Including children with disabilities

The Bronx is now transitioning to universal pre-kindergarten. Four-year-olds are flocking to public schools or other settings where they are getting ready to learn and behave in ways that allow for learning.

How do children with disabilities fit into this environment? To find out, I conducted interviews with the directors of four programs, two that were sponsored by agencies primarily serving typically developing children and two that incorporated children with physical as well as intellectual and developmental disabilities — including behavior and language problems. All had the same goal — to prepare their kids for classroom experiences. 

I concluded that, despite challenges, both groups of children derive benefits from learning together.

Children who are referred to the community district Committee on Preschool Special Education (CPSE) spend part of the school day in a special education class and part of the day in a pre-k class with typically developing children. Their teachers are expected to follow the child’s Individual Education Plan (IEP) aided by itinerant special education teachers who assist with speech therapy, physical therapy and/or occupational therapy.  

The expectation is that what is learned in the CPSE class can be utilized by the child in the pre-k class, but there are limits to inclusion. A certain amount of “cherry picking,” or selection of children who are easy to integrate takes place. Some children with disabilities are not considered appropriate in a pre-k class if they are emotionally disturbed or have some behavioral problems that are disruptive. Some children who are low-functioning have been excluded as well.