European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
dx.doi.org/10.6084/m9.figshare.2803837
Volume 1│Issue 1│September 2015
EARLY CHILDHOOD PROGRAMS
AND INTEGRATION OF YOUNG CHILDREN ON
INCLUSIVE EDUCATION ENVIRONMENTS
Sandro Ilija
PhD Researcher, Universiteti Sevasti & Parashqevi Qiriazi, Tirana, Albania
Abstract:
Early childhood education (ECE) programs comprise any kind of educational program
that helps children in the preschool years and is intended to improve later school
performance. In the second half of the twentieth century, the early education system
grew significantly permitting children to have access to some form of early childhood
education. Inclusion is a way of thinking and acting that allows every individual to feel
accepted, valued, and safe. An inclusive community consciously evolves to meet the
changing needs of its members. Through recognition and support, an inclusive
community provides meaningful involvement and equal access to all its citizens. School
transition services are important for all children but pose potential challenges for many
young children with special needs. By connecting and integrating quality and inclusive
education into transition programs, all children entering the school environment can
have a positive experience. This research investigates the importance of early childhood
education within inclusive education and highlights four collaborating constituents;
relationships, wellbeing, participation and an active scholarship setting.
Keywords: early childhood education, children with special needs, special needs
education, inclusive education
1.
Benefits of early childhood education
Early childhood education can produce significant gains in children's learning and
development. High quality early childhood education assists many at-risk children in
avoiding poor outcomes, such as dropping out of school. Although the benefits seem to
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Published by Open Access Publishing Group ©2015.
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cross all economic and social lines, the most significant gains are usually noted among
children from families with the lowest income levels and the least amount of formal
education. However, whether these benefits are long lasting is disputed. Some studies
focused on the IQ score gains of disadvantaged children in Head Start programs, but
these gains seemed to be short-term. However, studies also indicate that ECE produces
persistent gains on achievement test scores, along with fewer occurrences of being held
back a grade and being placed in special education programs. Other long-term benefits
include decreased crime and delinquency rates and increased high school graduation.
One extensive study found that people who participated in ECE were less likely to be
on welfare as adults compared to those who had not received any early childhood
education.
Not all programs in early childhood education are equally effective in promoting
the learning and development of young children. Long-term benefits are usually seen
only in high-quality early childhood education programs. A significant problem with
early childhood education is that most programs available cannot be considered high
quality. In addition, the most effective ones are unaffordable for most American
families. The overall effectiveness of an early childhood program is dependent upon
several factors: quality staff, an appropriate environment, proper grouping practices,
consistent scheduling, and parental involvement. According to the U.S. Department of
Education, some additional characteristics of a high-quality early education
program are as follows:
Children have a safe, nurturing and stimulating environment, with the
supervision and guidance of competent, caring adults.
fatigued.
Teachers plan a balanced schedule in which the children do not feel rushed or
The school provides nutritious meals and snacks.
literacy, and early math.
comprehensive and addresses all areas of child development.
instructed by teachers who work from lesson and activity plans.
Teachers frequently check children's progress.
The program includes a strong foundation in language development, early
The program contains a clear statement of goals and philosophy that is
The program engages children in purposeful learning activities and play,
Balance exists between individual, small-group, and large-group activities.
The staff regularly communicates with parents and caregivers so that caregivers
are active participants in their children's education.
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Preschools that operate for a full day on a year-round basis, thus providing
children with two years of pre-school, achieve better results than those that offer
less intense services.
In high-quality preschool programs, observers should see children working on the
following:
learning the letters of the alphabet
learning new words and how to use them
learning about written language by looking at books and by listening to stories
learning to hear the individual sounds in words
learning early writing skills
2.
becoming familiar with math and science
Benefits of Inclusive Education
Inclusive education should be viewed in terms of including traditionally excluded or
marginalized groups or making the invisible visible. The most marginalized groups are
often invisible in society: disabled children, girls, children in remote villages, and the
very poor. Inclusive education means that all students attend and are welcomed by
their neighborhood schools in age-appropriate, regular classes and are supported to
learn, contribute and participate in all aspects of the life of the school.
All children benefit from inclusive education. It allows them to:
for each child.
other students their own age.
