Steps to inclusion_eng

10 / 20

10
Steps to
inclusion
Models for inclusion in the early childhood center
In this section, we present models of inclusion that are applied in the early
intervention center: (1) partial inclusion in the home community; (2) reverse
inclusion; (3) partial group inclusion.
1. Partial inclusion in the home community
The model of partial inclusion in the home community takes place in the child's home environment.
The family and the child get to know families and children from the area, and are exposed to
normative social encounters, such as playing in the playground, celebrating birthdays, and so on.
In this model, a group of children with disabilities from the Aaron De Lowe Early Intervention Center
join regular kindergartens in the community in which they live.
The children go to the kindergartens for one or two days a week throughout the year, accompanied
by an assistant or student, and join in the activities.
Since this model involves children with disabilities, children without disabilities, the parents of both
groups of children, staff members, and entities in the community, it is of the greatest importance to
set up unique objectives and work processes for each of the partners.
Program structure
The program for partial inclusion in the home community relates to 3 periods of time in the course
of the year's activities: (a) Pre-inclusion, including preparatory activities for all the entities involved;
(b) inclusion; (c) close of the inclusion.
a. Pre-inclusion
• Identifying the children who are suited to the program, according to the following criteria:
• Potential for continued inclusion of the child in a regular framework
• The parents' attitudes towards inclusion
• How long the child has been in the special education kindergarten
• The budgetary resources of the special education kindergarten / local authority
• Identifying kindergartens in the community, and applying to the relevant authorities
• Enlisting accompanying and support personnel, and preparing them for the program
• Visit by the staff of the special education kindergarten to the inclusive kindergarten, and meeting
with the kindergarten teacher
• Group meeting for the parents of the children to be included
• Preparatory meeting with the support staff accompanying the children being included
• Meeting between the parents and the staff of the inclusive kindergarten