When I Think of Research...

Why is my simulation important to the field of early childhood?

Do you believe children of all abilities should be included in your community?

Do you believe children of all abilities should be included in community-based early childhood programs?

Do you believe children of all abilities should be included in your classroom?

Imagine a society where the word inclusion was no longer uttered because no matter where a child attended preschool, children of all abilities were welcomed and engaged in all aspects of a classroom.  “Studies have shown that individualized evidence-based strategies for children with disabilities can be implemented successfully in inclusive early childhood programs. [Also,] children with disabilities, including those with the most significant disabilities and the highest needs, can make significant developmental and learning progress in inclusive settings” (Policy, n.d.).  With such knowledge and focus pertaining to inclusion, why have data trends over the past three decades virtually stayed the same.  The key to successful inclusion, I believe, begins with the inclusion of the very persons charged with ensuring inclusion is embraced and supported; the teachers.  So the question becomes; who and how are early childhood professionals begin supported in their efforts?  

I believe my simulation is important because it measures the attitudes of teachers pertaining to the inclusion of children with varying abilities before and after professional training and in-classroom support is offered.  What differs with my simulation than other various research is that the sole focus is supporting the teacher's learning.  Through the use of coaching, where the teacher and inclusion support assistant work side-by-side in the classroom to share knowledge, problem-solve, and model effective strategies, my simulation aims to empower a teacher's confidence and practice surrounding inclusion.

Who would benefit from my simulation proposal?

When reflecting on who would benefit, there is only one reasonable answer; all who choose to embrace a world of full inclusion. 

 Imagine...

• a classroom where children played, learned and grew up together.  Acceptance, compassion, and empathy for one another would be laid as a lifelong foundational practice.
• a center where teachers actively received the support and knowledge necessary to enhance their inclusion practices.
• county developmental disabilities boards recognizing, empowering, and providing key support and knowledge to their community-based child care sites.
• the families and children who have felt the loneliness of being isolated and excluded being welcomed and embraced for who they are, uniquely perfect.

Seem impossible?  What I have come to learn throughout this simulation process is; nothing is impossible when you have the knowledge, fortitude, and passion to answer a question through research.

 

What ways have my perceptions of an early childhood professional been modified?

Throughout this course, I have gained a great admiration for the early childhood professionals who seize their passions and continuously seek to answer the questions why and how.  This course has also brought about a great deal of self-reflection regarding my complacency with seeking to support the very professional field I have embraced for so many years.  My lack of confidence, knowledge, and the assumption that someone else will answer that question is no longer a part of my repertoire.  Thank you, Walden University.

To all my colleagues and especially Dr. Todd, thank you for your support, honest and thought-provoking questions, and the example of excellence you have all emulated throughout this course.  You have been my greatest teachers to date.

Resources:

Policy Statement on Inclusion of Children With Disabilities: Infants & Young children. (n.d.).   

     Retrieved from http://journals.lww.com/com/iycjournal/Fulltext/2016/01000/Policy_Statement

     _on_Inclusion_of_Children_With.2.aspx.