Effectively including individuals with disabilities in a physical activity setting can often be a challenge due to constraints related to equipment, class size, curriculum, and the various ability levels of individuals with and without disabilities. However, there are ways the instructor can control the environment and tasks to meet the needs of…

Early childhood programs are becoming increasingly inclusive. What strategies can teachers use to address challenging behaviors? This article demonstrates how DAP and PBS can be blended so teachers can help children learn more positive behaviors.

The number of children diagnosed with autism is on the rise, and teachers are seldom prepared to teach children with autism in their classes. However, it is possible to successfully include children with autism in general physical education settings by understanding inclusive physical education, individualizing instruction, targeting…

Excerpts teacher narratives of children's music activities in inclusive early childhood environments to show how music can be used to offer varying levels of engagement ranging from listening or observing to joining in as an active participant. Summarizes the beliefs of the National Association for Music Education for guiding developmentally and…

This article presents a model for describing the range of types of support and instruction necessary to make inclusion successful for young children with disabilities. The building blocks include a high quality early childhood program, modifications and adaptations, embedded learning opportunities, and explicit child-directed instruction.…

These are typical scenarios of children with hearing loss who are being included increasingly in early childhood settings. Recent federal legislation encourages states to develop programs to screen the hearing of all infants before they leave the hospital, and currently 39 states have adopted newborn infant hearing screening mandates (ASHA 2005).…

The movement toward inclusion has affected classrooms greatly. Now, more than ever, teachers are addressing a broader range of academic needs in every classroom. But, how can teachers can reach "all" students when students are so academically diverse, have special needs, and/or are English learners? One way is through differentiating instruction.…

Examines the implications of the Americans with Disabilities Act (ADA) and the role of developmentally appropriate practice when insuring the safe inclusion of children with disabilities in play environments. Discusses four principles that should guide the creation of safe, inclusive play environments: safety; developmentally appropriate practice;…

Examines the role of democracy in education and its importance in early childhood education programs, including benefits to children. Discusses implications for early childhood education programs that include children with disabilities, makes suggestions for promoting democracy in inclusive early childhood environments, and identifies…

Describes the Elma School District (Washington) birth-to-kindergarten program. One-fourth of the 100 students in the program are developmentally delayed. Family-focus elements include parent volunteers, home visits, class visitations, parenting information dissemination, parent-teacher conferences, referral to social services, and intervention.…

Examines the use of behavioral strategies in inclusive early childhood education settings, focusing on positive reinforcement. Notes that developmentally appropriate practice does not preclude the use of reinforcement as incentives. Describes different types of reinforcers and answers frequently asked questions about reinforcement strategies.…

This paper chronicles the development of two children with severe disabilities who were fully included in a community child care center that implemented a developmentally appropriate play-based curriculum. Data indicate that the children made progress in all areas of development over the nine-month school year. (Author/DB)

Early childhood educators are facing the challenge of creating quality educational programs for young children from an increasingly diverse mix of racial and cultural backgrounds. Programs that, in the past, have largely ignored the diversity of their participants must re-examine approaches that emphasize the universality of linear lists of…

This final report discusses the outcomes of a federally funded study of nine toddlers and preschoolers (ages 29-63 months) with a variety of disabilities. The project investigated the effectiveness of embedding systematic instruction within inclusive, developmentally appropriate practice (DAP), play-based environments to teach young children with…

This final report describes activities and achievements of a Texas project to facilitate inclusive programming for preschool and primary children with disabilities using the High/Scope approach, which provides for developmentally appropriate programming for young children with and without disabilities. The project focused on capacity building…