Inclusive preschool programs serve children with and without disabilities between the ages of 3 and 5 years old. A range of physical, mental and emotional disabilities may be represented in any one classroom. The children have all of their daily activities together and the curriculum, as well as, the classroom environment are adapted to support all children's needs. Children are seen as individuals and it is recognized that all children are on a continuum of development.

Every child has the ability to learn and grow. All children can benefit from inclusive programs. Some of the benefits of inclusive programs for typically developing children are:

• increased knowledge and acceptance of human differences, and
• appropriate developmental gains are made.

Some benefits of such programs for children with disabilities are:

• increased opportunities for friendships;
• increases in language, cognitive and social skills; and
• improved self-esteem.

The goal of inclusive programs should be to meet the needs of each child. In order to achieve this goal, staff must receive appropriate training and other support services should be available. In addition, the classroom physical environment must support all of the users.

The physical environment of a classroom for an inclusive program should include all of the attributes of a good preschool classroom for typically developing children. In addition, there will need to be some special considerations. The following are some characteristics of the physical environment that should be considered for an inclusive preschool program.

1. Enclosure of activity centers - Partial enclosure of activity centers helps children to avoid distractions and focus on activities. Partial enclosure of appropriately sized activity centers (3-5 children in most (instances) also allows children to function in small groups instead of constantly feeling like they are with the whole group of 12-18 children. While enclosure is necessary it is also important to have some visual access into the activity centers so that children can see what is available.
2. Amount to do - There should be a variety of activities available that encourages all areas of development. There should be ample supply of materials and sufficient opportunities to practice new skills. In order to maintain interest and encourage new skills rotate materials and activities. Adequate storage will be needed so that everything is not available to the children at once.
3. Stimulation - Displays can help to stimulate children's interest and imagination. Displays of child-made items (all children's items) will also contribute to children's sense of self-esteem. Displays should rotate frequently.
4. Privacy - Provide places for children to go to be alone but be able to observe the actions of others. Children need the opportunity to restore themselves and join in activities when they feel comfortable doing so.
5. Flexibility - The classroom will need to change for various activities and needs. Flexibility in lighting, furniture, and dividers will help the classroom meet the programmatic needs.
6. Accessibility - Developmentally appropriate materials and toys should be available to all children. Materials and toys can also be used to encourage conversations among children and between children and adults. Some children with developmental cognitive delays may require additional props to stimulate possibilities for play. Such materials should be easily visible and accessible to children.

Some specific accommodations may be required for an inclusive classroom. The ARC suggests the following easily achieved accommodations.

Barriers

1. Ramps and steps should be provided for entering and exiting the building as well as to access areas within the building (this includes lofts in the classroom or multipurpose room).
2. Widen doorways to accommodate wheel chairs.
3. Provide specialized potty chairs or build steps up to the potty.

Special equipment
Extra space will be needed in the classroom for items such as wheel chairs, standers, corner chairs, and specialized wheeled toys. These items will help a child with a physical disability to participate in classroom activities.

Lighting
The key here is flexibility. Classroom lighting must be adjustable to fit the activities and the needs of the children. Some children are light sensitive so lighting will need to be reduced. Spot lighting will help children who require additional light for certain tasks.

Furniture

1. Leave major pieces of furniture and equipment in the same place every day.
2. Keep circulation paths clear of obstructions.
3. Use furniture as landmarks to help children navigate the classroom.
4. Use various sensual ways of marking activity centers, i.e., color, texture, hanging banners or mobiles, rugs.

The classroom for inclusive preschool programs can be a place that works for all children. The appropriate physical environment will also enhance the curriculum and ensure that all children can participate in the activities.

References
Bailey, D.B. Clifford, R.M., Harms, T., (1982). Comparison of preschool environments for handicapped and nonhandicapped children. Topics in Early Childhood Special Education 2 (1). 9-20.

Mulligan, S.A., Green, K.M. Morris, S.L., Maloney, T.J., McMurray, D., Kittelson-Aldred, T., (1992). Integrated child care: Meeting the challenge. Tucson AZ.: Communication Skill Builders.

Lorraine E.Maxwell, Ph.D., Assistant Professor Design & Environmental Analysis
Martha Van Rensselaer Hall, E310, Cornell University, Ithaca NY 14853
lem3@cornell.edu 607/255-1958

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