IN THE KINDERGARTEN INCLUSIVE EDUCATION

Preschool teacher GHEORGHE AURELIANA DANA

Kindergarten Step By Step with the P.P. Copse Wonderful Municipality of Ploiesti,
dana _aureliana@yahoo.com

Abstract:
Every child is different and has its own particular and needs, whether or not it is a child with
disabilities. All children have the right to education according to their needs. Inclusive education has the
fundamental principle of an education for all, together with all of them, which constitute a goal and a
reality to win followers and shall be geared in experiences and best practices of integration/ inclusion.
Key words: disabilities, inclusion, inclusive education, special needs, kindergarten

Introduction
The type inclusive education is a quality education, affordable and which fulfils the
intended to address to all the children, without discrimination. All over the world, more and more
children from disadvantaged environments follows kindergartens, primary or secondary schools.
In most countries is required by law that all children must benefit from education.

About
Romanian group for Inclusive Education has the overall objective of Romania's
connection to the international efforts to achieve inclusive education, supporting and developing
the romanian model and promotion at national and European level.
The heavy principles on which they promote are simple,clear and complete commonality:
- each child is unique and valuable in the framework of the education system;
- each child can learn;
- educational political are those which should encourage soon the idea of school for child, than
that of a child for school;
- encourage the development and support of supporting services in the school, to provide
development opportunities for all students, but also to form and support the teachers;
- claim educational partnership between teachers, parents, students, together with all the
professionals who value added tax act of education; inclusive education means support and
education for all, care and attention for each.

What are the affects of inclusive education?

In this aspect, the educational integration affects the rehabilitation and training of persons
with special needs, in difficulty psychometric, intellect, language, psychobehavioral, sensory
evaluation by a series of legal nature, political, social, pedagogical. In the contemporary
pedagogy an intense concern is to find the best ways and means of educational intervention,
since the young ages, as well as on a wider categories of the infant population. Thus, the
consciousness of children from an early age, must be formed and developed, reprimanding them
as the receipt of ,,different" children along with everyone else, this must be made not for their
sakes, in the first place, and not out of pity for them, but for each individual to participate in joint
actions for the development of the future, in order to contribute in the development of the
community in which he lives.
The argument of this report is just the idea that the inclusion can and is more than just a
demagogic speech, declaratory nature; it can be put into practice through concrete techniques of
teaching and personalized curricular adaptation, through the formation and development of the
awareness of all the children for diversitar acceptance of any type. The kindergarten is aimed at
creating a coherent program and coordinated by the inclusion of preschoolers children with
different disabilities, other ethnic groups, social origin, etc. and prepare the other children with a
view to acceptance thereof, without any differences in the manifestation behavioral or verbal.
Also, it is necessary to add implementation of coherent strategies for the development of
awareness and of the behaviors of children in a spirit of tolerance and non-discrimination, the
acceptance of the equal opportunities for all children.
The integration/ inclusion may be supported by the existence of a legislative framework
flexible and realistic, the interest and the availability of the teachers from mass school and of the
special school, the approval and support of the parents of integrate children, the involvement of
the entire civil societies, but also on the level of the relations which are formed and develop at
the level of the class integrators which are based on tolerance and respect for the child with
problems. The kindergarten which receives in the organization the disadvantaged childrens shall
determine ,,directly and indirectly" the attitude toward them is composed of: educators, parents,
children and externally, company with numerous media institutions and various factors. An
essential condition for the success of the joint action of the three factors active in the
kindergarten is the existence of constructive relations of understanding, which is carried out
through the open attitude, through the availability, through a specific positivity, which is
consolidated with willpower and conviction.
The teacher must be familiar with the deficiencies of children who will be received in the
group in the purpose of understanding and in order to shape the activities, according to the needs
of children.
When it comes to receiving a child with special educational needs, the attitude towards
him/her must keep a normal appearance, the child being treated like the other children in the
group. It is very important to increase awareness of children and their preparation to receive in
their rows a colleague with disabilities. Sensitization is done by incentives: the development and
implementation of games which allow the stimulation of shortcomings (motor function, visual,
aural), which causes the children to better understand the situation of those who have disabilities,
through the stories, literary texts, through open discussion, visiting visually impaired persons.

