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Steps to
inclusion
Program structure
Pre-inclusion
• Identifying a suitable kindergarten for the program, relating to criteria such as proximity, the
attitude of the kindergarten teacher, and permission from the supervising entities.
• Identifying the children who are suitable for the program in emotional and social terms in the
special kindergarten and the inclusive kindergarten, and receiving the parents' consent to their
participation in the activities.
• Preparing the parents in both kindergartens, by means of parent meetings to provide information
and present the program, its objectives, and its contribution to the children.
• Preparing the children in both kindergartens, by means of a conversation about the anticipated
activity, and showing pictures of the friends they will be meeting, and their names.
• Preparing the staff in both kindergartens: giving an explanation about the program and the
structure of the activity, the mediation of the staff members, and the division of roles.
Inclusion
a.
Planning the reverse inclusion meetings:
The two kindergarten teachers are jointly involved in
planning, which includes building an orderly program of meetings according to the content expected
to be taught in the kindergartens. The meetings are planned according to the following model:
whole group activity, activity in small groups, and independent play in the kindergarten corners and
yard.
Planning the activity relates to the following principles:
•
The structure and content of the activity:
When structuring the activity, it is important to keep
to a fixed time and physical environment. In addition, the activity should be structured in terms of
type of activity and division of time. The content chosen for the inclusion activity must be hands-
on, enjoyable, creative, challenging, and in particular, include activities encouraging contact
and cooperation between the children. The activity and the content must be suitable for a mixed
population of children with different abilities and different levels of functioning. It is desirable to
include activities in which children with disabilities have an advantage.
•
Preparing for the activity:
It is important to prepare the children in the special kindergarten
ahead of the activity, by early exposure to the content of the meeting.