Inclusion in Child Care: Simple Classroom Supports for Children With Disabilities (Georgia Resources) - post

Inclusion in child care means every child belongs, including children with disabilities. It does not mean you need a “perfect” classroom. It means you make small, helpful changes so children can join routines, play, and learning in ways that work for them. When you support one child, you often help many children. #InclusionMatters #EarlyChildhood

What does “inclusion” look like in a child care classroom?

Inclusion means a child can take part in daily activities with supports. The goal is belonging—not making a child “fit in” by changing who they are.

In a real classroom, inclusion might look like:

• A child uses picture cards to choose a center.

• A child sits for circle time for 2 minutes, then takes a short break.

• A teacher uses simple “first/then” words: “First clean up, then bubbles.”

• The classroom has a quiet corner for children who need calm.

Georgia also supports inclusive child care through DECAL (Georgia Department of Early Care and Learning), including Inclusion Specialists who coach and share strategies with programs. https://families.decal.ga.gov/Family/Disability

Why are simple classroom supports so important?

Children with disabilities may need extra help with:

• Communication (talking, understanding, using words)

• Movement (walking, sitting, holding tools)

• Sensory needs (sound, light, touch)

• Social skills (sharing, joining play)

• Behavior and big feelings (staying calm, transitions)

Supports help children feel safe and successful. And when children feel successful, you often see:

• Fewer power struggles

• Smoother transitions

• Better friendships

• More learning time

That’s good for everyone—children, teachers, and families. #ChildCareSupport

What are easy supports I can start using today?

You don’t need special equipment to begin. Try these simple supports first.

1) Make routines predictable

• Use the same order each day (arrival, breakfast, centers, etc.)

• Give a 2-minute warning before transitions

• Use a simple schedule with pictures

2) Use visual supports

Visuals help many children understand faster—especially children who are learning English.

Try:

• Picture schedule on the wall

• “First / Then” card (First snack, Then playground)

• Choice cards (book, blocks, art)

3) Offer “break” spaces

A break space is not a punishment. It’s a calm spot to reset.

Include:

• Soft seating (mat, cushion)

• Quiet items (books, sensory bottle)

• A simple rule: “Breaks are for calm bodies.”

4) Change the activity, not the child

If a child struggles, ask: What can I change?

Examples:

• Use thicker crayons or adaptive scissors

• Let a child stand at circle time

• Shorten the task (do 3 pieces, not 10)

5) Support communication

• Get down at the child’s eye level

• Use short sentences

• Give extra wait time

• Teach helpful phrases: “Help please,” “My turn,” “All done”

If you’d like a quick printable with inclusion ideas, this ChildCareEd resource is easy to use:
Special Needs in Daycare: Inclusion Quick Tips

How can I support behavior in an inclusive way?

Behavior is communication. Many children act out when they feel confused, overwhelmed, or unable to explain what they need.

Try these supports:

• Teach the expected behavior (show, don’t just tell)

• Praise small steps (“You tried! Nice work asking for help.”)

• Offer choices (“Do you want markers or crayons?”)

• Use calm-down tools (breathing, squeezing a stress ball)

• Watch patterns (Does it happen during loud times? Transitions?)

Georgia’s DECAL SEEDS program also offers help with coaching, training, and behavior support planning for early care and learning programs. Georgia SEEDS Program

How do I partner with families when a child has a disability?

Families are the experts on their child. Strong partnerships build trust and help the child succeed.

Try this simple family-support checklist:

• Ask: “What helps your child at home?”

• Ask: “What is hard for your child right now?”

• Share one positive note every day (even a small one)

• Make a short plan together (2–3 goals only)

• Keep communication respectful and private

If a family already has support services (like therapy), you can ask (with permission) how to match classroom supports with those goals.

What Georgia resources can help with referrals and support?

You do not need to “diagnose” a child. But you can notice concerns and help families find support.

Here are Georgia resources many programs use:

• DECAL Inclusion Specialists (training and coaching for providers):
  https://families.decal.ga.gov/Family/Disability

• Georgia SEEDS Helpline (request coaching/training and support):
  https://www.decal.ga.gov/InstructionalSupports/InclusionServices.aspx

• Babies Can’t Wait (Georgia’s early intervention program for children birth to age 3):
  https://dph.georgia.gov/babies-cant-wait

• Parent to Parent of Georgia (support, education, and connection for families):
  https://www.p2pga.org/

• “Providing Inclusive Child Care” booklet (DECAL/Bright from the Start) (great for staff training):
  https://www.decal.ga.gov/documents/attachments/InclusiveChildCareBooklet.pdf

Tip: If a family asks about preschool special education (often ages 3–5), encourage them to contact their local school district for information on evaluation and services.

What training can help me feel more confident about inclusion?

Training helps you learn your rights and responsibilities, plus practical strategies you can use right away.

Here are 3 ChildCareEd courses that match this topic:

• Special Needs: From Referral to Inclusion

• CDA: Special Needs: Understanding the Whole Child

• Supporting Skill Development: Children with Special Needs

#ProfessionalDevelopment

Where can I read more about inclusion and disability rights in child care?

If you want a helpful, related ChildCareEd article, this one connects inclusion to the ADA in a simple way:
Promoting Inclusive Child Care