What is the role of the kindergarten?

The kindergarten has the role to support the families and have confidence in their own
resources to cope with weights which they encounter. The education of the parents and
counseling have an important role to play in the integration of children with mental disorders of
emotional nature, or of any other nature in the kindergarten. The results of their work for the
promotion of inclusion, both direct and indirect, the educational partners, parents, appear after
long intervals and are the effect of a exercise diligently, supported. Educational center of
attention on the vulnerable groups is an indication of the level of civilization reached a certain
company and this necessitates the search for a new formula of human solidarity, which has a
special significance in our society.
The kindergarten is inclusive through a flexible curriculum and openly allowing
successive adaptations. No child follows the curriculum, but it is an instrument designed to
support the development of him,it shall be adapted to the needs and special features. There are
also certain risk situations in which the teacher must know the child's feelings and behavior, in
order to support him. The risks may arise from the sociocultural environment of which it is part
of a family relationship, which causes it to the day-to-day existence, as well as the development
of formal educational models which may exercise stress on the child which does not correspond
to the normality we are used to.
A planning must not start from the content but from the personalities of the children from
individual characteristics and features. On the other hand, the kindergarten, as an institution, may
not meet the requirements of a single multiple effective program of education. There is a need
for a partnership between the kindergarten- family- community, a common construction for the
benefit of the child, without prejudices, based on mutual respect, acceptance, tolerance,
regardless of the economic situation of social, educational or of their parents. The teacher, in
turn, must respond to the diversity and uniqueness of every child, to aim the positive attitude,
language and teaching methods. Preschool child is in a process of training in which every
gesture, every word, every glance at the adults who around him may influence the image itself. .
The teacher's attitude to the child's actions, appeals, positive or negative appreciation is
very important to give the child confidence in his own.
In order to assess the child, the teacher must take into account the competence and
educational capacities of each child and identify:
• how is each;
• what each knows;
• what each makes;
• how shall cooperate with the others.
For the approach of quality education in the kindergarten the inclusive teacher , must
comply with the following steps:
- to draw up a development plan for the kindergarten in which to specify concrete the partnership
with the family and community;
- the entire staff of the kindergarten to be prepared to receive all children, without discrimination;
- to ensure a climate welcoming and opened by organizing the educational environment as
efficiently and paced;
- have discussions, in advance, with the children to accept some others, to collaborate and to
work together;
- to ensure a flexible curriculum and the parents to have acces on it;
- assess each child by direct and indirect observation in order to ensure adequate's participation
in the activities of the curriculare;
- to ensure access for all children from kindergarten program, but also in the amendments and
adjustments thereto;
- with a view to ensuring participation of all the families into the decisions and actions in favor
of all children;
- to evaluate permanently and periodically the progress made by all children, not only from the
point of view of intellectual procurement, but also from social relations, cooperation and
collaboration, self-image development and self-confidence;
- to develop individualized plans that are tailored for children who need support in some parts of
the development and at certain moments;
- to adjust continuously the curriculum in order to adapt it to the educational needs of children;
- to achieve a permanent exchange of ideas, experiences and solutions with other underclassman
from kindergarten or other institutions, as well as their families with children.
Conclusion
When we say inclusive kindergarten, we must not go with the thought of children with
with special educational needs and disabilities, but every child in part, because each has its own
pace of development and at a given moment may need some special requirements as regards
education.

Bibliography:
- ECATERINA VRĂSMAŞ- “Preschool education of the child", ProHumanitas Publishing
House, Bucharest, 1999;
- ECATERINA VRĂSMAŞ- ,,Introduction to the education of special requirements", Credis
Publishing House, Bucharest, 2004.