The purpose of these guidelines is to provide guidance to assist Pennsylvania’s early childhood programs, as they continue to show progress and increase the number of children supported ininclusive settings. Children with disabilities require access to be actively included with the same social and learning opportunities as typical peers. Research shows that embracing children at a young age improves outcomes for both children with special learning needs and typically developing peers. The document reviews recommended practice, research, federal law, state law, and guidance from the Department of Education and Human Services, as well as guidance from the Office of Child Development and Early Learning. The effective components of inclusion are detailed, as well as toolsto assess and achieve these components. In summary, the guidelines highlight the 3 critical components of inclusion (Access, Participation and Support), and identify tools to aid in achieving effective inclusion. Inclusion goes beyond placement in a regular early childhood classroom orproviding services in a natural environment. Inclusion is about having children actively participate using their abilities in day-to- day activities and routines as members of the community.

 

 little puzzleGuidelines to Support Implementation of OCDEL Announcement on Inclusion. A Resource for Administrators and Coaches

 

 

 

 

 

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