Planning for All Children

Here you can find practical inclusion ideas for the learning areas listed below. For more ideas you may want to explore the sample chapter from the Inclusive Learning Center Book (REC #11706) or the Let's Play website. The ideas listed in each section below are not meant to serve as a definitive list of responses, but instead are intended to spark the creativity and ingenuity of the classroom teacher and response team.

Across All Learning Areas

• Use room arrangement as a teaching strategy (Teaching Strategies for Early Childhood Video Preview: Room Arrangement as a Teaching Strategy).

• Use larger, high-contrast manipulatives, toys, and game pieces.

• Arrange seating and work surfaces at various heights and for various group sizes [individual, pairs (both peer-peer and child-adult), small groups, larger groups].
• Provide a high-contrast word wall, labels and signs using graphic images and in multiple languages (for example, American Sign Language, Braille, Spanish).
• Provide duplicates of objects, utensils, and props to promote free sharing and positive interactions (shovels, red markers, balls).
• Provide a variety of lighting to support learning (natural or full-spectrum lighting is great).

• Model positive attitudes, language, and actions so on that all children can feel accepted and welcome to participate.
• Provide models for other ways to expand on play experiences.
• Review and incorporate previously learned content and experiences.
• Consistently document what is happening using photos, notes, video, audio recordings, work samples, and so on to help you keep track of how and what children are learning. (See Documentation as a Habit or Using Documentation to Become a Better Teacher from the Results Matter video set.)
• Use concrete, interesting, and real objects as often as possible.
• Find ways to connect with individual children and their families. (See CONNECT Video 2.4: Highlights of a Classroom Visit.)
• Try linking documentation and curriculum to tap into children's interests. (See Linking Documentation and Curriculum in the Results Matter video set.)
• Keep large-group activities short and build up attention span over time.
• Provide flexible time allotments and additional experiences for those who finish early so that those who need more time may complete their experiences.

Library Corner

• Maggie Reading About a Butterfly from the Results Matter Video Library
• Mack Reads His Book from the Illinois Early Learning Project

• Provide multiple versions of the same book (hardbound, board, big, paperback).
• Include books which feature diverse populations (including those with disabilities).

• Make sure the book area is in a quiet, low-traffic area.
• Vary the way the books are displayed (different angles, some open, some closed).
• Provide appropriate lighting that does not create glare on the page.

• Place toys and props that go with the books in the area.
• Include photo albums, books from children's homes, class-made books.
• Encourage children by playing music and singing songs related to the books.
• Read to children with energy and excitement. (See Teaching Strategies for Early Childhood Video Preview: Bigger Than Books.)

• REC Bookshelf

Creative Arts and Writing Areas

• High Scope Video Clips
  • Children Writing: Using a Word Box, a High Scope Language and Literacy video clip
  • Using Encouragement Instead of Praise: Creating New Colors, a High Scope Adult Child Interaction video clip

• Provide trays of sand, salt, or other textural elements for letter and word writing or drawing.
• Provide wipe-off or electronic boards for additional drawing and writing options.
• Supply a "slant board" as a work or reading surface.
• Vary art mediums and add textural elements (like sand) to paints, dough, and papers to encourage exploration and use of language.
• Include magnetic, plastic, felt, or foam letters to manipulate and trace.

• Have an area on the floor dedicated to writing and creating.
• Provide appropriate lighting that does not create glare on the paper or work surface.

• Separate writing and art centers, but provide materials to support writing and creativity in both centers so children can add descriptions, drawings, stories, labels, and such to their creations.
• Partially complete some steps so the child only has to demonstrate one skill.
• Integrate a favorite item into the area.

• Stages of the writing process

Block and Building Area

• Does Your Classroom Have an Inclusive Building and Block Area? from REC

• Provide lighter-weight blocks (e.g., made from tag board or construction paper).

• Put equipment or boxes of various heights in the area to support long, thin boards that can be used to build and explore ramps.
• Put a table in area.

• Encourage children to talk while they build using descriptive language and position words (big-little, over-under).
• Display other ideas for building (e.g., pictures of buildings and businesses around their home, books with interesting structures).
• Include other objects besides blocks (e.g., small toy people, vehicles and other machines, or small balls) that will encourage children to extend or expand play.

