Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

Abstract

The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…"Learning for all" informed teachers' management of behavior and pedagogy in regular classes, which potentially curtailed differences. Similarly, past research has established that inclusive pedagogical settings support learners with autism to learn in the community of their typically developing peers (Chandler-Olcott & Kluth, 2009;de Boer & Simpson, 2009;Vakil et al, 2009). Positive reinforcements, which are based on the interests of individual learners with and without autism, support inclusion in regular classes.…”

“…School environments are, however, busy, loud, and crowded (Farrell, Alborz, Howes, & Pearson, 2010), which complicates these learners' inclusion in regular classes. The complications of grasping the social domain for learners with autism can restrict these learners' establishment and reinforcement of relationships with their peers that can invoke stress and anxiety in them (Bitterman et al, 2008;Brewin et al, 2008;Vakil et al, 2009). As a result of the complications in emotional and social understanding of learners with autism (APA, 2013;Lynch & Irvine, 2009;Pellecchia et al, 2015), support practices are needed to include them in regular classes.…”

“…Research, both in Zimbabwe and elsewhere, reveals that inclusion benefits both learners with and without autism. Inclusive classes afford conducive settings for growth and education of learners with autism alongside their typically developing peers (Chandler-Olcott & Kluth, 2009;de Boer & Simpson, 2009;Vakil, Welton, O'Connor, & Kline, 2009). In addition, they can be stimulants for learning, development, and feelings of acceptance for these learners (Emam & Farrell, 2009;Leblanc, Richardson, & Burns, 2009;Lindsay, Proulx, Scott, & Thompson, 2014).…”

“…Although these are presently considered model practices, further research will demonstrate how they are implemented in including learners with autism in regular classes. Many studies reveal numerous benefits of inclusion in regular education while indicating that support practices for including learners with autism in regular classes are a fundamental global gap with respect to knowledge base (Emam & Farrell, 2009;Humphrey & Symes, 2013;Vakil et al, 2009). In several countries, including Zimbabwe, inclusion of learners with autism in regular classes is notably escalating since the philosophy was globally adopted in 1994 (Majoko, 2016;Musengi & Chireshe, 2012;Shadreck, 2012) making it imperative to investigate how they are being served to improve practice.…”

Feasibility of Training Early Childhood Educators in a Community Child Care Setting Using a Caregiver-mediated Intervention for Toddlers with Autism Spectrum Disorder

“…The high prevalence of children with ASD or language disorders in child care centres serves to underscore the need for an early intervention program designed to improve children's social-communication skills within such settings. Providing front-line child care staff with the skills to identify early signs of ASD and related social-communication challenges and to utilize early intervention strategies in their classroom is essential given the amount of contact these children and their families have with ECEs, and because this type of programming may benefit all children in the classroom, not just those with disabilities, through improving their communication skills (Vakil, Welton, O'Connor, & Kline, 2009). …”