Most children, including those with disabilities and special needs, spend some time in a child care environment during early childhood, as well as while attending school.

In a high-quality child care environment, child care providers respond positively to differences in children’s abilities, interests and experiences. Children with and without disabilities develop a greater appreciation of each other and of individual differences.

The focus is on planned developmental activities — individualized or in small groups. The environment provides needed predictability and routine, as well as novelty and stimulation. All inclusive environments allow children to grow and learn physically, emotionally, intellectually and socially alongside his/her peers.

It is important that the teacher and child develop a mutually respectful communication system, building and enhancing understanding and trust and leading to optimal development. Children who participate in high-quality child care programs are better prepared to enter elementary school and are more empowered to maximize their independence and acceptance into society.

All inclusive programs allow children to  interact positively, make friends and learn from a diverse group of children in a “natural environment,” as provided for in federal law. Quality inclusive programs program must emphasizes health, nutrition and safety, as well as positive learning experiences.

Creating an Inclusive Environment

Inclusive practices create an environment in which children can work and play to their potential and are better able to understand and accept differences among themselves.