The thumb rule for any Teacher is to impart education without discrimination. Early educators must be trained to adapt to situations of inclusion in their school settings. Training to be an Early educator is one part, but learning to be empathetic towards children with special needs is crucial. He/she should also have a lesson plan that is inclusive, activities that are inclusive.

The Early Educator's role is to understand the class dynamics ,and conduct the class according to the needs of the children.

For ex: A 3 piece puzzle may be easy for some and a little tough for child who has a weak fine motor skill and cognition. Hence a two piece puzzle or a diagram showing the 2 pieces and teaching the child to repeat the activity might help. Also fostering peer learning is important.

The Educator may have expertise, but may lack experience. The Early Educator may not have the knowledge on how to create an inclusive curriculum. Hence training is important .Conversations with parents is also important here, to understand the child

Will there be a shift in their roles?

Yes there will be a shift for sure. The teacher will have to create a responsive learning environment which addresses the need of the special child in the class as well.

A teacher will have to plan a class activity that will be interesting for all the students. The teacher will have to find ways to keep the curriculum flexible and allow children to explore and learn.

Role of a teacher will be to foster peer learning in the classroom without discrimination.

Building inclusive schools :

• An inclusive infrastructure that addresses all the basic needs of children .

• Children with disability have the right to education and to express their wish .

• Children ,regardless of their social ,emotional and physical conditions have the basic right to education

• Fostering diversity is also a part of creating inclusiveness in class

• Some invisible disabilities have to be understood in depth

• Inclusive curriculum that has activities that can be done by all ,and some activities that can be done by children with special needs to achieve their set goals/milestones.

• Collaboration with Parents is also very crucial. Again this collaboration is important because the parent of a child without disability also needs to oriented of being empathetic towards children with special needs and ensuring that their child practices empathy towards his/her peers

• Funds to create a responsive infrastructure

• Regular hands on training for all teachers

• Mentioning about inclusiveness in bold letters in the school brochures and school premises, like notice boards etc. It highlights the school ethos and makes a parent comfortable in approaching the school with ease.

  Finally, we can build inclusive schools only if there is a deep concern and passion towards building an inclusive and free thinking society.

To create awareness among the parents community about how the classroom atmosphere is going to be and to seek their help when ever need. To create a inclusive set up we definitely need parental support.

To have IEP for the children.

To know what kind of early intervention should be given to the children.

Awareness among parents, teachers and as well the support staffs should have an understating for this inclusive set up.

Flexible curriculum for the children.

Need for them to have the conducive school space which caters to the needs for the children. from infrastructure to having IEP also to have experts in their school to help children.

creating empathy among the students, on how to help their peers when they are in need especially in a inclusive set up.

The thumb rule for any Teacher is to impart education without discrimination. Early educators must be trained to adapt to situations of inclusion in their school settings. Training to be an Early educator is one part, but learning to be empathetic towards children with special needs is crucial. He/she should also have a lesson plan that is inclusive, activities that are inclusive.

The Early Educator's role is to understand the class dynamics ,and conduct the class according to the needs of the children.

For ex: A 3 piece puzzle may be easy for some and a little tough for child who has a weak fine motor skill and cognition. Hence a two piece puzzle or a diagram showing the 2 pieces and teaching the child to repeat the activity might help. Also fostering peer learning is important.

The Educator may have expertise, but may lack experience. The Early Educator may not have the knowledge on how to create an inclusive curriculum. Hence training is important .Conversations with parents is also important here, to understand the child

Will there be a shift in their roles?

Yes there will be a shift for sure. The teacher will have to create a responsive learning environment which addresses the need of the special child in the class as well.

A teacher will have to plan a class activity that will be interesting for all the students. The teacher will have to find ways to keep the curriculum flexible and allow children to explore and learn.

Role of a teacher will be to foster peer learning in the classroom without discrimination.

What will it take to or how can we build inclusive schools?

Building inclusive schools :

• An inclusive infrastructure that addresses all the basic needs of children .

• Children with disability have the right to education and to express their wish .

• Children ,regardless of their social ,emotional and physical conditions have the basic right to education

• Fostering diversity is also a part of creating inclusiveness in class

• Some invisible disabilities have to be understood in depth

• Inclusive curriculum that has activities that can be done by all ,and some activities that can be done by children with special needs to achieve their set goals/milestones.

