Supporting Inclusion through Competencies for Early Childhood Educators

First comes knowledge, then comes skills. Early childhood certifications need to be re-vamped to teach inclusion as the rule, not the exception. "Special Needs" are to be expected in every setting and not addressed as a special subject. Early Childhood philosophy as well as grade school education continues to acknowledge incusion as a separate subject. Until new educators learn that inclusion comes with the territory in working with children, we will continue to see skyrocketing expulsion rates for preschool age children and even toddlers. We can enforce the rules for each child as we gain the information, but changing the philosophy upon entry into the field is the first necessary tool. I look forward to the day that inclusion is not even a subject any more, but the norm.

Well said Jennifer!! Inclusion has got to be part of the "meat" of state competencies, certification and other quality assurance initatives...not the add-on/after thought. This seems especially important with so many legislative opportunities (Early Childhood Challenge Fund grants, funding associated with the Higher Ed Act bubbling up for promoting early childhood quality and professional development (with emphasis in some for cross-sector involvement). Does anyone have ideas from your state or community for making inclusion part of everyone's job.
Thanks