In many schools, students who require a special education curriculum are separated from their able-bodied peers. There are many reasons why this is the case — some students require Individualized Education Programs (IEPs) that cannot be taught in a general classroom, while others benefit from being taught in a less restrictive environment.
But some schools and child care centers take a different approach, teaching students who have disabilities along with students who do not. This method has proven beneficial for both kinds of students, helping children with disabilities develop better communication skills and aiding their peers in building empathy and understanding.
Needs-Based vs. Age-Based Learning
The Arc Montgomery County Karasik Family, Infant & Child Care Center (KFICCC) is one such program, and the first of its kind in Maryland. Children ages 6 weeks to 5 years of all abilities learn alongside each other, in classes based on the students’ needs rather than their ages.
Founded in 2011, KFICCC was a joint effort between Montgomery County Public Schools (MCPS) and The Arc Montgomery County, the local chapter of the national nonprofit that supports and advocates for people with developmental and intellectual disabilities.
“MCPS had the brilliant idea to embed a team of early childhood educators that are MCPS employees and specialists at KFICCC, which means our children who need support services do not have to leave the building,” says Doreen Engel, director of children and youth services at The Arc Montgomery County. “They receive their speech, physical and occupational therapy, their special education and whatever else they need in the regular classroom with their peers.”
Engel adds that initially, MCPS got involved in KFICCC’s development to save on bussing costs. But the program’s continued success proved it to be more than a money-saving measure.
Social, Academic & Developmental Benefits
In inclusive programs such as KFICCC, children with disabilities receive all of the resources and support they would receive in a separate special education program, but with additional benefits. In addition to the fact that they are able to form friendships with their peers more easily, research has shown that inclusion can benefit them academically and developmentally. Inclusive learning nonprofit Changing Perspectives notes that students with disabilities in inclusive classrooms may see improved development in their communication and early literacy skills.
This arrangement benefits able-bodied students as well. The 2021 Frontiers in Psychology-published study “How Inclusive Interactive Learning Environments Benefit Students Without Special Needs” found that learning in an inclusive environment can help typically-developing children grow their sense of understanding, acceptance and patience. Not all young children develop evenly, so inclusive preschools and early child care centers can be beneficial for children who may be considered behind in certain aspects, such as toilet training or being able to write or draw.
“The expectations for children [in other child care environments] may not be developmentally appropriate,” Engel notes. “Programs that commit to inclusion have a high correlation between that commitment and excellent outcomes. Our teachers have regular interactions with highly trained specialists, who have a plethora of knowledge and techniques to teach children things they are struggling to learn, or may need more support to learn.”
Not One-Size-Fits-All
While the benefits of inclusive education are clear, it’s worth noting that it is not a blanket solution to the inequities that students with disabilities often face. The training required for inclusive educators can be challenging and costly, and some students may benefit from being in a smaller classroom. However, inclusive learning environments should be an option for children entering school.
“There are challenges to inclusion,” Engel says. “I worked as an inclusion specialist for several years, coaching schools around the country. It is challenging. There are some costs involved, and there are some children who, by their behavior, are letting us know that they’re not ready to be included yet. But pushing for inclusion still leads to better educational outcomes.”
