1. PREPARED BY:
QUINONEZ JANICE
D.

2. Alcohol a colorless, volatile,
flammable liquid produced by
yeast fermentation of
carbohydrates or synthetically:
used chiefly as a solvent and in
beverages and medicine.
An alcohol is an organic

3. A VARIETY OF SITUATIONAL
TRENDS, FACTORS, AND
VARIABLES HAVE SHAPED
THEORY,LEGISLATION, AND
PRACTICE, AND HAVE MOVED
TOWARD GREATER
INCLUSIVENESS IN EARLY
CHILDHOOD CLASSROOMS.

4. Civil Rights and Educational Equity
- The roots of the inclusive education movement can be
traced back to the beginnings of public education and
the intent to provide equal chance for immigrant
children to gain an education (Olsen, 1994).
Rights for Children with Disabilities
- The rights of children with disabilities and special
needs to receive a free and appropriate public
education have been established through federal
statutes and court decisions.
- The Individuals with Disabilities Education Act (IDEA)
was landmark legislation that mandated key tenets
that are still enforced today:
1. Free, appropriate public education(FAPE).

5. Gender
- The Civil Rights Act prohibits discrimination by
sex, those rights did not extend to children in
schools until 1972, with the passage of Title IX of
the Education Amendments Act.
Gifted and Talented
- Most people agree that gifted and talented
children have much to contribute to the future of
society, the education of these children has been
approached with ambivalence.
Sociological Contexts
- Children’s development and learning are shaped
by sociocultural contexts in which they live
Intercultural competence and communication
- Teachers in inclusive classrooms can draw from
research in the field of multicultural education.

6. -Early childhood teachers must be cognizant of the
changing needs of children and their families. It is
widely acknowledge that parents are the first teacher
of their children.

8. Social Trends
-major societal trend can influence the demographic
characteristics and the lives of families, as well as
national policy.
-overarching societal trends that have exerted a broad
influence on children and family today.
Advanced Technology
-the rapid advancement of technology has had far-
reaching effects on society and has changed family life.
Global Interdependence
- Industrialized nations have entered an era of global
interdependence, as they move toward a worldwide
economic system.
Increasing Diversity
- the increasing diversity of the population has broad
implications for society and early childhood education.

9. Living in PovertyLiving in Poverty
-poverty is the single most influential factor that can
be isolated as having an effect on the outcomes
for children. The effects of poverty are more
significant to children’s lives than their race,
ethnicity, family structure, or the educational
levels attained by their parents (Edelman, 1994).
Developmental Disabilities or Special NeedsDevelopmental Disabilities or Special Needs
-An important reason to use collaborative
approaches in inclusive early childhood education
is that families are often the first suspect a
problem with their children’s development.
Violence, Neglect, and Child AbuseViolence, Neglect, and Child Abuse
-it is particularly troublesome trend when that

10. Homeless FamiliesHomeless Families
-Homelessness was once a condition of life suffered
by a minority of single males. Today, the
phenomenon of homelessness wreaks devastating
affects on a growing number of single mothers
with children.
Victims of HIV/AIDSVictims of HIV/AIDS
- the number of children afflicted is rising, with
acquired immune deficiency syndrome (AIDS)
being the sixth leading cause of death among
children aged one to four years. Brain damage,
developmental delays, physical abnormalities, and
mental disorders can occur in children with
congenital AIDS.

11. Defining the Concept of Inclusion
- The meaning of these terms and the connotations
each encompasses has evolved through legislative
action, transformation in social thought, and
societal trends.
Inclusion a Dynamic Construct
- The concept of Inclusion continues to be a
dynamic construct shaped by social thoughts,
statutes, professional recommendations, and
research.
Early Terminology

12. Comprehensive View of Inclusion
- Initially, teachers and other professionals used
the terms inclusion and inclusive education in
reference to the practice of placing children
with disabilities and special needs in
community care and general education settings
with their peers who exhibited typical patterns
of development.

13. Inclusive early childhood education has been
influenced by a number of disciplines and fields of
study. Traditional early childhood education, early
childhood special education, multicultural
education, bilingual education, study of
giftedness, and gender studies are fields of study
that have a bearing on the inclusive early
childhood education provided to children today.
Early Childhood Education
-Traditional early childhood education has evolved
from electric theoretical underpinnings.
Early Intervention/Early childhood Education
-the philosophical roots of the field were influenced

14. Multicultural Education
- The theoretical foundations for multicultural
education are a composite of influences from
various fields of study aimed at understanding
marginalized groups of people.
Reconceptualization
- In the 1990’s, several theorists sought to
reconceptualize the field of early childhood
education to achieve a theoretical base that
would promote more responsiveness to the
increasing diversity and wide range of abilities of
children in early childhood classrooms.
- Mallory described a triangulated model that drew
from three sets of principles:
- 1. Biogenetic Maturation.

15. 1. Provide all children with equitable education
2. Enable all children to achieve success as learners
3. Support family strengthening
4. Build communities of learners
5. Offer all children challenges
Key Principles for Inclusion
1.View Diversity as a strength
2.Foster success of individuals within group
contexts.
3.Apply recommended strategies and practices.
4.Use assessment to fuel instruction.

16. 5. Create reciprocal partnership with families.
6. Provide safe, challenging learning
environments.
7.Emphasize prevention and early intervention.
8. Implement an integrated, active learning
curriculum.

17. CREATING A POSITIVE SOCIAL AND
EMOTIONAL CLIMATE FOR
LEARNING

18. Relationship to success in school
- The critical relationship between the social and
emotional domains of children’s development and
their success in school is gaining more prominence
and a higher priority among issues considered by
prestigious national organizations and top
governmental officials.

