Preface

I consider myself a typical Head Start parent, but until recently my son, Anthony, was not a child who typically attended a Head Start program. Although there were children with disabilities attending Head Start, there had not been a child attending this program who was as physically challenged as Anthony,  Anthony had been enrolled at a local self-contained Preschool Handicapped Program. While all his therapy needs were met, he rarely interacted with the other children. Everything I was working so hard to build - independence, self-esteem, and friendships - was being destroyed in that setting.  Knowing Head Start's commitment to children with disabilities, I advocated for it as a placement for Anthony. The difference in Anthony since he has been at Head Start is absolutely remarkable. He no longer sits passively and allows others to do things for him. He brings home art work that was made by HIM! And Anthony is just so proud of his accomplishments!  The most heartwarming event was when Anthony was invited to a classmate's birthday party. He waited anxiously the day of the party, asking every five minutes if it was time to leave. As we pulled out of the driveway he was singing over and over, "We're going to the party." I literally had tears in my eyes. He had a sense of belonging.  Thank you Head Start. You've really defined and achieved "total inclusion."    Diane Bonelli  Phillipsburg, New Jersey

 

The letter on the previous page, written by a Head Start parent, underscores the belief, commitment, and support it takes to include children with disabilities in Head Start. Anthony's mother describes an outcome we hope this guide will help accomplish - to have every child and every family feel affirmed and supported for who they are and what they have to offer.

To achieve this result, we must view a child with a disability first and foremost as a child with a unique personality, abilities,likes, and dislikes. That is the purpose of this foundation guide written for all Head Start staff, parents, and consultants - to support Head Start's efforts to include children with disabilities in the various worlds around them.

This guide will be useful to all Head Start programs - those that have just begun to reach out to and serve children with more significant disabilities, and programs that have considerable experience.

In order for staff to accept and implement this staff development program, they need to know that the management team will provide encouragement and practical assistance. You can offer support in a number of ways - by allocating time for staff development; by planning for follow-up from the very start; and by being involved as participants yourselves. Your presence in training sessions demonstrates that you value the content and allows you to reinforce on-the-job practice. Research .and experience confirm that staff are most likely to internalize new ideas and apply new skills when managers offer focused support.

You can also increase the chances for success by involving everyone. Invite consultants and therapists who provide services to children and families in your program to participate. The more in tune they are with your program, the more useful and meaningful their services will be. Parents, too, deserve the opportunity to participate in training activities - and not only parents of children with disabilities. Parents of typically developing children also need to understand what inclusion is all about, why it is important, and how they and their children benefit.

This guide will lay the groundwork for inclusion, helping all those in vested in Head Start to develop a broader view of their roles and set the stage for collaboration to meet the needs of all children. Other guides in this series will complement and build on the skills introduced here and focus on the more technical aspects of inclusion. We hope that these materials will strengthen Head Start's capacity to reach and include children with disabilities and their families.