Inclusion
Inclusion is not a place, it is a way of being.
AIMHiTN has an unwavering commitment to individual and organizational efforts that:
Recognize, reflect on, and promote self-awareness of preconceived judgments.
Embrace lived experiences and various ways of knowing and being.
Address long-standing, systemic barriers to child and family well-being.
Promote a culture of belonging and equity for all infants, young children, and the caregivers and professionals who care for them.
For training and technical assistance information or requests, contact our Inclusion Coordinator info@aimhitn.org.
Inclusion:
“Inclusion is the right of every infant and young child and his or her family, regardless of their ability, to participate in a broad range of activities and contexts as full members of families, communities and society.”
(2009 Joint Position Statement Division of Early Childhood by the Council of Early Childhood and National Association of Education of Young Children).
Inclusion simply means we all belong, and that there is a safe space for every child to grow and learn. Inclusion is not a place, but a way of being.
So why does Inclusion matter?
There are many benefits to including children with varying abilities in early education settings. For young children (including infants and toddlers) with developmental delays or disabilities, inclusive settings offer:
access to challenging curricula and learning experiences
opportunities to develop age-appropriate social skills and early friendships and to build relationships with adults outside the family
immersion in language- and literacy-rich environments
the development of self-help skills that promote independence over the long term
Inclusive settings also have important benefits for infants and toddlers without disabilities.
Children will:
develop an appreciation for individual differences and the unique strengths and abilities of others
benefit from different pathways to engaging and learning in the early education setting
participate in and prepare for an inclusive world
Research has found that children with disabilities in inclusive classrooms are more likely to engage in peer interactions than children in special education settings, and both children with and without disabilities make significant gains in early literacy scores while attending an inclusive, high-quality early education program (Lawrence, Smith, & Banerjee 2016).
Inclusion Resources
Welcome to AIMHITN's resource directory for children with disabilities, a helpful tool for finding information and services. We believe that resources lead to better access and better lives. We want everyone in the disability community to feel supported and acknowledged. This directory shows how easy it is to find help. To update or add information, contact Rion Humphries at Rionh@aimhitn.org. Together, we can ensure that support and information are readily available for all.
Information on new diagnoses articles
Is your child newly diagnosed with a disability, or have you recently begun working with a child who has a disability? We're here to support you on this journey. Our platform offers a wealth of well-researched articles and information, carefully sourced to help us expand our knowledge together. We understand that this period can be challenging, and filled with adjustments, and we're committed to connecting you to the right resources to ensure your student or child can thrive.
Survey
This Inclusion Support survey is a vital tool in our mission to create environments where every voice is heard, valued, and supported. By actively engaging in this initiative, we can gather the insights and perspectives necessary to drive meaningful change, ensuring that inclusion becomes a practice of our daily lives, promoting accessibility, and the quality of our educational, professional, and personal experiences. Join us in accessing the needs of our community by contributing.
Belonging Awards
The mission of the AIMHiTN Belonging Awards is to create a pathway for providers to assess their programs and develop high-quality inclusion practices for the infants and children they serve.