Supporting a Pro-Inclusive Climate in the KindergartenPŘEDEŠLÁ Inclusion in Kindergarten – Communication with ParentsNÁSLEDUJÚCÍ

Pro-INCLUSIVE MEASURES IN THE KINDERGARTEN

The following table illustrates the differences between inclusive and exclusive measures within an ordinary day at a kindergarten. Inclusive measures attract every child into active participation with other children. Some adjustments and modifications are necessary, but if teachers and families cooperate, solutions can be found and the inclusive program gets extended.

Inclusive vs. exclusive measures

Area	Inclusive measure	Exclusive measure
Specialized interventions	Specialists provide their services within the context of the ordinary classroom. Work is carried out in small groups of children (which also include children with SEN). The therapist/specialist provides interventions in the form of entertaining activities, such as games etc.	The child is excluded from the classroom, and it is worked with in a separate room (therapeutic room).
Table manners	Situations involving the consumption of food are used for the social integration of all children. For instance, a child with CCP has the possibility to use special equipment (plate, suction cup fastened to the table, curved spoon etc.), which makes food consumption easier for them.	Children who use special aids when eating are seated at a “special” table with an adult employee.
Toys, posters, other materials	Materials/pictures in the classroom contain people with disabilities. These materials are aimed at individuals, and their activities and skills – their disabilities are secondary/accidental.	The school has no visual materials showing people with disabilities. If they are available, they usually focus on the disability.
Classroom equipment	The arrangement of the classroom is conducive to exploration and social interaction. Toys and other materials are available to all children, including children with disabilities. The spatial arrangement also allows for the free movement of children with disabilities.	Most materials are available only to teachers, and children who develop normally. Things are out of the reach of children who cannot stand up or walk independently.
Parent-employee relationships	Teachers actively cooperate with parents and include them in the planning of various activities within the schedule, in problem solving and decision-making.	Teachers communicate with parents only if problems occur, or when it is necessary to make an important decision regarding special education.
Working with adults with disabilities	Facilities are open to employing people with disabilities. The program also tries to actively engage parents with disabilities. They also arrange for the necessary support (i.e. somebody who can interpret sign language for a parent with a hearing disability.)	No people with disabilities work at the facility. There are no attempts at including parents with disabilities in the program.