A Case Study of An Inclusive Early Childhood Setting

Abstract

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.