Develop individual strengths and gifts, with high and appropriate expectations
Work on individual goals while participating in the life of the classroom with
Involve their parents in their education and in the activities of their local schools.
Foster a school culture of respect and belonging. Inclusive education provides
opportunities to learn about and accept individual differences, lessening the
impact of harassment and bullying.
individual needs and abilities.
Develop friendships with a wide variety of other children, each with their own
Positively affect both their school and community to appreciate diversity and
inclusion on a broader level.
Inclusive education is a complex process and is not only about settings where
children with and without disabilities study together. It entails children accessing
quality education and experiencing appropriate transition programs. For children with
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disabilities, the quality of early childhood education and transition programs can be
more challenging and complex. These challenges have equity and social justice aspects.
Children who are denied access to quality transition programs do not receive the full
range of child development services that young children need in order to enhance their
learning. They therefore do not function well in their learning environment (Winter,
2010). Our perspective is that effective inclusive practice in the early years,
incorporating high quality programs and transition services have the capacity to
enhance equitable practices and promote all children’s learning and development. To
begin with, it is important to understand the principles of effective early childhood
inclusion, transition practices and quality programming to response to the individual
needs of the child.
Rather than being a marginal theme on how some learners can be integrated in
regular education, inclusive education is an approach that looks into how to transform
education systems in order to remove the barriers that prevent pupils from
participating fully in education. These barriers may be linked to ethnicity, gender, social
status, poverty, disability etc. In some contexts, certain ethnic minorities face
discrimination in the classroom, in other contexts the family’s poverty might make it
difficult for a family to afford sending their children to school. One group, in particular,
most at risk of exclusion is learners with disabilities. However, this is not a
homogeneous group. For example, two blind children in a same class are more likely to
have different than similar needs: one might learn easily any academic subjects whereas
the other might face considerable difficulties in learning To meet the diverse need of all
its students schools and other educational provisions need to be flexible and
accommodating, they also need to seek out the children who are not there.
Inclusive education examines how the educational provisions can be modified or
changed to make sure that the education is relevant to the local context, that it includes
and treats all pupils with respect and that it flexible so that all can participate. It is a
transverse issue that cuts across all education initiatives- from early childhood
education to primary education, vocational education, adult education, teacher
education and curriculum development. It has implications for teacher training,
curriculum development, local capacity building and community involvement and
requires re-directing resources and inter-sectorial cooperation. It aims to enable both
teachers and learners to feel comfortable with diversity and to see it as a challenge and
enrichment in the learning environment, rather than a problem.
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Schools should accommodate all children regardless of their physical, intellectual, social,
emotional, linguistic or other conditions. This should include disabled and gifted
children, street and working children, children from remote or nomadic populations,
children from linguistic, ethnic or cultural minorities and children from other
disadvantaged or marginalized areas or groups.”
(The Salamanca Statement and Framework for Action on Special Needs Education, p. 3)
Griebel and Niesel (2003) stated that transition for some children, particularly
those with disabilities, may cause social and emotional turmoil as well as
discontinuities in learning if not organized comprehensively with families. In order to
ensure that inclusion takes place smoothly, children with disabilities require extra
support. This may include a subsequent follow up and adjustment during the transition
into a kindergarten or mainstream primary school. Further, acknowledging families
with support needs often leads to less involvement with schools and more with the
families. This is an important point of transition in providing opportunities to establish
patterns of interaction and support. This is consistent with the research conducted by
Dockett et.al. (2011) who found that building relationships between and among
children, families, educators and other professionals is needed in order to achieve an
effective transition. Thus, appropriate support and enabling practices, processes, and
policies would contribute to an effective transition experience for children and families
and in particular children with disabilities.
3.
Framing inclusive education of young children
Inclusive education in the early years is established as a process to remove barriers and
discrimination for all children accessing early childhood programs. From this
perspective, early childhood inclusion takes on the values, policies, and practices that
support the right of every infant and young child and his or her family, regardless of
ability, to participate in a broad range of activities and contexts as full members of
families, communities and society (Allen & Cowdery, 2012, p. 7).
