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Steps to
inclusion
•
Use of positive reinforcement:
Positive reinforcement for the children in the two groups is
likely to increase the sense of efficacy, and promote the motivation for joint activities. The children
receive reinforcement for every expression of connection and cooperation.
•
Processing the encounter:
conversations are held with the children after the meeting, using
different forms of communication. The conversations enable the children to express and talk about
their feelings, about the activity, what they enjoyed and what they disliked. In addition, processing is
carried out with the staff, at the joint staff meetings, and at meetings of the kindergarten teachers of
both kindergartens. The intervention processes are decided in accordance with the content raised.
Close of inclusion
•
Summary activity:
Similar to the summary of the partial inclusion program in the home
community, there is a process of parting from the children and the staff, including planning a
farewell activity with the children, and summary with the staff.
3. Partial group inclusion
In the partial group inclusion model, a small group of children from the special kindergarten go to
the nearby kindergarten for a specific integrated activity. The activity takes place once a week, and
lasts between two hours and half a day.
This model is an intermediate point on the continuum between inclusion in the home community
and reverse inclusion. The children chosen to participate in this activity are ready to leave the
kindergarten on a limited basis, for a new environment and a social meeting with children of their
age group, but at the same time they need their familiar carer and group to be with them throughout
the activity. In this model,
the principles of reverse
inclusion are maintained,
but the activity itself takes
place in the inclusive
kindergarten and not in the
special kindergarten.