Technical Assistance and Training System
TATS eUpdate
Inclusion
Reflecting Diversity in the Classroom
November 2009
Classrooms throughout the United States reflect the growing cultural diversity of its population. Programs that recognize and appreciate these differences are more likely to: • Engage families • Develop positive relationships with children and family members • Receive more accurate information from screenings, evaluations, and assessments • Deliver supports and services that are more appropriate for children and families • Promote child outcomes It is essential that early childhood programs for children with disabilities provide services that are responsive to not only the needs of these children and their families, but also to cultural, ethnic, and linguistic differences. Professionals need to reach out to children and families in a variety of ways to ensure that they all feel welcome and supported in an inclusive setting. Making sure that the early childhood classroom reflects diversity is an important way to engage children and their families, and to show respect for that diversity. Best Practice The Administrators’ Walkthrough Checklist for Prekindergarten Classrooms developed by the Technical Assistance and Training System (TATS) project addresses diversity in the classroom through the following indicator: Diversity is reflected through the classroom environment and materials. • Displays (of photos/posters/art) and books reflect people of different professions, cultures, ages, genders, and abilities. • Books are available in languages spoken at home by children; books depict both men and women engaged in gender‐neutral work activities (e.g., female firefighter, male sewing). • Music, decorations, and activities in the classroom reflect the variety of languages and cultures of the families in the program. • Pictures, puzzles, toys, and props (such as dress‐up clothing) reflect people of different races, cultures, and ethnicities. Page 1 of 6
Technical Assistance and Training System
The pictures below give examples of how diversity can be reflected throughout a classroom. Description: The posters in this classroom reflect the cultures and physical appearance of the children and families enrolled in the program in a positive manner. These materials are hung at children’s eye level. Description: Classroom displays reflect the special events of the culture, language, beliefs, or ethnicity of the children enrolled. Page 2 of 6
Technical Assistance and Training System
Descriptor: The classroom literacy center contains books written in the native language of the children and families enrolled in the early childhood program. The books are at the interest and literacy levels of the children enrolled. Description: Children sing songs and dance to music that is reflective of the cultures represented in the classroom. Songs may be in the native language of the children. Description: Children participate in planned activities, such as plays, that are traditional for the cultures represented in the classroom. Page 3 of 6
Technical Assistance and Training System
Description: Classroom play materials also reflect the culture or appearance of the children and families enrolled in the early childhood program. For example, children are provided the opportunity to use play food like that which is found in their own home rather than like food found in a typical American home. Reflection
Think of ways to incorporate the rich cultural variations of children in a classroom into a
display or a play for a family open house night.
Students learn what they care about, from people they care about and who, they know,
care about them.
- Barbara Harrell Carson
References and Resources
Bruns, D., & Corso, R. (2001). Working with culturally and linguistically diverse
families. ERIC Clearinghouse on Elementary and Early Childhood Education.
University of Illinois: Champaign, IL.
The Center for Inclusive Child Care (CICC)
CICC is a resource network for promoting and supporting inclusive early childhood and
school-age programs and providers. http://www.projectexceptional.org/
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Technical Assistance and Training System
Circle of Inclusion
For early childhood service providers and families of young children, which contains
various resources related to inclusion for young children (to age 8). Spanish, Korean and
Japanese in addition to English. Includes articles, adaptations and modification ideas,
children’s literature relating to disabilities, ideas for inclusive classrooms and links.
http://www.circleofinclusion.org/
Cook, R. E., Klein, M. D, & Tessier, A. (2004). Adapting early childhood curricula for
children inclusive settings (6th ed.). Saddle River, NJ: Merrill Prentice Hall.
Florida Department of Education. (2001). An introduction to exceptional student
education for parents of Florida’s students with disabilities. Bureau of
Instructional Support and Community Services: Tallahassee, Florida.
Florida Rule 6A-6.03026, Florida Administrative Code (FAC), Special Programs for
Prekindergarten Children with Disabilities; and 6A-6.03027 (FAC), Special Programs
for Children Three Through Five Years Old Who are Developmentally Delayed.
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=1062846&type=1&file=6A6.03026.doc
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=1062943&type=1&file=6A6.03027.doc
Hollingsworth, H. (2005). Interventions to promote peer social interactions in preschool
settings. Young Exceptional Children, 9(1), 2–11.
IDEA 2004 Web site
Provides searchable versions of the Individuals with Disabilities Education Act (IDEA)
and the regulations. The Web site also gives access to cross-referenced content from
other laws (e.g., the No Child Left Behind Act (NCLB), the Family Education Rights and
Privacy Act (FERPA), etc.), video clips on selected topics, topic briefs on selected
regulations, links to OSEP's Technical Assistance and Dissemination (TA&D) Network,
and other resources related to the law. http://idea.ed.gov/
Technical Assistance & Training System (TATS)
TATS is a statewide project providing technical assistance and training to programs in
Florida serving prekindergarten children with disabilities. The TATS Web site provides
information and resources on curriculum and instruction, evaluation and assessment,
family involvement, inclusion, program effectiveness/quality, and transition, as well as
links to early childhood partners.
http://www.tats.ucf.edu
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Technical Assistance and Training System
TATS eUpdates are a service of the Technical Assistance & Training System Communities of Practice. The
TATS eUpdates are intended to provide current information related to best practices or trends in the
education of young children with special needs in the areas of Transition, Program Effectiveness,
Inclusion, Curriculum & Instruction, Evaluation & Assessment, and Family Involvement. For more
information about the TATS Communities of Practice and the TATS eUpdates, please log on to
http://www.tats.ucf.edu.
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