19. Poverty and behavior
- Poverty is a powerful determinant of a child’s
development, cognitive and behavioral in particular,
and his or her achievement in school.
Home influence on Behavior
- The young child's home environment is a major
influence on child outcomes and behavior

20. Concepts of risk and resiliency
- There is evidence suggesting some children
develop protective factors that increase their
resilience and act as a buffer, shielding them from
harmful effects of early disadvantages and
deprivation.
 Addressing the whole child
- Child-centered approaches that involve
partnerships among community agencies and
schools have been recommended as an effective
approach to address problems in child
development.

21. Characteristics fostering good social and emotional
support for enhancing learning
 Reasonable and clearly articulated expectations
High rates of engagement and success
Modeling, feedback, and role-playing to teach
appropriate behavior
Nurturant and supportive teachers
Consistency and predictability in routines
Culturally responsive and competent teachers (Hester
et al.,2004)

22. - Planning for children to experience positive
socioemotional learning environments that are geared
for their individual strengths and needs is vital to
promote their development.
Conveying High Expectations To All Children
- Teachers who believe all children can learn to convey
high expectations and support children in their efforts
to meet those expectations.

23. - Identifying the strengths and abilities of children and
helping them to work toward those strengths is a key
tenet of inclusion (Winter, 1999).
- Teacher-child relationship
- -Establishing a close, supportive relationship with an
adult, such as teacher, can improve the chances for a
child to build resiliency and develop effective coping
skills (Bernard, 1993; Bronfenbrenner, 1979, 1986).
- Promote Coping Skills
- - psychologist and school counselors are well-
recognized as consultants to parents and teachers
regarding children’s behavior.

24. Early Identification of Problem Behavior
- The trajectory for a child’s social and emotional
outcomes is set, and it is unlikely behaviors will
improve as the child gains in age.
Preventing Occurrences of Problem Behavior
- Corroborating an earlier survey of teachers in inclusive
classrooms (Joint Committee on Teacher Planning for
Students with Disabilities, 1995), early childhood
teachers have reported again that children with
problem behavior are their greatest concern (Conroy,
Davis, Fox, and Brown , 2002).

25. Functional Behavioral Assessment
- In accordance with IDEA (1997), teachers are required to
implement specific measures for children who exhibit problem
behavior. Positive behavioral support (PBS), also known as
function-based intervention, informed by functional behavioral
assessment (FBA) is required to fully comply with the law
(Barnhill, 2005).
 Conducting FBA (Functional Behavioral Assessment)
- An FBA helps teachers determine antecedent events that occur
before the behavior and the consequences of the child’s actions.
 Benefits of an FBA
- Planning interventions without an FBA is inefficient and may
strengthen the behavior by inadvertently providing
reinforcement that prolongs the behavior.

26. Positive Behavioral Supports
- Positive behavioral support (PBS) consists of individualized
intervention strategies focused on prevention of problem
behavior.
 Benefits of a PBS
- Evidence suggests PBS improves the behavior of children with
developmental disabilities, but a little known about the effects
of this approach with children who are at risk of behavioral
disorders.
 Intervention in classrooms
- Teachers can collaborate with families to plan and implement
intervention strategies designed to give children with mood
disorders support. Plan daily schedule, expression of feelings
through creative and artistic outlets, collaborating with
parents, teachers are interventions in classrooms to support
children with mood disorders.

27. - In Inclusive classrooms, teachers are best prepared to
guide children’s social development and collaborate
with diverse parents when they confident in using
wide range of strategies.
 Guidance Methods
- Child guidance methods of facilitating children’s
social and behavioral learning in early childhood have
been widely recommended by child development
experts as foundation to effective classroom
management (Bredekamp, 1987; Bredekamp and
Copple, 1997)

28.  Behaviorist methods
- For individuals with developmental disabilities, behavior
modification is a popular set of tools used to teach children
functional behaviors for improving living skills and reducing
behaviors that can impede classroom learning (Becker &
Carnine, 1981; Rusch, Rose, & Greenwood 1988).
 Collaborating with Families
-Establishing a family-centered philosophy to address children
with challenging behavior is a positive approach that is likely to
bring greater consistency to implementing strategies and
helping families access resources in the community.
 Behavior and Health
- Behavior modification may be useful when parents and
professionals use these techniques as part of an overall scheme
toward reversing the alarming trend of obesity in preschool
children.

29. Differentiated approach for diversity
- Minimal intervention may be needed for some
behaviors, whereas other behavioral patterns that are
chronic or severe may require increased consistency
and intensity of strategies to precipitate
improvement (Fox et al.,2002;Hester et al., 2004).
Collaboration of teachers
- Specialist provide art, music, physical education, and
other special subjects to children in settings designed
and equipped for these activities

30. Multiple levels
- To increase the likelihood of successful intervention,
strategies are best aimed at multiple levels or aspects of
the classroom ecology.
- Key strategies suggested for multiple levels of the
classroom context.
 Endorse school-wide behavioral expectations
 Initiate high quality programs
 Provide predictable, stable environments
 Promote social interactions
 Facilitate verbal and nonverbal communication
 Acknowledge positive behavior (Hester et al.,2004)

31. Acquiring Cultural Competence
- A climate of respect and acceptance mediated by a culturally
competent teacher is essential for preventing inappropriate or
disruptive behavior
 Defining the construct
- Interestingly, despite calls for teachers to gain cultural
competence, definitions vary and there are no universally
accepted standards for measuring this construct.
 Importance of cultural responsiveness
- Cultural competence enables teachers to collaborate with
parents to bring greater continuity to practices that support
children’s social and emotional development at both home and
school.

32. Enhancing collaboration
- Teachers can improve their collaboration with diverse
children and their families by developing skill in
communicating and interacting effectively with
people of cultural backgrounds that are different from
their own