Benefits of Inclusion

Research has shown many benefits of including children with disabilities in early childhood programs. The positive effects accrue to children with disabilities as well as to families, children with typical development, and the community at large. Some of these benefits are listed below.

Children with disabilities are:

• Spared the effects of separate, segregated education-including the negative effects of labeling and negative attitudes fostered by lack of contact with typically developing children.
• Provided with competent models that allow them to learn new adaptive skills and/or learn when and how to use their existing skills through imitation.
• Provided with competent peers with whom to interact and thereby learn new social and/or communicative skills.
• Provided with realistic life experiences that prepare them to live in the community.
• Provided with opportunities to develop friendships with typically developing peers.

Families of children with disabilities:

• Are able to learn about typical development.
• Feel less isolated from the remainder of their communities.
• May develop relationships with families of typically developing children who can provide them with meaningful supports.

Children without disabilities are

• Provided with opportunities to learn more realistic and accurate views about individuals with disabilities.
• Provided with opportunities to develop positive attitudes toward others who are different from themselves.
• Provided with opportunities to learn altruistic behaviors and when and how to use such behaviors.
• Provided with models of individuals who successfully achieve despite challenges.

Families of children without disabilities:

• May develop relationships with families who have children with disabilities and thereby make a contribution to them and their communities.
• Will have opportunities to teach their children about individual differences and about accepting individuals who are different.

Communities can:

• Save money by limiting the need for segregated, specialized programs.
• Conserve educational resources if children with disabilities who are mainstreamed at the preschool level continue in regular as compared to special education placements during the elementary school years.

Wolery, M. and Wilbers, J. (Eds). (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children. I:\Train\NPDCI\Awareness Packet\Benefits of inclusion including community.doc