Early Childhood Inclusion

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The engagement of children with disabilities and typically developing children in the same spaces has grown more prominent than ever before. It is a unique move, and numerous benefits accrue to all stakeholders, i.e., families and children if it is carried out diligently. The inclusion of children with disabilities encourages them to be more sociable, be initiators and build their self-help skills (Clasen et al., 260). However, I feel that the most significant benefit is that children with disabilities come across more opportunities for a diverse range of activities.
Families of children with special needs are most likely to be experiencing psychological strain, and therefore with the diligent early childhood inclusion, they have ample opportunity to socialize with either family. Typically developing children have a foothold for learning different ways of growth and development that various people undergo and appreciate them and treat them with respect (Coplan et al., 131). Guardians/ Parents of children with disabilities can rest more relaxed with the knowledge that the needs of their kids are being met in a nurturing environment.
Early childhood inclusion is not without disadvantages though. The institutions may lack enough teachers that have undergone specialized training and thus fail to meet the needs of children with disabilities. The most significant drawback is the non-likelihood of access to specialized services such as speech therapy.

Families of children with special needs may be discontented with the way families of typically developing children address their concerns. On the other hand, typically developing children are at risk of not receiving adequate teacher attention as instructors may use most of their time catering to children with disabilities. If not knowledgeable, families of typically developing children can tend to feel uncomfortable around children with special needs. A drawback not listed is the probability of labeling that may come with the categorization of degrees of disability.
Works Cited
Clasen, Line Engel, and Kristine Jensen de López. “BookFun–there’s more to it than reading a book’–Implementing a Danish early literacy programme that supports professionalism, language development, and social inclusion.” Journal of Early Childhood Literacy 17.2 (2017): 254-279.
Coplan, Robert J., et al. “Assessment and implications of social withdrawal in early childhood: The first look at social avoidance.” Social Development 27.1 (2018): 125-139.