This definition considers inclusive early education not only for children who
have special educational needs or disabilities but for all children to belong to their
school community. Providing access means that all children have equal attention and
opportunities to engage in various activities, settings and communities as a feature of
high quality early childhood inclusion.
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In Australia for example, the Early Years Learning Framework (EYLF) (2009),
provides an inclusive vision for all children to experience learning that is engaging
and builds success for life
(p. 128). The conceptual metaphors, „belonging‟,
„becoming‟ and „being‟ which frame the EYLF consider family, community and early
childhood settings as interactive components that enhance inclusive practice. It is
documented that all children are born belonging to a culture, which influence their
experiences, values and beliefs (EYLF, 2009). All children need a sense of belonging and
to feel included, to develop their own identity and have a sense of self- respect.
Therefore, inclusion is a fundamentally imperative option for developing the kinds of
practices and supports necessary to achieve high quality early childhood inclusion.
4.
Principles of Effective Early Childhood Inclusion
Important components of successful early childhood inclusion include healthy
relationships, wellbeing, involvement and an active learning environment. These four
interactive components are worthwhile educational components for developing quality
early childhood inclusion programs.
4.1
Relationship
Quality relationships provide a context for the development of positive dispositions for
learning. A plethora of research establishes that the quality of relationships with
children is a cornerstone to their construction of personal identity and motivation to
learn (EYLF, 2009). The National Scientific Council on the Developing Child (2009)
statement reiterates:
Young children experience their world as an environment of relationships, and these
relationships affect virtually all aspects of their development. Relationships engage
children in the human community in ways that help them define who they are, what they
can become and how and why they are important to other people
(p. 1)
This statement validates the point that in the absence of established positive
relationships in inclusive classrooms children may have difficulties developing a
healthy personality and positive behaviors that enhance their own development and
those of others. Quality relationships are a significant feature of collaborative
engagement between individual children and teachers and lead to quality early
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childhood inclusive education. Children
collaborate
in
learn
best
when
they
are
able
to
a network of community. If children are separated from their
relationships with teachers and other children, their actual developmental and learning
conditions cannot be fully understood and supported (Winter, 2010). It can be argued
that children’s quality relationships can help develop social ties in the classroom. Allen
and Cowdery (2012) also suggest that collaboration can assist teachers to mobilize
knowledge and develop creative activities within early childhood programs to address
the needs of all children.
Positive relationships with children can contribute to children’s social, emotional
and academic aspects (Thijs, Koomen, Roorda & Hagen, 2011). Dunkin and Hanna
(2001) argue that the interaction between teachers and children can be identified at two
levels. The first interaction is named „surface interest‟ in which teachers show limited
interest and often use „closed‟ questions. The second interaction can lead to positive
contributions, and is called „genuine interest‟. In this perspective, adults extend the
child’s knowledge and often use „open-ended‟ questions (Dunkin & Hanna, 2001).
A number of researchers indicate that positive relationships are supportive of a
productive classroom environment that leads to children having a positive attitude for
learning (Margetts & Raban, 2011). This is because children feel comfortable to discuss
and share relevant knowledge and interests with teachers which would enable them to
identify and respond to the individual needs of the child. Supportive and encouraging
teacher-child relationships can reduce the risk of a child failing at school and is
correlated to successful schooling (Hamre & Pianta, 2001). Similarly, positive
relationships can contribute to children’s cognitive and social-emotional outcomes
(Thijs, Koomen, Roorda & Hagen, 2011) as well as children becoming active participants
and making active decisions which are an important element of quality early childhood
education (Theobald, Danby & Ailwood, 2011).
In Allen and Cowdery‟s (2012) view, partnerships with families are a significant
part of good quality inclusive practice because parents and teachers can share
important information about their children. This allows teachers and parents to discuss
the child’s progress; if a problem occurs, they can facilitate addressing the problem
which benefits the child. However, partnerships in inclusive settings cannot occur if
parents do not feel welcome, valued and have a sense of belonging (Margetts & Raban,
2011). Research on inclusion by Agbenyega and Klibthong (2012) has shown the
complexity of inclusion and that any attempt at implementing successful inclusive
education, particularly for young children, must establish relationships with
communities and children. When children participate in communities, they develop a
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capacity for independence and self-direction. Thus, the success of inclusion depends
upon the connection between home, school and community.
