National Network for Child Care's Connections Newsletter
Sandra Bernstein
Preschool Consultant/Training Coordinator
Human Development and Family Studies
National Lekotek Center, Evanston, Illinois
Twenty years ago, when a mother gave birth to a child with Down
Syndrome, the doctor looked at the parents with great sympathy
and said, "Put this baby in an institution. Forget about
it. Go home and make a new baby." Because the message was
so horrible, many parents cried their tears and tried to push
the tiny infant they were giving away out of their minds. They
pretended not to feel guilt and despair.
As research in medical science and education learned more about
the value of early intervention, doctors began encouraging parents
to take their child home and to love him or her as they would
any child. As attitudes changed, more parents learned how to cope
successfully with their disabled children. They began forming
support groups where they could discuss their problems and concerns
with parents in similar situations. Eventually, these parents
wondered where their children would be going to preschool. Traditionally,
children with special needs had been involved in early intervention
programs until age three. They would then enter the public school
special education classroom with other developmentally delayed
children.
Some parents decided that they wanted their child to have an opportunity
to attend a regular preschool program. Two things helped this
happen. First, the federal government enacted a law enabling parents
to enroll their children in "the least restrictive environment." Second, research indicated that children with disabilities who
were integrated into regular preschool programs showed gains in
their social interaction and language development.
Research and professional observation also suggests that integration
has many advantages. Children with special needs learn many important
skills. They learn to adapt to a group situation, to follow routines,
and to participate appropriately. This will carry over into their
everyday life and subsequent school experiences. Integration also
gives disabled children the chance to make friends and to socialize
with other children. Through interacting with other children,
they learn the value of communication and the give-and-take of
conversation. They also are better at following verbal instructions
and talking spontaneously. They learn how to use materials appropriately,
how to play independently, and how to take care of their own needs,
such as getting dressed and undressed. Most of all, they have
fun and become an integral part of their peer group and of society.
Non-disabled children also benefit from an integrated program.
They learn to accept differences at an age when differences are
noticed, but prejudices may not yet have developed. Interacting
with children who have a variety of needs teaches children how
to focus on the individual and not on the disability. They also
learn when and how to help others, and are not uneasy offering
assistance when needed. Children who participate in integrated
programs grow up accepting people with disabilities as valuable
members of society. They may even grow up to be adults who advocate
for the rights of persons with disabilities.
The experience is also beneficial for teachers and child care
providers. They express pride in having been able to help a child
develop the skills necessary to succeed in the preschool classroom.
Like the children, teachers and providers develop a more positive
and accepting attitude toward people with disabilities. Working
to integrate disabled children into a regular program helps them
improve their observation, problem-solving, and planning skills.
Improving these skills helps caring for and teaching all children.
Crowley, A. A., (1990). "Integrating Handicapped and Chronically Ill Children into Day Care Centers." *Pediatric Nursing,* January-February, Vol. 16, No. 1.
Hanline, M. F., (1985). "Integrating Disabled Children." Young Children, January.
Templeman, T. P., Fredericks, H. D. & Udell, T., (1989). "Integration of Children with Moderate and Severe Handicaps into Day Care Centers." *Journal Of Early Intervention,* Vol. 13, No. 4, pp. 315-328.
Reprinted with permission from the National Network for Child
Care - NNCC. Bernstein, S. (1993). The case for integrating children
with special needs. In Todd, C.M. (Ed.), *Day care center connections*,
2(4), pp. 6p;7. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service.
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