How Can You Plan Inclusion Around a Child’s Interests? - post

A child’s favorite dinosaurs, songs, or water-table play can become a meaningful path into communication, learning, and connection with peers. During summer planning, offer My Summer Bucket List Buy Now $0.25 as a starting point for children to share their interests through drawing, pointing, or dictating ideas. Build your inclusive planning skills with Planning for Every Child: Responsive Strategies in Action Buy Now $55.00, which focuses on using observation and individual strengths to shape responsive experiences; explore Children at the Wheel ONLINE Buy Now $24.00 for additional child-led emergent curriculum ideas. Read on for ways to turn what children share into accessible, purposeful participation that supports their individual goals.

Why does interest-led inclusion matter?

Inclusion means more than being present in the same room. Children need meaningful access to activities, opportunities to participate, and appropriate supports that help them belong and learn with others. A familiar interest can offer a comfortable starting point: a child who loves animals may be more willing to join a counting game with animal figures, while a fascination with vehicles can open opportunities for sorting, storytelling, turn-taking, and cooperative construction.

Interests are not rewards to be offered only after “work” is finished. They are assets educators can use to make everyday learning relevant and engaging. NAEYC’s discussion of individuality and inclusive practices emphasizes knowing children as individuals, including their strengths, interests, needs, family experiences, and cultural contexts. When planning begins with these assets, educators can support learning goals while communicating that the child’s way of engaging is valued.

This approach can benefit the whole group. Shared interests invite peers into collaborative play, and carefully planned adjustments can make activities accessible through different materials, communication modes, or pacing. The aim is not to make every child participate identically; it is to create genuine opportunities for each child to contribute.

How can you identify a child’s interests and strengths?

Begin with curious, repeated observation rather than assumptions. Notice what captures a child’s attention, which materials they return to, how they communicate enjoyment or refusal, and what conditions support sustained engagement. Interests may be personal and enduring—such as trains—or situational, emerging from a particular activity, person, or material. A child’s signals may include gaze, gestures, movement, vocalizations, signs, or words.

Gather information across the day and in more than one setting. A child who watches peers during dramatic play may participate more readily when given a familiar object or a predictable role. Notes from centers, outdoor play, group activities, meals, and transitions can reveal both preferences and possible barriers. Use objective descriptions: “looked toward the bubbles and reached for the wand three times” provides more useful planning information than “likes sensory play.”

Families are essential partners in this process. Ask what a child enjoys at home, how they express choices, and whether there are routines, cultural experiences, or communication supports that help them feel comfortable. Family knowledge can deepen educators’ understanding and prevent a narrow interpretation of a child’s behavior. For practical tools, see DEC’s interest-based child learning modules, which address identifying interests and using them in learning activities.

• Record what the child chooses, sustains, repeats, and shares with others.
• Offer varied materials and ways to communicate preference.
• Compare observations with family insights and team knowledge.

How do you connect an interest to an inclusive learning goal?

Start with a goal, then consider how an interest can make practice more meaningful. A goal might involve requesting help, exchanging turns, using descriptive language, exploring early math, or participating in a group routine. Choose an activity in which the child’s preferred theme or materials naturally invite practice. A child interested in construction vehicles might count trucks, describe their movement, request a needed block, or take turns adding pieces to a shared road.

Keep the learning objective clear, but stay flexible about how the child demonstrates learning. A child may point to a picture, use a communication device, sign, vocalize, or speak. They may participate beside a peer before joining a shared storyline. These are valid forms of engagement and can be built upon over time. Planning for individuality across play, group experiences, routines, and transitions is described in NAEYC’s guidance on planning for individuality in preschool spaces.

Use interests as an entry point, not a restriction. If a child loves one topic, educators can introduce small, related variations—different figures, books, textures, partners, or play settings—while preserving choice and predictability. Scaffold at the level the child needs, then pause to allow initiative. The DEC Recommended Practices organize evidence-informed strategies across assessment, environment, family, interaction, instruction, collaboration, leadership, and transition; consult DEC Recommended Practices when considering how instruction and team supports fit together.

