Research that Benefits Children and Families—Uplifting Stories

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.