4.2
Wellbeing
Children’s
wellbeing
is crucial
to
effective
inclusion.
Wellbeing
consolidates the integration of physical, social, emotional, cognitive and spiritual areas
as core aspects of children’s development. Wellbeing is defined as a state of successful
performance throughout the life course integrating physical, cognitive and socialemotional function that results in productive activities deemed significant by one’s
cultural community, fulfilling social relationships, and the ability to transcend
moderate psychosocial and environmental problems (Pollard & Davidson, 2001, pp.
10-11). It is recognized that wellbeing has some key elements including the ability to
demonstrate flexibility in a variety of situations, to function successfully with others, to
engage in culturally productive activities and to feel at ease and comfortable with
oneself (Marshall, 2004).
Wellbeing is connected with relationships because when children feel happy or
emotionally stable they can work with teachers and other children. When all children
experience wellbeing, they become involved in their own learning activities. Children
who do not experience wellbeing may feel excluded. Similarly, active learning
environments ensure wellbeing as children do not feel like passive recipients of
knowledge. Research evidence indicates that children’s feelings of wellbeing and
satisfaction, enjoyment and reward, comes from involvement and contribution in their
learning process (Marshall, 2004). All children in inclusive settings thus need a sound
base of wellbeing in order to engage in learning experiences and to become
knowledgeable.
4.3
Participation
Children’s involvement refers to their participation and engagement in their learning
activities which is a key aspect of inclusive practice that contributes to their learning
and development (DECS, 2008). Involvement can only happen when children have
quality relationships and experience wellbeing with other children and teachers which
is increased through an active learning environment (DECS, 2008). It involves
opportunity for child initiated activities, supporting children to persist on tasks, and
providing complex but interesting activities that induce creativity and enabling children
to learn through play (DECS, 2008). Fleer (2011) indicates that when children are
actively involved in play and leisure activities, they are more likely to build their
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creative thinking and understand concepts and inquiry processes which are necessary
for children’s lifelong learning. Further, children’s active involvement can change what
they know and value, and transform their opportunities.
A plethora of research indicates that inclusive education practices thrive on
healthy involvement and cooperation between professionals, staff, parents and children
(Deppeler, Moss &Agbenyega, 2008; Gonzalez- Mena, 2008). Berthelsen and Brownlee
(2005) argued that children’s involvement in joint activities with educators and other
staff can give a sense of meaning through interdependence and reciprocity. Therefore,
teachers need to involve children to achieve critical situations to learn by providing
information, demonstrating an action, giving informative feedback and by providing
encouragement.
4.4
Active learning environment
Research suggests that an active learning environment is highly important in inclusive
early childhood education (Allan & Cowdery, 2012). In an active learning environment
greater emphasis is placed on children’s exploration and creativity, experimentation
with different materials and plenty of space for children to play alone and with
others(National Council for Curriculum and Assessment (NCCA, 2008). Siraj-Blatchford
(2008) also asserts that active learning environments are educational settings where
children can ask questions, make hypotheses, and form new concepts. In an inactive
learning environment children are not recipients of packaged knowledge, but are coconstructors influencing everyday learning activities in the inclusive classroom. If
children have limited opportunities for interactive active learning in their learning
environment, this may reduce their capacity for critical thinking (Fleer & PramlingSamuelsson, 2009).
In an active learning environment, early childhood educators perform an
important role in supporting and participating in children’s learning experiences as
they learn to play together through cooperative negotiation and solving interpersonal
problems (Siraj-Blatchford, 2008).
However, teachers who orchestrate fear for safety can limit children’s curiosity
to explore their learning environment (Tomasello, 2009). Being in static learning spaces
can restrict children’s investigative and cognitive capacities and hamper relationship
development. It is important that teachers, in inclusive classrooms, design learning
environments that carefully match opportunities and contexts for children with diverse
abilities. The components discussed above have implications for quality programming.
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5.