• Bridge Building: Sample Activity: Sunlight, Skyscrapers, and Soda Pop (REC #11766)
• Blocks: Great Toys for Kids (REC #9690)
• Introduction to Building Structures with Young Children (REC #8720)
• Constructing a Building (REC #6664)

Exploration and Investigation Areas

• CONNECT Video 1.19: Routine in a Program — Singing with Friends
• Kitchen Materials: Baking in the House Area, a High Scope Using Materials video clip
• Children Talking with Others About Their Experiences: Talking with an Adult, a High Scope Language and Literacy video clip
• Play Dough: Building Play Dough Towers, a High Scope Using Materials video clip
• Shaving Cream from the Illinois Early Learning Project

• Store props and objects by hanging them on hooks as well as putting them in bins, cupboards, or drawers at various heights.
• Accentuate, enlarge, and simplify snaps, buttons, necklines, armholes, and straps for instruments and smocks.
• Find a way to attach some of the containers to the wall or table to make pouring easier.

• Widen spaces between furniture or props to allow easier access and movement.
• Provide multiple access points to encourage peer support for experiences.

• Set the stage to make it appear that play is already in progress as a way to provide children with information on how to start play and exploration independently.
• Offer an alternative for putting one's hand in a bag or box to feel "hidden" items. For example, for those hesitant or with sensory issues, have two children work together to complete the task, or leave the object partially visible, or show the children the object before and as you hide it.
• Encourage peers to include other children in the play experiences (see CONNECT Video 1.10: Routine in the Program—Water Play).
• Develop collections of authentic objects and artifacts that reflect children's interests.

• Resources for Standards Indicator: Explore and compare materials that provide many different sensory experiences (e.g., sand, water, wood)

Imagination and Dramatic Play Area

• Supporting Children's Play: Eating "Snakes," a High Scope Adult Child Interaction video clip
• Kyrill Pouring from the Results Matter Video Library
• Alex, Hannah, and Faith Have a Tea Party from the Results Matter Video Library

• Accentuate, enlarge, and simplify snaps, buttons, necklines, armholes, and straps for costumes, instruments, and smocks.
• Provide clothes that vary in color, size, shape, and texture to prompt sorting and tactile exploration.
• Provide easy-to-grasp tools with large handles.

• Widen spaces between furniture or props to allow easier access and movement.
• Draw a template on table for mealtime items like silverware and plates.
• Include photographs, books, or sequence cards to prompt play scenarios.

• Use items from dramatic play during circle time to show different ways to play with the items.
• Develop prop boxes that reflect children's interests.

• Taking Care of Babies (REC #6209)
• Preschool Children and Pretend Play (REC #10387)
• The Importance of Pretend Play (REC #7950)

Table Games and Puzzles Areas

• Caul Plays with a Puzzle from the Results Matter Video Library
• Dylan and the Matching Board from the Results Matter Video Library

• Include simple and more complex games and puzzles to appeal to children at a variety of levels.

• Store games and puzzles at the children's eye level or below.
• Stack only a few game boxes on each other so that the games won't topple and cause clean-up problems that limit play time.

• Include cues with games that can help children play and encourage them to return all the pieces of a game to the box or storage container (for example, make a chart with drawings and words for each piece that goes in the game, a rebus instructions card).
• Encourage peers who know how to play a game or complete a puzzle to invite other children to play.

• Game boards resources

Large Motor and Outdoor Play Areas

• Kaleb on the Playground from the Results Matter Video Library
• Two on a Trike from the Illinois Early Learning Project

• Provide mats and pads so children can lie down in the grass or sand to dig and explore.

• Have accessible play structures, ramps, and targets.

• Support participation by consistently using verbal cues like "ready, set, go."
• Bring items (such as favorite toys) from inside to the outside to encourage those who might be hesitant to go outside.

• Large motor resources

Technology Areas

• Load scanned images or photos in a digital frame for a slide show of children's work and play in the classroom.
• Use software and online activities with a variety of levels to provide opportunities for success as well as challenge.

• Provide a variety of seating choices by the computer with room for at least two children.

• Place a sign-up sheet by the computer.
• Encourage children to work together when using technology.

• Online game resources

Contemplation and Quiet-Time Areas

• Creating Classroom Getaway Spaces for Children, a video from the Center for Early Childhood Education
• CONNECT Video 1.6: Routine in a Program—Taking Turns

• Provide comfortable seating at a variety of levels.
• Utilize lamps for softer lighting.
• Include an audio player with relaxing music or recorded stories to enjoy.

• Set up the area away from loud and movement-based play spaces.

• Place open books that encourage thinking and reflection in the area.
• Include a few soft and comforting items like pillows, blankets, and stuffed toys to welcome children into the quiet area.