Table of Contents
Acknowledgments ix
1 Introduction: Ways of Thinking About, Talking About, and Taking Steps Toward Social Inclusion 1
The Many Faces of Inclusion 1
The Need to Broaden the Research Framework 3
Traditional Ways of Looking at Inclusion 4
A Challenge to the Dominant Discourse About Inclusion 6
An Inclusive Learning Environment: Classroom Components and Teacher Competencies 8
Organization of the Book 10
2 Welcoming Children with Disabilities to the Table: Classroom Components That Value Individual Differences 14
What Researchers Say About the Social Competencies of Young Children with Special Needs 15
Positive Responses to Diverse Abilities 17
Mario's Story: Meeting the Needs of a Child with Cognitive Delays Who Is Motivated to Play with Others 18
Adam's Story: Meeting the Needs of a Child with Physical Disabilities Who Is Highly Motivated to Move Independently 23
Joey's Story: Meeting the Needs of a Child with Social Challenges Who Demonstrates Unusual Social Behaviors 28
Final Words: Bridging Developmental Differences 32
How Can You Make a Difference? Questions for Further Reflection 34
3 Rethinking Social Inclusion: Classroom Components That Empower All Children 36
What Researchers Say About Social Inclusion of Children with Challenging Behaviors 36
Ira's Story: Dealing with a Child Who Is Marginalized in the Classroom 40
Cody's Story: Responding to an Aggressive Child 44
Abigail's Story: Attending to a Quiet Child Who Does Not Demand the Teachers' Attention 49
Final Words: Developing New Mind-sets to Promote Inclusive Classrooms That Value Everyone 55
How Can You Make a Difference?
Questions for Further Reflection 57
4 Becoming a Teacher Who Makes a Difference: Examining Values, Reconsidering Expectations, and Developing Competencies to Transform Classroom Practice 59
Challenges of Inclusion 60
What Researchers Say About the Role of Teachers in Facilitating Social Interactions in Early Childhood Classrooms 61
A Reconceptualization of Early Childhood Inclusive Teaching 63
The Six Teacher Competencies for an Inclusive Classroom 65
Teacher Competencies as a Framework for Transforming Teaching and Learning in the Early Childhood Classroom 78
5 Early Childhood Classrooms as Inclusive Learning Communities: Our Visions for the Future 82
Synthesizing the Components and Competencies Through a Relationship Lens 83
The Overarching Principles for Inclusive Practice 84
Bringing Early Childhood Inclusion to Life: Applying the Classroom Components and Teacher Competencies 87
Where Do We Go from Here? Implications for Teacher Preparation and Professional Development 92
References 95
Index 101
About the Authors 107
