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 Inclusion Policy
    The Law: In 1975, Public Law 94-142 was passed ensuring the rights of children with special needs to a "free appropriate public education in the least restrictive environment (LRE) provision of the law states that children with special needs must be educated with their typically developing peers to the maximum extent possible with necessary supports provided.  The LRE for many children is the same school that their brothers and sisters attend; the same program they would have attended had they not qualified for special services.
    Even Better Reasons:  While the law is certainly one reason to include children with special needs in the CDC, we believe that such inclusion is to the benefit of all children and families.  Following the inclusion logic, supports and services are brought to the child with special needs in the classrooms opposed to pulling the child out and working in a separate room or area.  The professional serving the child with special needs works within the existing framework of the classroom and includes the child's peers for a natural inclusionary approach.  Therefore inclusion results in an increased learning experience for typically developing children because they have the opportunity to be included in the services provided by the previously mentioned professionals. Research on inclusion tells us students who have had the opportunity to get to know friends with different abilities do better interacting with all kinds of peers throughout thier school careers.  Children gain a greater understanding and knowledge of all kinds of differences/similarities in people (not just people with disabilities).  Children with special needs in inclusive settings frequently surpass educational expectations because children learn best from each other.  Inclusion gives children with special needs the opportunity to play with their typical peers who model age appropriate skills and behavior.  Everyone contributes to everyone's education.
 
 

A child who is handicapped is a child who has been identified as not functioning according to age-appropriate expectations in the areas of affective, cognitive, communicative, perceptual-motor, physical, or social development to such an extent that the child may require special help, program adjustments, and/or related services, on a regular basis, in order to function in an adaptive manner.

The written plan for the care of the child:
 

• may be written by and will be approved and signed by the parent and the head teacher
• will include written instructions for any procedures necessary for the health of the child
• will list any additional services and providers of the services which the child is receiving
• may contain written permission from the parent for the center to contact providers of additional services
• will be modified and revised as often as deemed necessary to meet changing needs and will be reviewed and approved by the parent and head teacher after each revision, at least once annually
• will be on file at the center

Only persons trained by the parent or by a licensed or certified medical professional may attend to health conditions requiring special procedures. There will be a trained person on site at all times whenever a child who is handicapped or who requires treatment for health conditions is present.

There will be on file at the center a statement which identifies the child, the nature of the required special procedure, and the person or persons who will be attending the child and performing the special procedure. The statement will be signed by the parent, any health professionals who have trained staff, and the trained staff members, to confer permission and accept responsibility for such procedures.

A child who is handicapped or who requires treatment for health conditions while receiving child care in the center, may receive care in a group with children on the child's developmental age.