CHILD CARE AS AN INCLUSIVE OPTION

• What type of training does the staff have about including a child with special needs?
• Are there workshops or training opportunities available for the teacher?

• Does the teacher smile and look directly at the children when talking with them?
• Do the children appear to trust the teacher and freely turn to her for help, information and comfort?
• Does the teacher appear to be physically relaxed with the children?
• Does the teacher display humor and common sense in dealing with children?
• How does the teacher reward and discipline the children and are you comfortable with her methods?
• Does the teacher provide lots of opportunities for children to communicate with each other and with her?
• Do the children have times without adult direction balanced with times with adult direction (i.e., free play balanced with structured activity)?
• How is progress monitored and communicated to peers?

• Does the teacher have experience with children with special needs similar to those of your child?
• Are there materials, pictures and books reflecting an awareness of and respect of ethnic and cultural backgrounds?
• Is there flexibility as to expectations of children…. Do all children have to participate in the same activities all the time (i.e., circle time, snack time, nap time)? What provisions or alternatives are offered for a child who cannot or will not participate?
• Is the teacher receptive to including a child with special needs?

• Is the teacher willing to engage in frequent interactions with parents…informally (i.e., at drop off or pick up) and formally (conferences)?
• Are parents free to drop in and observe the classroom?
• Are there opportunities for parents to meet each other?

• Is there enough space for the number of children? Is it divided? Is there an outdoor play area?
• Are there areas for a variety of activities: blocks, puzzles, reading, dress-up, sand or water tables, or arts and crafts? Are the noisy and active areas separated from the quiet areas?
• Are the bathrooms, classrooms and play areas accessible to children with special needs?

• Is the teacher willing to work with special service providers to meet your child's needs?
• Can the special services be provided in small groups with other children from the center?
• If necessary, is there a space where specialists can work with children and teachers?
• If there an administrative commitment to providing short meeting time (away from children) for teachers and special service providers?

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