INCLUSIVE PROGRAM.

Running Head: INCLUSIVE PROGRAM 0
INCLUSIVE PROGRAM
System04121
5/31/2019

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This essay is about inclusive early childhood education for the young children.
Inclusive early childhood education helps in providing good quality services to the children;
this essay discusses the various principles of inclusive learning and the relationship between
the quality of early childhood and inclusion. Inclusive education is not solitary aimed at the
children with incapacities but also for the children which have special educational needs.
They Provide access to the children for school and also aim to give equal opportunities and
attention to the children which helps the students to engage in various settings, communities
and settings.
Inclusive early childhood education is one of the processes that are used to remove all
the barriers such as discrimination from the children and the childhood programs. The main
aim and perspective of early childhood inclusion is to take on the values, policies and
performs that can support each and every young child and infant with the family as well
removing all barriers of society, caste and communities (Allan, 2010).
In Australia, the early years learning framework is the one that delivers an inclusive
visualization for all the children in order to make them experience learning in an appealing
and positive environment. Inclusion is a fundamental option that used for developing
different kind of provisions and practices which helps in achieving high and good quality
early childhood inclusion.
There are various values of effective early childhood inclusion the first one is
relationship, Quality relationship helps the children to have a positive and a good
environment for learning. A positive relationship helps in building good identity and
motivates others to learn more. If the children are removed or separated from their
relationships with the other children and the teachers then their development and learning
conditions cannot be understood and supported. Positive relations with children can subsidise
to the children’s academic, emotional and the social aspects.
Second is Well-being, Well-being of children is important is a very crucial and
effective inclusion. Wellbeing mainly focuses on the combination of social, emotional,
cognitive and spiritual areas of children’s development. There are various ways in which
childhood wellbeing can be abstracted. Wellbeing is defined as the state successful
performance through the life course. Wellbeing is one of the key elements which help in
building relationships with others. Wellbeing is associated to relationship because when the
children are happy and stable in the emotional environment around them they tend to work

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with the teacher and other children. Thus it is important for all the inclusive settings to have a
complete base in order to involve good learning experience and develop more knowled.
Third is involvement, Children participation or involvement denotes to the
engagement and participation in the activities of learning which is also one of the main and
the key aspect of inclusive practices which contributes to the development and learning.
Involvement can only happen children have good and experienced relationship which can
only be built through wellbeing among the teachers and the other children. Involvement helps
children to take initiative in task and activities which supports the children to persist the task
and also provided complex but creative learning experience. Therefore it is important for the
teachers to involve the children in achieving important and critical situations by giving and
providing information and feedback for encouragement.
And the last one is active learning environment; researchers suggest that a lively
learning environment is very significant in the inclusive early childhood education. In an
energetic learning environment one of the greatest emphases is placed on the creativity and
experiment of the children. Active learning environments in the educational settings help the
children to ask questions and learn new concepts. In an active learning environment the
educators of the early childhood education play a very important role in supportive and
managing the learning experiences of children by cooperative negotiation techniques that
helps in solving the interpersonal problems. It important for the teachers in the inclusive
classroom to design good and positive learning environments that can help in matching the
opportunities and diverse abilities of the children (Ruijs, Van der Veen, & Peetsma, 2010).
There is also a relationship between the quality of early childhood education and
inclusion. Effective early childhood education is not solitary based on the access and equity it
is likewise based on the education quality and the care that is provided to the children.
Through a study it was seen that it is important to have a good quality of service for the
childhood education as it is important in the early years of the learning experiences. It also
has a lot of benefits on the long term development of children as it helps in cognitive and
social growth of children and it also have positive impact on the social and economic benefits
of the society (Taylor & Sidhu, 2012).
There are a lot of recommendations that can help in improving the inclusive early
childhood services. The first recommendation is to generate a high level and opportunities for
the children to spread the potential. An early childhood inclusion must prepare high prospects

