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8
Steps to
inclusion
Principles of building an inclusion program
In order to allow all children to participate and interact, we must ensure adjustments and support at
all levels: (1) adaptation of the physical environment; (2) adaptation of the content of the activity; (3)
personal adaptation; (4) adaptation of the social environment.
1. Adaptation of the physical environment
The physical environment and the way in which it is organized affect the way in which the child tries
out, experiences and acts, as well as the nature of his/her play, the atmosphere in the kindergarten,
and the interactions created among the children.
The following points should be related to when arranging the environment:
• The number of stimuli and their organization in different corners of the kindergarten
• Seating
• The child's position during the activity
• Lighting
• Control over the intensity of audio stimuli
2. The nature of the activity in the kindergarten, and the choice of content
Children attending partial inclusion programs are not involved in the way in which the kindergarten
operates, the daily routine, the content studied, and the things that have taken place during the
course of the week, and so planning the nature and content of the activity must relate to the
following points:
• The choice of an appropriate day of the week for inclusion in the kindergarten
• The kindergarten staff, transitions and activities
• Norms and rules of the including kindergarten
• Adapting the content studied and making it accessible by various means