Community-Based Early Childhood Service Practices

Abstract

The importance of integrated special services for infants, toddlers, and preschoolers cannot be overemphasized. Gains made during the early years of a child’s life may have significant and long-term beneficial effects as the child grows (Weiner & Koppleman, 1987). An unmeasurable value of integrated early childhood special education (ECSE) services is the message they convey to children who are not disabled and their families. The presence of children with disabilities in programs serving all children communicates that this is a natural and possibly preferred model. When the first services children receive are integrated, they may be unaware that other service models (e.g., segregated schools) exist. This benefits families of both types of children in that it sets up the expectation that those with disabilities will typically be present in regular programs. Integrated services early in life prevent future problems with negative attitudes surrounding inclusion of those with disabilities in school and community settings. Parents who experience integrated service options for their very young children may be more likely to expect or request that future programs include integration. Additionally, acceptance of individual differences and understanding of differing levels of need are basic attitudes that should be taught and modeled to young children. Integrated ECSE services can demonstrate these values effectively when program staff members are trained to make adaptations to assure that children at every level cognitively and physically participate as fully as possible in activities.