• Collaboration with Parents is also very crucial. Again this collaboration is important because the parent of a child without disability also needs to oriented of being empathetic towards children with special needs and ensuring that their child practices empathy towards his/her peers

• Funds to create a responsive infrastructure

• Regular hands on training for all teachers

• Mentioning about inclusiveness in bold letters in the school brochures and school premises, like notice boards etc. It highlights the school ethos and makes a parent comfortable in approaching the school with ease.

  Finally, we can build inclusive schools only if there is a deep concern and passion towards building an inclusive and free thinking society.

The role of early educator in inclusive setting is to create an environment where every child feels welcome and heard. Teachers are often the only link between children with special needs and other children so they must be trained to create a bridge between the students. Not Only children with special needs require teacher's attention but other children in class looks up to the teacher in order to seek connections with their peers.

Teachers and educators must be trained to understand diverse needs of the classroom. In inclusive class, they will need to understand behavioral issues, special assistance required by the students and understanding the trigger points in order to ensure smooth and cohesive classroom procedures .

Teachers in inclusive classroom environment while planning lessons will need to factor in the learning pace of students. They must be able to modify the lessons or even prepare alternate lessons to make sure each and every child is learning despite the differences.

Will there be a shift in their roles?

Yes, there is going to be a significant shift in their roles, teachers will need to adapt the strategies where they can carry on the class with adhering to each child's learning speed and their understanding.

Teachers will now need to get in touch with parents as well from time to time to discuss the progress of the child. Constant dialogue between parents and teachers will not only benefit students but also help build the confidence of parents.

• First challenge in today's time is the lack of resources, teachers will need appropriate trainings and they will need to come up with contingency classroom plans, they will need to manage the presence of special need children without compromising on quality.

• Teachers will need to collaborate a lot more with parents, school administrations and their fellow teachers to come up with best practices for children, they can debate and support the cause .

• Teachers and schools will need to fight the stigma and biggest change comes from within.

• Encourage open conversations amongst the students.

The ECE educator should thus be able to demand an environment that addresses the needs of allchildren; should be able to raise a voice for the children; should be able to design the activiites that ensure peer learning- will need to be updated on inclusive strategies and be able to work with the special educator , the parent and the management and develop IEPs

Resources-using CSR of private organsiations - money and expertise-for instance technical knowledge can be used in providing assistive devices

Forming networks among parents and making support groups

After school clubs to promote social integration

Plan for activities where children with special needs can share their skills with others

Strong leadership which is committed to ensuring inclusivity

Support from local community by involving them in school activities-get help by drawing out spirit of volunteerism

Recognise schools which promote inclusivity-ratings

Sensiitse the community through workshops

Engagement with parents is an essential component in the ECE setting, and an early educator might need to do more for a special child, as it is a collaborative approach.

Role

1. Early identification of need.

2. Identifying mechanisms to create an inclusive setup - physical environment, teaching learning

3. Engagement with class, parents - Social environment - for an inclusive setting - sharing information ( Think, Feel, Do), reiteration and taking support for ensuring quality set up ( from community, parents and specialists as required)

Any shift in roles

They should anyways be doing these activities for other children also as every child will anyways have some differences that need special attention. So not much of a role shift. In very serious cases of developmental delays/challenges - teacher needs to have more expertise in handling such situations and more rigorous engagement with parents and specialists.

-- In his book What is Worth Teaching?, Krishna Kumar (1992) emphasises that children's choices and needs change frequently, highlighting the need for a flexible curriculum. Therefore, the role of the teacher is to know how to practice or shape the existing curriculum while maintaining inclusivity within the context. In such cases, a teacher or practitioner, as a critical pedagogue in the Freirean sense, must be a reflective practitioner. This involves implementing individualised educational practices for children with special needs, providing scaffolding when necessary, and identifying and supporting children from diverse socioeconomic and cultural backgrounds.

1.Resistance among families of children with special needs.

2.Lack of learning materials /equipment for children with special needs.

3.Resistance among therapists.

4.Lack of awareness of the need of the child.

5.Lack of time to communicate with families of children with special needs.

6.Not enough opportunities for children with and without special needs to be together in future placements.

7.Not comfortable with therapists, deep inhibitions/concerns.

8.Concern that inclusion is not cost effective.

Supports:

1. Open to integrate children without any biases.

2. Ready to allocate funds to provide better learning opportunities and good investment on toys and equipment. that will be useful for children with special needs.

