Inclusive ECCD: - Consultative Group on Early Childhood Care and ...

INCLUSION Coordinators’ Notebook, Issue 22
Given the fact that the CRC, the Salamanca Statement,
and basic <strong>ECCD</strong> programming principles take
much the same position in relation to the provision
of opportunities for all children, the question can
rightly be asked, What (if any) are the differences between
good <strong>ECCD</strong> programming and inclusive programming?
The answer is that there is no basic difference between
a quality early childhood (<strong>ECCD</strong>) programme
and an inclusive programme; they have many of the
same characteristics.
■ There is an understanding of the importance of
early interventions as a foundation for later development.
■ There is recognition of the importance of developing
linkages and of cooperating closely with the
family.
■ Within both inclusive and early childhood programming
there is recognition of the need to focus
on the child’s social development, as it is linked in
an integral way with children’s learning.
■ There is an emphasis on active learning.
■ There is recognition of the importance of individual
differences and planning for the needs of individual
children, within the context of the group.
Because of the similarities in goals and approaches,
quality inclusive early childhood programmes should
be created as a first step in including children with
special needs in educational systems. This can be done
by adhering to some of the following principles.
Principles for <strong>Inclusive</strong>
<strong>ECCD</strong> Programming
In most settings the development of inclusive programmes
is relatively new, thus there are not many
models of how they can be implemented effectively.
Therefore, as programmes are being developed, the
people involved need to be flexible and willing to
experiment and learn. The following are some specific
recommendations on moving toward inclusive
programming.
■ Begin with parents/families.
Families are the first and foremost decision-makers
on behalf of the child. Therefore, parents need to be
key participants in the design of inclusive programmes.
One of the key principles in the development
of <strong>ECCD</strong> programmes is to begin with what
parents already know and do. Specifically,
■ begin with the parents’ questions and concerns;
■ build on the parents’ current understanding—what
do they see as the problem?;
■ give the parents time to work through the issues;
and
■ help parents to take a long-term view (the immediate
service may represent a solution that will work
for the short-term, but the long-term needs to be a
part of the planning process as well).
■ Build partnerships.
In some countries there are professionals trained
UNICEF/93-1193/Jeremy Horner
Begin with parents.
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