Relating quality early childhood education to inclusion
Effective early childhood inclusive education is not only about equity and access but
also the quality of the education and care provided to all children. A longitudinal study
(Campbell et al., 2008) confirmed that high quality early childhood education is
significantly important to the early years learning experience. This also has long-term
effects on children’s cognitive and social development as well as positive impacts on
the economic and social benefits of society (Siraj-Blatchford, 2008; UNESCO, 2005).
Understanding quality gives educators a space to critique the nature of early childhood
educational programs for all young children. Quality is a complex discourse due to
varied views and beliefs, philosophical thoughts and different ethnic and cultural
backgrounds (Lambert, Abbott-Shim & Sibley, 2006; Rivalland, 2007). The Education for
All (EFA) Global Monitoring Report (2005) states:
Although there is no single definition of quality, two principles characterize most
attempts to define quality in education: the first identifies learners‟ cognitive
development as the major explicit objective of all educational systems; accordingly, the
success with which systems achieve this is one indicator of their quality. The second
emphasizes education’s role in promoting values and attitudes of responsible
citizenship and in nurturing creative and emotional development. The achievement of
these objectives is more difficult to assess and compare across countries (UNESCO, p.
5).
Learners‟ cognitive and educators‟ roles are strongly defined within the concept
of quality and are situated in a vital position. How children learn and receive
knowledge, what activities support children’s daily learning and how educators
scaffold children’s knowledge, are important considerations in high quality practice in
early childhood inclusive education.
Dahlberg, Moss and Pence (2007) explained that quality is located in diversity,
subjectivity and multiple perspectives. This suggests that quality early childhood
education programs must incorporate divergent perspectives and be inclusive of the
different capabilities and the individuality of the child. Alternative understandings of
quality are found within the Convention on the Rights of the Child (1990) Articles 29
and 30 which state that education is a strong aspect of human rights and freedoms
therefore it is imperative that the concept of quality education should comprise of an
individual child’s cultural identity, religion, language and values. Framing quality in
this way is consistent with the ideology of inclusion in which human rights are a core
argument.
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Based on the views expressed above, educators need to subsequently have an
awareness of various critical issues discussed in the section below, which are commonly
associated with quality in order to contribute to knowledge, access and support when
developing inclusive early childhood educational programs. This complexity resonates
with inclusive education which also has no single definition and therefore different
modes of practice.
6.
Quality safe and stimulating environment influence inclusion
Social constructivist perspectives and practices are contingent on providing a quality
learning environment that stimulates children’s physical, psychosocial and cognitive
development irrespective of whether the child has a disability or not (Lambert, AbbottShim & Sibley, 2006; Buysse & Hollingsworth, 2009). It is argued strongly that a good
structural environment enhances a child’s sense of learning, belonging and wellbeing
(Australian Early Year Learning Framework, 2009). A recent study regarding preschool
children’s perspectives on structural elements in some Australian child care centers
suggest that children develop a sense of autonomy, a sense of safety and are active
learners when the structural learning environment elements are relevant to their needs
(Agbenyega, 2011a). This implies the quality of the environment should empower all
children to have opportunities to explore, play and practice life skills (Theobald, Danby
& Ailwood, 2011).
7.
Educator-child ratios and class size influence inclusion
An effective inclusive education for young children should consider educator/child
ratios. It is documented that small class sizes may lead to positive outcomes in
educator-child relationships and educator’s classroom practice (UNESCO, 2005).
Previous research argues that low educator- child ratios and small class size are
associated with high quality practice as teachers are able to provide individual
attention. On the contrary, high educator-child ratios and large class size are considered
to lead to poor quality and stress (Huntsman, 2008; UNESCO, 2005). Other perspectives
indicate that teacher ratios and class size alone should not be the focus as other
important influencing factors such as cultural values and context may play a part
(Tobin, 2005). These highlight the need for flexibility and deep understanding of the
culture in which the inclusive program is being organized for children.
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8.