3. Full day child care options available and accessible.

4. Clearly defined roles of adults involved in providing special therapies and services.

5. Collaborating with different agencies ,programs and professions.

6. Clear Mission statements that support children with and without disabilities to learn together.

7. Training provided to prepare specialists for inclusion.

8. Transportation is available for children with special needs enrolled in regular child care and preschool programs.

something that i have been pondering about:

in order to create an inclusive space, holding 'all' children to same expectations is necessary. however, keeping in mind learning outcomes, if CWSN are struggling to meet the outcomes, do we differentiate in our teaching practices? at what point do we do this and how do we do this?

As educators - upskill and practice differentiated, data driven instruction, collaborative problem solving, scaffolding and diversification of learning methods and materials

As policymakers - listen to teachers. Help them by giving them more time, money, and necessitating community/parental SUPPORT through actionable with consequences

As administrators - literally just relationship management. EVERYBODY is a stakeholder, especially the child. Work accordingly

As businessfolk - be creative in the services you're offering. Do market research. EMPLOY COUNSELORS, SPECIAL EDUCATORS AND SOCIAL WORKERS.

As citizens - be so loud about the problems in your life that would have been less difficult if you grew up in an environment that demonstrated care, not just acceptance, for all.

2. What are your predictions for the transformation of the role of the early childhood educator as schools progress through the stages of inclusion? 

Pre-service training - more modules on ethnographic and developmentally appropriate instruction if funding improves. If not, then same number but with the option to specialize.

In-service training - hopefully, training from mental health and healthcare workers

Infrastructural support - resources, both physical and personnel. 

KRAs - shift in expectations regarding children being "left behind"

MEL/surveillance - since KRAs will change, so will evaluations of performance?

Attrition rates - unless funding improves drastically, we're going to lose a lot of teachers to simply the unfair burden of taking care of everything

Differentiated experience: While the learning material in an inclusive setting is ideally same for all, differentiated experience aimed at children with different learning capacities would be a welcome step.

Welcoming experience: Bringing about an atmosphere of respect and acceptance by teaching children about diversity and celebrating differences. This can help children appreciate and understand each other's unique qualities. Additionally, ensuring that the physical environment is safe, accessible, and learning-friendly for all children alike.

S&E skills: Encouraging social behaviour and interactions among children, and teaching them to collaborate, communicate, develop emotional resilience and empathy, and support one another can go a long way.

Possible Roles (Shift):

Technology: Incorporating more tech-based tools that support inclusive learning, such as adaptive learning apps or communication devices for children with speech impairments.

Su

The school strives to build a culture that respects diversity and varied perspectives.

1. What are the different festivals celebrated in the school?

2. Have you noticed any specific programs or activities that encourage students to appreciate diverse perspectives or backgrounds?

The school has an atmosphere of accessibility and acceptance for all.

3. How comfortable does your child feel in the school environment? Have they ever expressed feeling left out or unsupported for any reason?

4. Are there children with different needs in your child's class? If yes, how does the school support children with different needs? 

5. Is your child encouraged to be friends with children with different needs?

6. What is the school's official stance on including children from disadvantaged groups?

7. Have you observed any barriers, such as physical, financial, or communication-related, that prevent children from fully participating in school activities?

Partnerships between parents and staff benefit students in a fair and equitable manner.

8. Is there an SMC? Who is on it? Whose inputs carry the most weightage?

9. Do you feel that your opinions and concerns are valued by the school staff? Do you feel that they actively collaborate with you to support your child’s education?

10. To what extent are parents involved in decision-making regarding behavior management, learning, culture, making sure all students and parents feel welcome, etc.?

11. To what extent does the school encourage you to participate in decision-making in general?

12. Do you feel that there are benefits (re: changes in your child’s learning or behavior) of the school's approach to working with parents? 

Policy

Student expectations are set to include non-academic/co-curricular areas.

13. What are the co-curricular activities the school provides keeping the children's interest in mind? What kind of sports activity does the school include? Are all children encouraged to participate in co-curricular activities, regardless of their abilities or interests? 

14. How does the school handle children who may not show interest in traditional co-curricular activities? Are there alternative opportunities offered?

15. What all domains of development does this school enable? Have you felt the need to enrol your child in music/art/martial arts/sports classes?

16. What are the metrics by which your child's growth is measured in your child's report cards?

The school strives to minimize discriminatory practices in admissions.

17. When you applied for admission, did the school provide clear information about its admission criteria and process?

18. Do you think this school offers admission for people from all social and economic statuses? 

19. Do you think the school encourages enrollment of children with disabilities? Are you aware of the various policies that protect the Rights of people with disabilities? Has the school ever conducted workshops or sensitizing sessions on topics like this?

