Fostering Inclusion (Part 1)
Communicating with Young children about Abilities and disabilities.
Be very thoughtful about the words you use.
What children may communicate to you.
1. "Suzie is a mute girl."
Your response to the children
2. "I don''t think Lorie should play with us. She can''t move her legs at all."
Your response to the children.
Support all children''s sharing of thoughts and feelings.
What children may communicate to you ...
1. I don''t like Josh. He doesn''t let me touch him when we play." Your response to the children.
2. I''m afraid of Sandy. She is a bad girl; she has scars on her face just like the bad guys." Your response to the children.
Interrupt hurtful language
What children may communicate to you.
1. "Jerrod still cannot tie his shoes! Is he a retard?"
Your response to the children.
2. "Oh no! I don''t want to sit next to that cripple.
Your response to the children.
Fostering Inclusion (Part 2)
Strategies for Teaching Young children about Abilities and Disabilities.
Introduce a variety of abilities through photographs, illustrations, books, and dolls.
Search for at least 3 books that show children with varying abilities being active characters in a range of context, i.e not focusing first on their varying ability. Provide APA citation of the books below.
1.
2.
3.
Reflect on your book search process by responding to the following questions.
1. In what ways did you go about your research?
2. How easy or difficult was it to find books featuring children varying abilities?
3. Considering what you have learned about responding respectfully and sensitively to ability challenges, what is your profession assessment of the appropriateness of the books you found? Were children with varying abilities featured fairly?
Were they featured as key characters in "heroic" and/or high interest roles other than for their particular varying ability or abilities? Did the books you find help foster or dispel stereotypes? Please explain.
Help all children find ways to learn from each other.
Review the strategies for helping all children. Find ways to learn from each other found on pages 132-133 of the course text -Derman-Sparks & Olsen Edwards J. (2010). Anti-bias education for young children and ourselves. Then, create your own example that shows ways in which all children would learn from each other in your early childhood setting or a setting in which you would like to work.
Your example:
Plan learning experiences to counter misconceptions.
Review the strategies for planning learning experiences to counter misconceptions on page 133 of the course text- Derman-Sparks & Olsen Edward J (2010). Anti-bias education for young children and ourselves. Then, develop one new learning experience that would help children in your setting, or a setting in which you would like to work, expand their awareness and understanding of a specific ability challenge.