Having an Inclusive Early Childhood Program

|NMSU |
|Having an Inclusive Early Childhood Program |
|Action Research Project |
| |
|Martha Lopez |
| |

Table of Contents

Abstract……………………………………....................................................................................................3
Introduction…………………………………………………………………………………………………………………………………3
Literature Review………………………………………………………………………………………………………………………3-9
Description of Data Sources………………………………………………………………………………………………………….9
Description of Data Analysis………………………………………………………………………………………………………9-10
Conclusion…………………………………………………………………………………………………………………………………….10
Reflection ………………………………………………………………………………………………………………………………..10-11

References…………………………………………………………………………………………………………………………………….12

An inclusive classroom should be set up with children with and without disabilities. They need to be part of an environment that meets the needs of all children. Having an inclusive classroom means that there is a sense of a society in which all children are made to feel welcomed. The classroom teacher needs to facilitate the process of including the children into the entire

References: CONNECT, the law on inclusive Education, www.community.fpg.unc.edu/ Friedman, M., (2005), No school left behind, Library of Congress, pg. 84. Hawkins, B., (1994), Educating all students, Shinsky Seminars, pg. 19. Hirsch, E., (1996), The schools we need, Doubleday Dell Publishing, pg. 22. Kohn, A., (1999), The schools our children deserve, Houghton Mifflin Company, pg. 13. NAEYC, Early childhood inclusion, www.naeyc.org. Paciorek, M., (2012), Early Childhood Education, McGraw-Hill Companies, Inc., pg. 81.