Steps to inclusion

Steps to

inclusion

b. Inclusion

In the course of the year's activities, there is training and support for all the participants in the

inclusion process:

•

The children being included:

preparation for inclusion should take place close to the start of

the program, and throughout the year, to check the suitability of the kindergarten environment and

content to the changing needs of the child. In addition, it is necessary to work with the child on the

experience of inclusion, using his/her different means of communication, as well as information

from the parents and the assistant.

•

The children in the inclusive kindergarten:

Preparation for inclusion should be carried out

before the new child joins the kindergarten, giving a natural description of his strengths and, as

necessary, relating in a delicate way to his/her difficulties / aids, and ways of communicating with

him/her. In addition, during and after the inclusion day, the children should be allowed to express

the thoughts and feelings arising from the encounter.

•

The parents of the included child:

Maintaining regular communication with the families

throughout the year of inclusion. In addition, group accompaniment meetings are held at the start of

the process, in the middle, and at its conclusion.

•

The parents of the children in the inclusive kindergarten:

Preparing the parents of the

children in the inclusive kindergarten takes place in a number of ways, in accordance with the

kindergarten teacher's approach: announcement by the kindergarten teacher that the kindergarten

is an inclusive kindergarten, conversation with the parents' committee, explanation of the program

during parent activities, and meeting with the parents of the included child. During the inclusion

year: encouraging the parents to be involved in the inclusion process, by making a connection

between the included child and his/her family and the other children of the kindergarten, by various

means

•

The staff accompanying the child during inclusion:

Providing training and tools, after

observation in the inclusive environment. In addition, holding group staff meetings for the

integrators, enabling learning, discussion and bringing up dilemmas.

•

The staff of the inclusive kindergarten:

Regular contact between the kindergarten teachers

of the special education kindergarten and the inclusive kindergarten, for passing on information,

training, and bringing up dilemmas of the staff. In addition, group meetings are held for all the