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The Specific Form of Inclusion Models

In inclusive teaching, it is good to start with activities aimed at accepting the fact that each member of society has something in common with the others, at the same time being different in a certain respect. It is essential to lead children towards accepting variety in society as something that enriches society. Then we can move on to activities aimed at getting to learn certain differences closer.

In the case of specific types of health disabilities, it is essential to provide not only information on how the disorder is caused, and what it involves, but also on the needs of the children or the people suffering from this disorder (what somebody who cannot walk needs to move around; what aids a blind person uses, what they are used for and how we can help them etc.) It is important to allow the children to recognize that with adequate support, people with physical disabilities can live a quality and colorful life. Appropriate to the age of the children, we can also deal with topics involving human dignity, belonging and being pro-social.

A specific form of the inclusion model may for instance include the practice of specific skills, when children form their own opinions and attitudes based on acquired knowledge. These are experiential and interactive processes involving simulated or real-life situations dealt with appropriately with regards to the age of the participants.


The selection of activities and their difficulty depends on the age-related specifics of the children, but also on their experience with interacting with children with disabilities.

Essential topics for communication with preschool children about disabilities or disadvantages:

• No two people are exactly same, but some differences are more noticeable than others.

• Disability/disadvantage is only one characteristic of the person. A person has many aspects/qualities: likes and dislikes. Everybody has their strengths and weaknesses that they wish to overcome.

• Children with disabilities/disadvantages are like any other children in that they want to have friends, they want to be respected, and they want to belong.

• Children are born with a disability/disadvantage, or they develop them after a disease or accident. Disability/disadvantage cannot be “caught” from anybody.

• Everybody can become disabled/disadvantaged in the course of their lives (e.g. following an injury or an illness).

• Just because somebody has a physical disability/disadvantage (when a part or several parts of their body do not work properly), it does not mean that they also have a cognitive disability.

• Children with disabilities/disadvantages are able to do many of the same things as others, although it may take them longer. They may also require the assistance of another person, some tool or device.

When talking about a person with a disability/disadvantage it is important for the teacher to use clear and respectful language. For preschool-age children the explanation should be simple, such as: “Terezka uses a wheelchair, because her legs aren’t strong enough to let her walk.”

Children must also be reminded that nicknames referring to certain disadvantages or disabilities – even if meant as a joke – are unacceptable, because they harm others.