Option 2:
Imagine that you possess the means and the knowledge to
conduct research studies about any topic in the early childhood field. Imagine
further that you are not restricted by the reality of the present. Imagine that
your study will make a major positive contribution to the well-being of
children and/or their families. What topic would you choose? What can you
imagine the positive contribution(s) would be?
For a few years, I worked in a preschool classroom for
children with special needs. These classrooms were integrated consisting of 6
typical children and 6 children with developmental disabilities. The topic I
would choose to research is the benefits of inclusion beginning in early
childhood. The reason I would choose this topic is because it not only benefits
the child with developmental disabilities, but also the typical child. My two
older children were enrolled in this program. One child was considered typical
while the other was present because of being on an IEP. Both of my children
benefited in many ways. The research that I would implement would include the
students, teachers, and families of all of the students in the classroom.
There are not many preschool classrooms that are set up in
this manner, however I feel the trend is growing and with proper research and
knowledge it can become more accepted. The main advertisement that I see for
these classrooms is the need for peer models. This would be addressing the
typical children. Most schools that serve those individuals with developmental disabilities
are looking to benefit the children who are currently on an IEP and receiving
early interventions. However, I believe that it needs to be stated how the
typical child would benefit just as well.
Recently, at a school conference for my oldest daughter, the
English teacher’s first statement to me was about my daughter’s patience and
compassion. He further explained to me how he has her sitting with another
student who has Autism along with several other diagnoses. This student, at
times, needs more attention and patience from teachers and students. He stated
that my daughter was the only one in his classroom that held the ability to
work with this student. I then explained to him how she was raised in an
environment to respect others no matter if they had a disability or not. She
was taught while in this integrated preschool program, patience, compassion,
humility, and how to view a person without seeing their disability to define
them.
My son was on the other side of this coin. He was in the
classroom on an IEP and receiving early interventions for a speech delay. He
was able to observe, listen, and work with other children and gain valuable
knowledge through firsthand experience. He never felt out of place and was
treated by the teachers and other students with respect. He was allowed the
opportunity to have interventions without feeling different. The Speech
Therapist came to the room and did group therapy with all of the children and
then did individual therapies outside of the room. This practice I feel helped
the children not feel as if they were different; they did not have to feel
uncomfortable.
The positive contribution that would come from this research
would be to advocate for these programs and showcase the benefits for both
children with disabilities and children without. Together the children can
learn compassion for one another, respect, social acceptance, and carry those
qualities on with them in their future. Families will see how their children
benefit now and in the future.
