Full Inclusion

Full Inclusion for Children of Differing Needs – What Does That Mean?

What is inclusion? RBCPC Preschool's full-inclusion program has children with identified special needs (such as Cerebral Palsy, Down's Syndrome, and Autism) learning together with typically developing children in a traditional preschool setting.  The children with special needs and their typically developing peers are not separated into different programs or classrooms. They enjoy all of their activities side-by-side in the same classroom and on the same playground. Inclusion programs such as ours are not commonplace, usually because it requires extra effort and funds.

How does inclusion benefit children with special needs when many of them already attend special programs and receive therapies? In an inclusion program, the children with special needs grow in directions not previously anticipated when placed with typically developing children. They begin accomplishing many tasks at a much higher level, in great part because they are exposed to children accomplishing tasks at those levels.  One student was a child born with Fetal Alcohol Syndrome. Her doctors predicted she might never walk and that it would take years for her to be able to color a picture. Yet, as her first school year at RBCPC Preschool progressed, not only was she coloring, but she picked up a crayon and wrote the first letter of her name. Recently, this same child tested herself out of the special programs provided by her school district. Her parents, doctors, therapists, and teachers all agree that God was at work through RBCPC's inclusion program.

How do typically developing children benefit? Inclusion benefits typically developing children too. They learn acceptance and cooperation as they see their friends come to school with walkers, braces, and hearing aids.  They learn cooperation, creativity and new skills as they interact with children who may not have speech. Imagine the joy of witnessing several four-year-olds jumping, cheering, and clapping their hands as they recently watched one of their friends with Down's Syndrome take his first steps across the playground.

Will typically developing children's learning be hindered by having children with special needs in the classroom, children who may not verbally communicate or academically perform at the level of their typically developing peers? The short answer is that not only will typically developing children have the opportunity to do all the learning they are able to, they will also obtain additional academic skills in creative and even surprising ways. For example, a number of typically developing, hearing children in one of the three-year-old classes mastered over 75 American Sign Language (ASL) signs so that they could communicate with some of their signing schoolmates last year. Their signing abilities have expanded even further this year. The ability to sign benefits these children in many ways, including academically. ASL is recognized as fulfilling the second-language requirement for many high schools and colleges.

Combining children of differing abilities is not a new concept in education. Maria Montessori recognized that by placing children of differing ages in a classroom together, all children learned more. The younger ones learned from the older ones, and the older children gained academic strength as they helped the younger students. The same principles apply with inclusion. Learning is not hindered, but naturally enhanced in this positive and reinforcing setting as the children work together.  

Why don't more preschools and schools have full inclusion? As mentioned above, inclusion takes extra effort and funds. For example, having children with identified special needs in a traditional classroom might require a shadow teacher, what might be thought a cost-prohibitive expense for most preschools.  However, we strongly believe that children of differing needs have the right to learn together, and that we have the responsibility to make that happen.

How does the preschool cover the extra costs associated with full inclusion? The preschool covers the cost of our inclusion program through our Sharing Lives Fund. Sharing Lives is supported through fundraising events put on by our volunteer Parent Auxiliary Board, such as a raffle and bake sale (at the annual Craft Fair each October), and the annual Dessert Nights and Silent Auction event (each December). It is amazing that we do what we do, often raising money one dollar at a time.

How can you help? The preschool appreciates and depends on many parents and other volunteers. If you are interested in lending your time and energy to a very worthwhile cause, please contact Patti Hunter or Kathy Farthing in the preschool office. You can also make a tax-deductible donation to the Sharing Lives fund. Send your check made out to RBCPC Preschool and designate “Sharing Lives” in the memo portion. To make a donation using MasterCard or VISA, simply call the preschool office. Our tax ID number is 95-2371071.