Preschool Integration Benefits (Adapted from Wolery & …
Preschool inclusive placement benefits
|To children |To children |To families |To direct service staff |To administrators |
|with disabilities |without disabilities | | | |
|Experiencing a more stimulating |Having more chances to |Having opportunities |Feeling successful in meeting new |Providing more cost-effective |
|environment with a broader range of |be leaders, teachers or role models, |to see that many of their children’s |challenges. |programs by educating children with|
|learning experiences. |thereby increasing their |behaviors are typical of most | |and without disabilities in an |
| |self-confidence. |children. |Cooperating with a wider circle of |inclusive program rather then in |
|Forming a wider circle | | |teachers and specialists. |the dual systems of education. |
|of friends. |Making normal or greater than expected|Gaining a broader view and new | | |
| |developmental progress. |perspective of their children’s |Adopting fresh approaches |Having increased classroom and |
|Serving as role models. | |abilities and needs. |to teaching. |staff resources. |
| |Learning to appreciate the | | | |
|Learning to be more independent and to|similarities and differences between |Having opportunities to become |Individualizing instruction for all |Improving staff skills through |
|rely more on peers instead |people at an early age. |acquainted with other families, |students. |in-service and modeling. |
|of teachers. | |participate in the same activities and| | |
| |Developing favorable attitudes and |feel more a part of the community. |Adapting to different student learning |Having more flexibility in |
|Learning age-appropriate social and |increasing their comfort level around | |styles. |programming by offering a greater |
|play skills. |people with disabilities. |Promoting community acceptance of | |number of placement options from |
| | |children with disabilities. |Developing a collaborative professional |which |
|Acquiring developmentally advanced |Becoming sensitive to | |support system. |IEP teams can choose for children |
|skills. |the needs of people with disabilities.|Learning and developing positive | |with disabilities. |
| | |attitudes about individuals with |Making significant changes in the life of| |
|Exhibiting higher levels |Having opportunities |disabilities. |a child with disabilities as well as | |
|of social participation. |to form friendships with children with| |others in the classroom. | |
| |disabilities. |Opportunities for teachers and | | |
|Opportunity for the child to be | |families to view specialized learning |Opportunity to work with specialist and | |
|assessed in the natural environment. | |as something that occurs during |receive expert advice on working with | |
| | |non-therapy times, in non-therapy |children with disabilities. | |
| | |places and with people other then | | |
| | |therapists. |Opportunity to participate in the IEP | |
| | | |planning and to gain knowledge of all | |
| | | |goals and strategies. | |
| | | | | |
| | | |Additional adult support provided in the | |
| | | |classroom. | |
Adapted from Wolery & Odom, 2000
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