By Lori Saile, M.S., Support Teacher

Since the early 1970’s, Jowonio has been a full inclusion school. This means that our classrooms serve children with a wide range of skills and needs, as well as children from diverse ethnic and cultural backgrounds. Some children may need additional support with communication, movement skills, social interaction, behavior, cognitive development, or some combination of these areas. Children who need special services are offered those supports in the classroom, alongside their typical peers. In all of our classrooms, there is a special education teacher, as well as support from speech/language therapists, occupational therapists, and physical therapists. Teachers and therapists work as a team to plan and carry out activities that will be engaging and meaningful for all of the children in the classroom. We are deeply committed to this inclusion approach which, while often complex, creates a rich environment and has many benefits.

We believe strongly that all children belong in our classrooms, and that belonging is not something that must be earned through development of some prerequisite set of skills. We hope that the wide diversity of our classrooms is reflective of the diversity found in the world at large, and feel that our classrooms are greatly enriched by that diversity. In talking with children in the classroom, we share a perspective that everyone has things that they are really good at and things that they are working to learn. Growth in any form is applauded. It is not uncommon to hear classmates encouraging and celebrating one child for taking an independent step or saying a word, another for successfully remaining seated on their spot during circle time, and another for reading a word or learning to tie their shoes. Socially, children are encouraged and supported to develop meaningful friendships with a variety of peers. Through models, cues, some adapted materials, and facilitation, adults support children to express themselves to each other and explore shared interests. For example, children with limited oral language may be supported to use picture choice boards or sign language to tell a friend what game they want to play. Simple sign language vocabulary is presented as part of many routine activities in the classroom, and many of the children enjoy exploring this additional way to communicate. In addition, children with physical needs may be supported to stand at the sensory table to play with a peer, to move to the rug to join into a group game, or to reach the top of the slide in order to slide down with a friend. These enjoyable interactions often grow and develop into meaningful friendships. In this atmosphere, children learn an appreciation for diversity and strategies for interacting with a wide range of people that we hope that they carry with them into the world at large.

We also believe that inclusion works well because children are some of the best teachers for each other. Often children are much more motivated to attempt new skills when they see a friend demonstrate them than when an adult imposes a demand. Many natural opportunities to practice social, language, motor, and cognitive skills occur in the course of daily interactions in the classroom. Friendships and interactions in the course of a busy day in the classroom are wonderful contexts for new skills to develop. Finally, inclusion brings a level of staffing and expertise to the classroom from which we think all children can benefit. Compared to other preschool programs, Jowonio classrooms include a large number of adults and lots of opportunities for individual and small group attention and interaction. Activities are planned to address multiple learning needs, and incorporate approaches and strategies shared by special education and early childhood teachers, as well as speech/language, physical, and occupational therapists. A variety of strategies and supports are used to support children with a wide range of learning and behavioral needs. Activities are usually presented in hands-on ways that incorporate many learning modalities, including movement opportunities for busy little bodies. In addition, activities may be planned to incorporate special interests of individual or small groups of children in order to motivate them or highlight a particular strength. Attention to the multiple learning needs of a wide range of children, as well as additional skilled adult hands to help implement and support can create a richer learning experience for all. We celebrate the success of the inclusion model each time we see the wonder on the faces of our children fully engaged in learning something new, or hear the delighted giggles of a group of friends engaged in play together.

Click below to read more about inclusion.

The Usual Differentness

Ingredients for Quality Inclusive Schooling