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Steps to
inclusion
inclusive staff members on the following issues:
1. Familiarity with the world of disabilities
2. The world of the families coping with raising a child with disabilities
3. Sharing the inclusion experience - support, success and challenges.
c. Close of inclusion
Towards the end of the year, various processes are held to enable the inclusion process to be
concluded and summed up for each of the partners:
•
Children (included and inclusive)
- preparation for parting by means of conversations,
planning a parting process with the kindergarten teacher: preparing a farewell activity / gift /
picture etc.
•
Parents of the included child:
Joint summary conversation between the parents and the staff
and the assistant in the special education kindergarten.
•
Parents in the inclusive kindergarten:
Informing them of the parting process.
•
The staff accompanying the child during inclusion:
Summary briefing on the inclusion
process of each of the children.
•
The staff of the inclusive kindergarten:
Group summary meeting for all the partners in the
process.
•
Feedback questionnaires
: Every year, feedback questionnaires on the program are given out
to all the partners.
2. Reverse inclusion
The reverse inclusion program takes place in a special education kindergarten, where a group of
children from a regular kindergarten and their kindergarten teacher / assistant come and take part
in a weekly joint hands-on activity in the special kindergarten. The program is intended for children
who can benefit from exposure to children without disabilities, but still need this activity to take
place in a familiar and protected framework.