Educators’ qualifications and professional development are keys to quality
inclusive practice
Educator qualifications and their training have been found to influence their practices
of inclusion (Spodek & Saracho, 2006). Educators‟ play an important role within the
enhancement of quality education and this has led to increased concerns in respect of
educators‟ qualifications, experience and professional development (Berry, 2005). The
requirement for early childhood educators to be properly qualified has increased over
the past thirty years. Some researchers have found that educator qualifications and
experience are not necessarily linked to greater success in inclusive practice
(Agbenyega, 2011b; Reynolds, 2007) and that being highly qualified does not always
connect to quality practice (Agbenyega, 2011b; Reynolds, 2007) as other factors, such as
teacher beliefs and dispositions towards teaching in inclusive classrooms can influence
practice (Daugherty, Fuligni, Howes, Karoly& Lara-Cinisomo, 2009), curriculum and
pedagogies which educators have constructed from their beliefs (Chan, Lee & Choy,
2009; Rivalland, 2007).
For this reason, ongoing professional development is especially beneficial for
early childhood educators to constantly reflect on their practice (Carrington, Deppeler
& Moss, 2010; Spodek & Saracho, 2006). Wood and Bennett (2000) state that a high
quality professional development course which supports the process of change in
educators‟ thinking and practice at different career points (p. 646) has better success in
improving early childhood inclusive education. This means a deeper understanding of
the philosophy of teaching is rooted in ongoing educator development as an important
element for quality early childhood inclusive education (Reynolds, 2007; Spodek &
Saracho, 2006).
9.
Educator’s beliefs and practices influence the quality of the program and
inclusion
As discussed above, educator’s beliefs and values held about quality can lead to a major
impact and substantially affect the creation of quality early childhood education (Fleer,
2010; Logan & Sumsion 2010; Rivalland, 2007). In this regard, to drive the direction
toward quality one should consider how educators understand or conceptualize quality
and translate this into effective implementation (Ip & Ho, 2009; Rivalland, 2007).
Educator’s beliefs and values of quality early childhood education are also
influenced by social constructions. This may include personal skills, social
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environments, professional experience, family and traditional cultural values, economic
influences, benefits and mistake acquisitions from teaching experiences, internal and
external expectations (Rivalland, 2007). In a recent study by Agbenyega (2011b) it was
argued that when early childhood educators understand and base their teaching on
established educational theories they are able to bring innovation to their practice in the
classroom. It can therefore be argued that educator’s beliefs and values have a direct
impact on their curriculum development and pedagogy (Agbenyega, 2011b).
10.
Curriculum and pedagogy
The discourse of quality construction for inclusion needs to guide curriculum
development and pedagogy in early childhood education (Pacini-ketchabaw& Pence,
2011). The quality of early childhood curriculum has been influenced by social values
and knowledge which are situated within different nations (Fleer, 2011). To enhance the
quality of pedagogy and curriculum in the classroom, Sheridan (2001) states,
the
pedagogues must be aware of how changes in society as well as new theories of
learning and development influence the content and working methods in their own
practice (p. 9). Research shows that a quality curriculum and pedagogy can benefit all
children now and in later academic experiences (Jalongo et al., 2004), as well as child’s
cognitive and social development (Edwards, 2003). It can be argued that quality is not
an isolated construct. Various components make a program a quality one. One such
component is transition services for young children.
11.
Conceptualizing transition within inclusion
As indicated in the introductory part of this paper, there is a close relation between
transition and inclusion. Before establishing this connection, it is important to provide
some insights into what transition means in the context of this paper. There is a variety
of definitions on transition in relation to children’s starting school. According to
Dockett and Perry, (2007a) transition to school is a process that occurs over an extended
period as children engage in a range of experiences that promote their learning,
development and wellbeing. The process of transition to school is essentially a period of
adjustment, as people change their roles and relationships with regard to school.
Transition programs as a series of events or activities for children starting school and
their families can support the transition process by providing opportunities to build
and maintain relationships among children and adults.
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Considering the preparation, that children have to deal with it is certain that the
transition from an early intervention program or special education setting to an
inclusive school setting provides a complex challenge for children with disabilities. This
transition is a time of change and vulnerability as children start school and as families
are responsive to intervention. In this process; children and families move from an
environment of familiar context and support to an environment of unknown contexts;
often without continuity of support and with a need to access different services,
different people and different experiences. Therefore, by recognizing the strengths that
children and families bring with them to school this can be used as the basis for
promoting positive engagement and maintaining a support network delivered by
qualified professionals to build on the opportunities and reduce the vulnerabilities
encountered (Dockett et. al. 2011).
