All children are taught in a variety of ways using many modes and senses . Children and adults learn from early personal experience that differences are part of life and should be celebrated. Teachers should provide opportunities for non-mobile and nonverbal children to indicate an activity preference. Teachers must frequently reposition children who are non-mobile. Teachers need to position children in an activity area for best participation.
Teachers can encourage participation at whatever level is appropriate for or desired by the child.
Teachers must avoid the tendency to do everything for the child with special needs. In 1998, the U.N. Consultative Group on Early Childhood Care and Development published an issue of their Coordinator's Notebook on Inclusion . This issue supports and complements many of the same principles as those suggested above by our North American Colleagues. The emphasis on inclusion is based on several international declarations and meetings. Although many of the above concentrated on school-aged children or adults, some did stress the importance of early identification and intervention.