5.5.8

Inclusion Planning (Disabilities Plan of Action)

Head Start programs are required to ensure that at least 10% of enrollment slots are occupied by children with disabilities. Head Start recognizes that both children with and without disabilities would benefit from participating together in the same classrooms.  

An Inclusion Plan may be created when:

• • A Notice of Enrolled Child with Special Needs (Link to SOP) is completed and scanned to the Disabilities Department.

  Note: A Notice of Enrolled Child with Special Needs does not always result in an Inclusion Plan. It may result in an Inclusion Plan if there is a significant exceptional need. A significant exceptional need is a disability or condition that makes it difficult for a person to learn or succeed without specialized support. It’s important to recognize that not all children with a diagnosed disability will need specialized support.

  • The Teacher/Caregiver, Family Worker and parent/guardian consult regarding concerns about the child’s ability to fully participate in the classroom routine and/or activities
  • An IEP/IFSP meeting is held, and the group determines that an Inclusion Plan would be beneficial. The plan will be developed during the Inclusion Planning meeting.
  • There is an immediate need for a plan in order for the child to access the classroom

  Important note: if at any time the parent/guardian shares concerns about the child’s ability to participate in the classroom and/or the education staff have concerns; please notify the Dis/MH Dept for assistance.

Inclusion Planning Process

• • Contact the parent/guardian and discuss the observation, collecting additional information that may be helpful in developing an inclusion planThe Disabilities and Mental Health Dept. will:
    • Request the Family Worker notify the parent/guardian of an upcoming observation that will be completed by a member of the Dis./MH Dept. Once the family provides verbal agreement, the Family Worker will email the Dis/MH Dept. informing them the family has agreed to the observation.
    • Send the Teacher/Caregiver the Member of the Class: Teacher’s Guide
    • The Teacher/Caregiver must review and complete the form from the perspective of the child with special needs. It is best practice to complete the form after the child has been in the class for at least 3 weeks. Once completed, the Family Worker must scan the document to the Dis/MH. Dept. who will attach the document in ChildPlus
    • Schedule a time to observe the child’s ability to participate and learn in the classroom environment, routines and activities
      • During the observation the Dis/MH Dept. may complete one or both of the following forms to support the development of the inclusion plan Integration Checklist and the Child Assessment Worksheet

  Inclusion Plan meeting

  • The Family Worker will coordinate the meeting which is usually held at the center where the child attends. The following is a list of all those who should be invited:
    • Dis/MH Dept
    • The parent/guardian
    • The teacher/caregiver
    • Head Teacher/Site Supervisor
    • Family Worker
    • Relevant service providers (individuals from external agencies)
  • The meeting is facilitated by the Dis./MH Dept. and the plan is developed. The goal is to include all in attendance to develop strategies of support, ensuring the child can participate in the classroom environment and daily activities to the best of their ability.
  • The completed Inclusion Plan is signed by all those in attendance
    • Copies are provided to the parent/guardian and offered to all participants
    • The Inclusion Plan is scanned to the Dis./MH Dept. who will enter it into ChildPlus.
    • The original plan is filed by the Family Worker in the Disabilities section (orange section) of the child’s file
    • Follow-up meetings may be held at parent/guardian’s request or teacher’s request as needed

  Important note: The Head Teacher/Site Supervisor is responsible for ensuring the Inclusion Plan is being implemented. The Site Supervisor must observe the plan in action. If it is observed that the plan is not implemented, supervisors should meet with the staff and discuss challenges, barriers and any changes that may need to be made to the plan. The Dis.MH Dept. must be contacted when adjustments need to be made to the plan.

Head Start Center for Inclusion

The success of inclusion depends on everyone realizing that it involves more than children “just being there.” Inclusion refers to the full and active participation of young children with disabilities in programs with typically developing children.

For thirty years, research findings and public policies have promoted preschool inclusion as an important element in producing positive outcomes for young children with disabilities and their families. Head Start has a longstanding commitment to making enrollment opportunities available to children with disabilities.

For more information and helpful resources including those listed below, visit the Head Start Center for Inclusion website here.

• Member of the Class: Teacher’s Guide – Checklist to guide your classroom inclusion practices
• Member of the Class: Tips for Teachers – Practical strategies that teachers and other caregivers can use in their classrooms and other early learning settings.

References

• Inclusion Plan – Formster | English | Spanish
• Notice of Enrolled Child with Special Needs – Formster | English
• Integration Checklist
• Child Assessment Worksheet
• Head Start Center for Inclusion
• Member of the Class: Teacher’s Guide Checklist