The school strives to minimize discriminatory practices related to student learning.

21. Do you think the school caters to the needs of all kinds of learners? If so, how?

22. Have the teachers ever discussed individualized learning plans or adaptations for your child? How responsive have they been to your child's specific learning needs?

23. Do you think the teachers and staff are trained to address different learning styles, especially for children needing extra support?

24. How effective is the school's response when a child faces academic or social difficulties? Does the school offer additional support or resources to help?

25. Have you observed any ableist or demeaning name-calling by any staff member?

26. What is the school's stance on bullying? How does management address discrimination? What would you change?

27. Has the school provided guidelines on reporting or responding to discriminatory behaviours/acts? If not, what steps would you recommend?

Practice 

The school seeks to remove barriers to learning and participation for all.

28. Does the school provide specialists for children with disability?

29. How will you address the barriers? What kind of initiative will you take to address the barriers?

Communication between stakeholders is open and transparent.

30. How and how often do you receive communication about your child or programs at school from

    a. teachers

    b. administration

    c. other parents

    d. assemblies/other events where children perform

31. If you have any doubts or queries, whom do you contact? Can you give an example of one such scenario? How do you feel about it? (If they are not satisfied with the response) How else do they think the school could have managed the situation?

32. How often does the school interact with the parents, like PTM?

33. How often does the teacher/school give you feedback on your child's progress?

34. Are you made aware of your child’s strengths and areas of development? If yes, how do you and the teachers address them?

35. Do you feel informed about school policies or changes that might affect your child, such as curriculum updates or new programs? How are these communicated?

A variety of activities are available so that students can fulfil their potential.

36. Does the child bring any Home Work? What kind of homework do they get?

37. What activities are designed to foster active participation by all students in the class?

38. How was the age-appropriate concept taught in the class? What activities were done?

39. Have you observed whether the school offers a variety of activities that cater to children with different strengths, such as visual, auditory, or kinesthetic learners?

The school strives to build a culture that respects diversity and varied perspectives.

1. What are the different festivals celebrated in the school?

2. Have you noticed any specific programs or activities that encourage students to appreciate diverse perspectives or backgrounds?

The school has an atmosphere of accessibility and acceptance for all.

3. How comfortable does your child feel in the school environment? Have they ever expressed feeling left out or unsupported for any reason?

4. Are there children with different needs in your child's class? If yes, how does the school support children with different needs? 

5. Is your child encouraged to be friends with children with different needs?

6. What is the school's official stance on including children from disadvantaged groups?

7. Have you observed any barriers, such as physical, financial, or communication-related, that prevent children from fully participating in school activities?

Partnerships between parents and staff benefit students in a fair and equitable manner.

8. Is there an SMC? Who is on it? Whose inputs carry the most weightage?

9. Do you feel that your opinions and concerns are valued by the school staff? Do you feel that they actively collaborate with you to support your child’s education?

10. To what extent are parents involved in decision-making regarding behavior management, learning, culture, making sure all students and parents feel welcome, etc.?

11. To what extent does the school encourage you to participate in decision-making in general?

12. Do you feel that there are benefits (re: changes in your child’s learning or behavior) of the school's approach to working with parents? 

Policy

Student expectations are set to include non-academic/co-curricular areas.

13. What are the co-curricular activities the school provides keeping the children's interest in mind? What kind of sports activity does the school include? Are all children encouraged to participate in co-curricular activities, regardless of their abilities or interests? 

14. How does the school handle children who may not show interest in traditional co-curricular activities? Are there alternative opportunities offered?

15. What all domains of development does this school enable? Have you felt the need to enrol your child in music/art/martial arts/sports classes?

16. What are the metrics by which your child's growth is measured in your child's report cards?

The school strives to minimize discriminatory practices in admissions.

17. When you applied for admission, did the school provide clear information about its admission criteria and process?

18. Do you think this school offers admission for people from all social and economic statuses? 

19. Do you think the school encourages enrollment of children with disabilities? Are you aware of the various policies that protect the Rights of people with disabilities? Has the school ever conducted workshops or sensitizing sessions on topics like this?

The school strives to minimize discriminatory practices related to student learning.

21. Do you think the school caters to the needs of all kinds of learners? If so, how?

22. Have the teachers ever discussed individualized learning plans or adaptations for your child? How responsive have they been to your child's specific learning needs?

23. Do you think the teachers and staff are trained to address different learning styles, especially for children needing extra support?