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for every child keeping aside their expectations this helps in turning the selection and
reaching the goals and also supports the goals of the families, organizations and individuals
(Unianu, 2012).
The second one sd to create a program for a philosophy inclusion there should be a
large variety of inclusion programs in order to develop the philosophy on the inclusion. A
program needs to have a philosophy in order to meet the mission statement of the programs
(Pijl, 2010). The program philosophy should be used in order to shape and aim that the young
children have multiple opportunities for building positive relationships (Ainscow, & Sandill,
2010).
The third thing is to found a system of service and provisions, there must be a shared
understanding and denotation of inclusion and that should be the preliminary point for
making a service system (Hodkinson, 2010). These kinds of systems should provide
continues support and service that can reply to the requirements and features of the children
who have different incapacities. Throughout the service and support system the goals of the
organization should be ensued (Florian & Linklater, 2010).
The fourth recommendation is to revise the platform and the standards of profession, a
definition of inclusion can be used as the substance of studying the program and the values of
profession in order to provide high quality services. because the existing early programs of
childhood standards largely reflect on the needs of overall population for the young children,
which improves 3value of overall early childhood classroom which is very necessary, but
not very satisfactory. One of the most shared definitions of inclusion is to use the foundation
in order to identify the proportions which are of high quality in the inclusive programs and
the professional values and capabilities of specialists who work in the similar settings
(D’Alessio, 2012).
Another reference is to attain a combined professional growth system. One of the
most agreed-upon definitions of inclusion is that it should be used by the states in order to
encourage the combined system which is high quality professional growth to provision the
inclusion of young children with and deprived of incapacities and their families. The
expansion of such a system is that it will require a lot of strategic planning and obligation as
a measure of relations and the other key shareholders through numerous early childhood
sectors shared Mutual expectations about the importance of inclusion are perilous for
determining who would advantage from specialized growth, the main thing is that the

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practitioners need to know is that they need to learn the opportunities that are prepared and
assisted as part of an combined professional growth system (Göransson, Nilholm, &
Karlsson,2011).
The last recommendation is to Effect federal and state liability schemes. Consensus is
one of the meanings of inclusion that can be used to influence federal and state liability
values that are connected to growing the amount of children with the incapacities that are
registered in the inclusive programs. Currently the states are mandatory in order to report
yearly to the U.S. Department of Education the amount of children with incapacities who are
contributing in inclusive early childhood programs but there is less focus on the occurrence of
children who obtain inclusive services and overlooks the quality and the expected outcomes
of the services that the other children experience. Furthermore, the importance on occurrence
data increases enquiries about which sorts of experiences and programs are to be measured in
terms of the strength of inclusion and the quantity of children with and without incapacities
within these surroundings and activities. One of the most shared definitions of inclusion that
can be used in order to revise the answerability systems is to talk together the objective of
refining the excellence and consequences associated with inclusion and the necessity to
growth the quantity of offspring with incapacities who accept comprehensive facilities.
This essay has discussed the issues related to the quality program in meeting the needs
of the children. Quality early childhood program helps and supports the children to
experience equity and social justice. Learning continuously is one of the main opportunity
and element of children success. There are various principles of inclusive learning. The
principles discussed in this essay are, well- being, active learning environment, involvement
and quality. The main focus on inclusive learning is equity, quality and provision. If inclusive
knowledge is available to all the children then it can increase the awareness, knowledge and
also build relationship among the quality of education and services for the young children.

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REFERENCES
Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of
organisational cultures and leadership. International Journal of Inclusive
Education, 14(4), 401-416.
Allan, J. (2010). The sociology of disability and the struggle for inclusive education. British
Journal of Sociology of Education, 31(5), 603-619.
D’Alessio, S. (2012). Inclusive education in Italy (Vol. 10). Springer Science & Business
Media.
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using
inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of
Education, 40(4), 369-386.
Göransson, K., Nilholm, C., & Karlsson, K. (2011). Inclusive education in Sweden? A
critical analysis. International Journal of Inclusive Education, 15(5), 541-555.
Hodkinson, A. (2010). Inclusive and special education in the English educational system:
Historical perspectives, recent developments and future challenges. British Journal of
Special Education, 37(2), 61-67.
Pijl, S. J. (2010). Preparing teachers for inclusive education: some reflections from the
Netherlands. Journal of Research in Special Educational Needs, 10, 197-201.
Ruijs, N. M., Van der Veen, I., & Peetsma, T. T. (2010). Inclusive education and students
without special educational needs. Educational Research, 52(4), 351-390.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’
attitudes and self-efficacy in inclusive education: Implications for pre-service and in-

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service teacher education. European Journal of Special Needs Education, 27(1), 51-
68.
Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes
inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes
inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia-Social and
Behavioral Sciences, 33, 900-904.