and universities to improve how early childhood professionals are prepared to work with children and families of diverse cultures, languages, and abilities. camille.catlett@unc.edu Elena P. Soukakou, PhD, is an honorary research fellow of the School of Education, University of Roehampton, in the United Kingdom.
ISSN:1538-6619
1941-2002