For the purpose of this paper, transition is an inclusive context, framed in an
ecological perspective where the child is situated in an interlocking set of systems of
home, nursery and school (Bronfenbrenner & Morris, 1998) which emphasizes the ways
in which contexts as well as the people within them, impact on experience. Ecological
models situate responsibility for an effective transition to school with all involved in the
process. This broad view recognizes that there are many contributors to transition
experiences and that the perspectives and expectations of each of these contributors
shape those experiences in some way. Embracing this approach enables writers to think
about the importance of building positive relationships between stakeholders, for
example, the contribution of parents and teachers at the micro-level and education
policy makers at the macro level. This is important because positive relationships
involving a range of stakeholders increases participation in schools and creates a
greater sense of belonging for children and their families to support the transition
program (Dockett et al., 2011).
12.
Transition services and inclusion
Transition to school is recognized by many researchers as a challenge for children as
well as parents and teachers, where all concerned need to collaborate to achieve a
successful transition. Researchers in different countries continue to argue for transition
to school programs in order to build a bridge between settings for children and families.
This means diverse transition activities must involve children, families, teachers, and
the wider community. The transition to school is a point where contexts and supports
change and where interactions between families and schools set the scene for ongoing
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engagement in education (Dockett et al., 2011). To be effective, school transition
programs should create a suitable degree of continuity between preschool and school
experiences and help children develop strategies to adjust to school and programs.
These strategies should be focused on conventional academic skills and the
practical survival skills necessary for children to face the academic, physical and socialemotional challenges of commencing school. These skills include the ability to work
independently, to respond to behavioral expectations, to cope with the length of the
school day, to interact with others, accept rules and adjust to the size of a class
(Margetts, 2002).
Any transition to school program ideally should answer how children make the
transition to school and how parents and institutions help children to make this
transition successfully. It can also include home visits before and after children enter
school, visits to early years settings and schools, family meetings to discuss teacher
expectations; connecting new families with families currently enrolled in the school,
dissemination of information to families on the transition to school; and family support
groups (Bohan-Baker & Little, 2002).
One way to promote a smooth transition to school is by providing a transition
service or transition to school program. The agenda of transition program usually deal
with helping children to settle into the school environment before they commence
school and to become more familiar with the new environment with teachers/carers,
activities and peers (Giallo, Treyvaud, Matthews & Kienguis, 2010). Related to children
with disability, transition to school poses some major challenges because children are
faced with personal challenges associated with the shift in identity from a preschool to
school, and the challenges of taking on the behaviors and demands of the new
environment (Griebel & Niesel, 2000). Related to the inclusive practice in the transition
program, children with a disability, transition to school must include a child
preparation component (Kemp & Carter, 2005).
Currently, many schools and early years’ service systems are not well integrated
and therefore, are unable to provide organized support to all children and families
during the transition to school period (Dockett & Perry, 2007b; Halfon, Uyeda, Inkelas
& Rice, 2004). This puts all children at risk and is particularly problematic for children
from disadvantaged backgrounds. So far, transition services for children especially
those with disability remains a concern for parents. Therefore providing continuity of
experience, maintaining parental involvement, strengthening positive relationships
between all involved, managing expectations and implementing inclusive early
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childhood service systems, are crucial for children to have successful experience at
school.
13.
Conclusion
This paper has discussed topical issues related to quality programs and transition
services in meeting the needs of all children. Quality early childhood programs that
support all children have the potential to influence the level to which children
experience equity and greater social justice. Continuity of the opportunity to learn
effectively is an essential element in children’s successful transitions. Important issues
addressed by this paper include the principles of attention to quality and transition
programs for young children with disabilities in the early childhood literature. At the
heart of the focus on inclusive education is a concern for quality and equity of
provision. If inclusive provision is to be surely accessible to all children, then there is a
need to expand professional knowledge and awareness regarding the relationship
between quality education and transition services for young children with disabilities.
Satisfactory understanding of the quality of programs and transition services to
respond to the needs of all children can support a positive inclusive environment where
all children achieve outcomes according to their potential.
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