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16
Steps to
inclusion
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"I see that there are sensitive children who adjust themselves to G.'s pace, wait for him to finish
eating, slowly, adjust to their pace of walking to his, and even argue among themselves about who
will sit next to him, and they have even invented a game of football, shuffling on their bottoms so
that G. can take part in the game."
•
The staff of the special education kindergarten on what they have learned from the
process:
"For us, inclusion is a mirror and supervisor of our perceptions with regard to how
much we mediate and enable. I see a significant difference between the way the child functions
in the therapeutic kindergarten and in inclusion. This leads to a change in objectives and working
methods in the therapeutic kindergarten."
•
The staff of the inclusive kindergarten:
"At first I had concerns, I did not know what to expect,
but the first day 'broke the ice'.
I feel that we, as a team, learn from the children coming to the inclusion process - how to
approach them, talk to them, and allow them to try things on their own, without suffocating them."