24. How effective is the school's response when a child faces academic or social difficulties? Does the school offer additional support or resources to help?

25. Have you observed any ableist or demeaning name-calling by any staff member?

26. What is the school's stance on bullying? How does management address discrimination? What would you change?

27. Has the school provided guidelines on reporting or responding to discriminatory behaviours/acts? If not, what steps would you recommend?

Practice 

The school seeks to remove barriers to learning and participation for all.

28. Does the school provide specialists for children with disability?

29. How will you address the barriers? What kind of initiative will you take to address the barriers?

Communication between stakeholders is open and transparent.

30. How and how often do you receive communication about your child or programs at school from

    a. teachers

    b. administration

    c. other parents

    d. assemblies/other events where children perform

31. If you have any doubts or queries, whom do you contact? Can you give an example of one such scenario? How do you feel about it? (If they are not satisfied with the response) How else do they think the school could have managed the situation?

32. How often does the school interact with the parents, like PTM?

33. How often does the teacher/school give you feedback on your child's progress?

34. Are you made aware of your child’s strengths and areas of development? If yes, how do you and the teachers address them?

35. Do you feel informed about school policies or changes that might affect your child, such as curriculum updates or new programs? How are these communicated?

A variety of activities are available so that students can fulfil their potential.

36. Does the child bring any Home Work? What kind of homework do they get?

37. What activities are designed to foster active participation by all students in the class?

38. How was the age-appropriate concept taught in the class? What activities were done?

39. Have you observed whether the school offers a variety of activities that cater to children with different strengths, such as visual, auditory, or kinesthetic learners?

Chose any topic pertaining to the early years (3-8) and describe the current ways of engagement, representation and action & expression and ideate on changes you can make the lesson more universal in its design. You may use any resources and a good starting point is here: https://udlguidelines.cast.org/ 

Goals: Shapes

primary Gaol:Percepption & Identification of Shapes

Engagement:

This lesson targets to make children understand the basic shapes and their perceptions, details below

Topics:

• Interesting and meaningful activities that the children can perform in the learning process.

• How two or more shapes can be used to form new shapes.

• The fact that how different things around us take different shapes

What change could foster interest? 

• Introducing shapes using various senses, such as touch (using shape blocks), sight (visual aids, colourful images), and movement (drawing shapes in the air or on the ground)

• Encouraging problem-solving through manipulating of physical objects, which can also encourage kinesthetic learning

• Can also be used to teach diversity and teamwork in the classroom by forming shape teams and forming shapes together with the members

Representation

1. using 3D models for children to get a sense of a shape, how they look like and sense of dimensions.

2. using paper shapes to match with their shadow.

3. looking for objects with similar shapes.

4. Using self-corrective shapes puzzles.

What change could enhance how information is provided? 

1. children gets an opportunity to explore shapes themselves

Action & Expression

In what ways do learners express what they know?

• physically interacting with materials by hand, voice

• multiple media such as text, speech, storyboards, design, film, storytelling, dance/movement, (showing/explaining similar objects)

• facial expression (small/big), Imitation of characteristics (slide/roll)

• (creating shapes as a group, Drawing, clay work)

Engagement

Representation

Action & Expression

What activities or topics about this course capture the learners' interest? 

• The fact that how different things around us take different shapes

• How two or more shapes can be used to form new shapes

• Interesting and meaningful activities that the children can perform in the learning process

In what ways is information for this course provided? 

• Use of images followed by 

3D shape 

• use of multi shapes block

• use shapes puzzles.

• Using shapes cut-out for identification & past it in books, Shadows

• Shapes Using similar objects.

• origami shapes, wireframe 

In what ways do learners express what they know? 

• physically interacting with materials by hand, voice

• multiple media such as text, speech, storyboards, design, film, storytelling, dance/movement, (showing/explaining similar objects)

• facial expression (small/big), Imitation of characteristics (slide/roll)

• (creating shapes as a group, Drawing, clay work)

What change could foster interest? 

• Introducing shapes using various senses, such as touch (using shape blocks), sight (visual aids, colourful images), and movement (drawing shapes in the air or on the ground)

• Encouraging problem-solving through manipulating of physical objects, which can also encourage kinesthetic learning

• Can also be used to teach diversity and teamwork in the classroom by forming shape teams and forming shapes together with the members

What change could enhance how information is provided? 

• Shapes exploration by students themselves.

What could allow other ways of action and expression?  

• Using technology

• Access to item (different material)

•