What adaptations make interest-based activities accessible?

Think through access, participation, and supports before the activity begins. Sometimes a small change to materials or the environment is enough: place a basket of cars in the block area, provide larger pieces that are easier to grasp, add picture choices, or reduce background noise. Other children may benefit from a shorter activity, a visual cue before a transition, an adapted tool, or an adult who models a simple way to enter peer play.

Consider three connected dimensions of the environment:

• Physical: Arrange materials within reach, offer different seating or tool options, and use visual supports when useful.
• Social: Pair children around a shared interest, model how to invite a peer, and support reciprocal interaction without taking over.
• Temporal: Adjust activity length, group size, or transition timing; give a clear warning when an activity is about to end.

These kinds of intentional changes are discussed in NAEYC’s article on fostering engagement in inclusive settings. Use the least intrusive support that helps the child participate, and give them time to respond. An adult can model or offer a prompt, then gradually reduce assistance as the child becomes more independent. Review any applicable individual plan with authorized team members and embed relevant strategies in natural classroom routines. State requirements vary—check your state licensing agency.

How can families and colleagues strengthen the plan?

Inclusion planning is stronger when the people who know the child share information and coordinate support. Invite families to identify meaningful interests, familiar words or gestures, successful routines, and goals they hope the child will pursue. Share concrete observations, including what the child initiated and what helped them remain engaged. Keep communication respectful and reciprocal: educators contribute classroom observations, while families bring expertise about their child’s experiences and preferences.

Collaborate with colleagues, early intervention providers, special educators, and related service professionals when appropriate. Agree on a small number of strategies that can be used consistently across daily activities, such as offering two visual choices, using a predictable turn-taking phrase, or positioning a preferred material to invite peer interaction. If an IEP or IFSP applies, review relevant goals and supports with the appropriate team and follow the plan and program procedures.

A shared plan does not need to be complicated. A brief note can identify the child’s interest, the participation goal, the adaptation to try, and what the team will observe. DEC’s practice improvement tools offer checklists and guides that can support reflection and team learning. For additional professional learning, consider Coaching for Success: Inclusive Strategies to Support Children with Autism Buy Now $55.00$45.00, Family Connections: Creating Inclusive Relationships Buy Now $55.00, and Tailoring Instruction to Children’s Needs Buy Now $24.00.

How do you know whether the plan is working?

Look beyond whether the activity was completed. Ask whether the child had access, made choices, communicated, stayed engaged, initiated an interaction, or contributed to shared play. Observe the child’s experience as well as the adult’s implementation. A child may participate meaningfully for a short period, with a peer, or through a nonverbal response; these can be important steps toward a broader goal.

Use brief, specific notes to track what happened and decide what to adjust. For example: “During road play, Maya selected the bus picture, handed it to a peer, and remained in the activity for four minutes after the visual turn cue.” This record captures strengths, supports, and progress more clearly than a general judgment such as “participated well.” Gather observations across different activities and times so that one difficult moment does not define the child’s abilities.

If engagement remains limited, revisit the plan collaboratively. The materials may not be motivating, the group may be too large, the activity may move too quickly, or the support may be insufficient—or overly intrusive. Change one or two elements at a time and notice the child’s response. This thoughtful cycle of observing, planning, trying, and reflecting helps educators make responsive adjustments while protecting a child’s agency and sense of belonging.

Conclusion: What are the main takeaways?

Planning inclusion around a child’s interests begins with attentive observation and genuine partnership with families. Identify what draws the child in, connect that interest to an appropriate learning or participation goal, and adapt materials, interactions, or timing so the child can access and contribute to the experience. Offer support without taking over, and recognize communication and participation in multiple forms.

Most importantly, treat the plan as a flexible process rather than a one-time activity. Observe what works, reflect with colleagues and families, and adjust based on the child’s response. When a child’s interests are respected and their participation is intentionally supported, everyday play can become a powerful setting for learning, connection, and belonging.