Early Childhood And Disability Analysis Of The Findings And Connection To The Current Literature

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Early Childhood and Disability: Analysis of the Findings and Connection to the Current

Literature

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EARLY CHILDHOOD AND DISABILITY 2

Early Childhood and Disability: Analysis of the Findings and Connection to the Current

Literature

Over the past few weeks, various thematic aspects relating to early childhood; precisely

in the context of disabilities, have been explored. After studying various literatures as per the

context of the topics outlined and conducting a discussion on the same, a critical analysis of the

themes found can be provided. This is in addition to creating a connection to related literatures in

the same field and evaluating the philosophical analysis of the matter. First, it is important to

provide a primary foundation of issue. In modern times, various stakeholders such as the

government, society and primary caregivers such as the parents have appreciated use of various

measures in order to promote the well-being of children with disabilities. Legislations and

policies have been enacted to ensure that society appreciate the exceptionalities of these children;

besides enabling them to fully integrate with other members of the society. Scholars have argued

over the time that early development of children with disabilities which entails identifying their

uniqueness and intervention on the same, have a significant impact on their growth and

achievement of full potential in their lives.

Teachers in early stages of academic life of the child play an important role in promoting

the well-being of the child; therefore, emphasis must be put on good relationship between the

child and the teachers. The role of parents cannot be ignored; especially considering that they are

the first teachers encountered by the child before exploration of the outside world. As stated by

Scully, Barbour and Roberts-King (2015), this necessitates a good coordination and relationship

between the teachers and parents in not only within the context of learning but also other extra-

curriculum activities. Various findings of the study will be hereby analyzed.

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Analysis of the Themes

One of the most prominent thematic aspects which the study found is the social

inclusivity. Coordination between the parent and other stakeholders such as the government and

teachers in the early stages of learning is projected to promote social inclusivity of the children

with disabilities. Through identifying their unique exceptionalities, and working on them to

ensure that they are able to adapt fully to the social setting and integrate with other members of

the society (who in this context are other children), they are able to participate in the society and

positively contribute in various capacities depending on their potentials. Identifying the problem

in the early stages and enabling both the parents and professionals to deal with it can

significantly influence the life of the child- in a positive way.

The responses of the questions show that there is a dire need to make these children fit

into the society; albeit their disabilities. Primarily, their disabilities should not be a limiting

factor which curtails achievement of full potential; both in academic realm and extra-curriculum

activities. Within the learning environment, making these children feel that they are not totally

different from others has been identified as an important aspect which can significantly promote

the ultimate well-being of the child (Kasczmarek, 2006). The theme social inclusivity is

comprehensive and it comprises different parties who have to coordinate, communicate and

relate with each other in order to achieve the preliminary goals.

Other than general need to integrate children living with disabilities, legal aspect of the

whole issue cannot be ignored. In working with the families of the children living with

disabilities, it is important to put into consideration the aspect of the law and how it should be

used in a positive way to promote the well-being of these children. Essentially, this theme is an

EARLY CHILDHOOD AND DISABILITY 4

extension of the government’s authority over the well-being of its citizens. In education system,

there is always a necessity to ensure that children living with disability are provided with means

which enables them to achieve their full potential. Through the findings, it can be argued that the

legal theme is tied to the rights of every citizen. The Individuals with Disabilities Education Act

(IDEA) is an important legal factor which ensures that the child living with disabilities are

protected. This legislation ensures that every individual living with disability is guaranteed rights

just like any other person through the Free and Appropriate Public Education (FAPE). Legal

aspect; as a theme identified, is important for its role in enforcement of all other related

recommendations or regulations intended to ensure that children living with disabilities are able

to achieve their full potential; especially in their learning.

Connection to Literature

Scholars such as Scully et al and Kasczmarek amongst others, have a strong affiliation to

the aforementioned themes. They have identified and stated; albeit in different contexts, as

important aspects which cannot be ignored or limited in their applicability. Social inclusivity is a

universal feature which promotes recognition of people with disability (children in this context)

and ensures that they are able to fit into the society regardless of their exceptionalities and

shortcoming. This is important during their learning; especially in early stages. In providing

recommendations on how parents and the teacher can promote the welfare of the concerned child

during learning, Kasczmarek states that there should be development of programs which

promotes inclusivity. Alienating the child from others has a tendency of affecting him in a

negative manner. In addition, he states that it is important to create high expectations from the

child in order to make him view himself as a complete member of the society. The ultimate goal

of this is to limit self-pity and to promote positive image of oneself.

EARLY CHILDHOOD AND DISABILITY 5

Meaney, in her article, the Inclusive Education for Children with Special Education

Needs, argues that achievement and realization of comprehensive inclusion of children with

special education needs in education system requires the force of the law. This will ensure

necessary regulations and procedures are provided; therefore, promoting a systematic solution to

the problems faced by the concerned stakeholders such as the teachers. As an important thematic

aspect in promotion of the childhood education, legislations dealing with children living with

disabilities vis-à-vis their education can significantly promote the well-being of the latter. Other

writers such as Lee (2015) provide articulate and comprehensive insight on what is covered by

FAPE; precisely in the context of the rights of a child living with disability and education of the

same.

Evaluation of Analysis to Philosophy

These themes, when analyzed and contrasted on personal point of view or philosophy, are

more or less similar and compatible. Social inclusivity of children living with disability has to

begin during formative stages of formal learning. In a school setting whereby there are many

other students from different backgrounds, it is important to integrate them in order to prevent

any development of inferiority disorders. As stated by the aforementioned writers, teachers must

ensure that such children are made part of the society through identifying their strengths and

weaknesses and responding to them accordingly. The legal factor as a theme of early childhood

development is important in various capacities. The most significant contribution is through

providing clear guidelines and regulations which can ensure that children with disabilities within

the society are taken care of. These rights have a great impact on holistic development of the

child and influences achievement of the full potential.

EARLY CHILDHOOD AND DISABILITY 6

References

Division for Early Childhood (DEC) and the National Association for the Education of Young

Children (NAEYC). (2009, April). Early childhood inclusion: A joint position statement

of the Division for Early Childhood (DEC) and the National Association for the

Education of Young Children (NAEYC) (Links to an external site.)Links to an external

site.. Retrieved

from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Inclusive Education for Children with Special Education Needs (2007). Retrieved from

https://www.barnardos.ie/assets/files/publications/free/childlinks_body10.pdf

Kasczmarek, L. (2006). Supporting families of children with disabilities in inclusive programs:

A team approach.Young Children on the Web. Retrieved

from http://journal.naeyc.org/btj/200601/KaczmarekBTJ.pdf

PACER Center. (2002). ACTion information sheet: Twelve commandments for parents of

children with disabilities (Links to an external site.)Links to an external site.. Retrieved

from http://www.raisingspecialkids.org/_media/uploaded/i/0e1834309_ifsp12commandm

entsforparentsofchildrenwithdisabilities.pdf.

Parent Information & Resources. (2014, June) Part C of IDEA: Early Intervention for

Babies and Toddlers. Retrieved from http://www.parentcenterhub.org/partc/

Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building

partnerships for educating children (6th ed.) [Electronic version]. Retrieved

from https://content.ashford.edu/

What is and isn’t covered Under FAPE (2015). Basics about your child’s rights. Retrieved from

https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-

rights/what-is-and-isnt-covered-under-fape#comment-list

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Early childhood and disability analysis of the findings and connection to the current literature

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