+Rollins College Child Development & Student Research Center Inclusion Policy Introduction Since 1992, the Rollins College Child Development & Student Research Center (CDC) has always enrolled a diverse group of young learners. Our policy of inclusion is long standing. Here, we are defining the term and sharing our philosophy with others. “inclusion” What is inclusion? The DEC/NAEYC Joint Position Statement offers the following definition of early childhood inclusion: Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. What is the Rollins CDC philosophy on inclusion? The CDC believes that all children are capable and unique. Through high quality early childhood education and loving relationships, the staff and faculty of the CDC strive to help children reach their full potential. With support from our on-staff behavior analyst who specializes in early intervention, children with special needs are not just included in all activities; their program is individualized for optimum growth. Every child at the CDC receives an individualized education. Research supports the cognitive and social benefits of inclusion for all children, as they grow in community with others who are not so different, after all. We believe that parents are partners in child’s education and we encourage open communication with all team members to ensure a successful experience for everyone. Who can we We strive to work with all children in our unique environment and we continually reassess who we are able to best There are times when the needs of the child may not fit with our ability to help the child reach his/her goals. In these situations, a referral will be made to a more appropriate program and/or service. Admission and/or dismissal from the CDC are at the discretion of our faculty and staff.
+Rollins College Child Development & Student Research Center Inclusion Policy Introduction Since 1992, the Rollins College Child Development & Student Research Center (CDC) has always enrolled a diverse group of young learners. Our policy of inclusion is long standing. Here, we are defining the term “inclusion” and sharing our philosophy with others. What is inclusion? The DEC/NAEYC Joint Position Statement offers the following definition of early childhood inclusion: Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. What is the Rollins CDC philosophy on inclusion? The CDC believes that all children are capable and unique. Through high quality early childhood education and loving relationships, the staff and faculty of the CDC strive to help children reach their full potential. With support from our on-staff behavior analyst who specializes in early intervention, children with special needs are not just included in all activities; their program is individualized for optimum growth. Every child at the CDC receives an individualized education. Research supports the cognitive and social benefits of inclusion for all children, as they grow in community with others who are not so different, after all. We believe that parents are partners in child’s education and we encourage open communication with all team members to ensure a successful experience for everyone. Who can we We strive to work with all children in our unique environment and we continually reassess who we are able to best There are times when the needs of the child may not fit with our ability to help the child reach his/her goals. In these situations, a referral will be made to a more appropriate program and/or service. Admission and/or dismissal from the CDC are at the discretion of our faculty and staff.
rollins-cdc-inclusion-policy.docx