With the ‘no child left behind’ notion, it is of great importance that there is inclusion at all levels of school and in having an inclusive school and curriculum. According to the UNICEF publication, there are components which must work collaboratively in order to have a productive well inclusive education.

In having inclusive education, there are systems in the government which must be dealt with properly to produce its effectiveness. For instance, the government and its policies and ideologies as well as allocation of funds for the development and proper delivery and suitable resources, of inclusive education must be well thought of and properly executed. In the Early Childhood Setting, there were newly designed buildings that were built, for the inclusion of all. For instance, there is a ramp built for children who are on wheelchairs to attend school with ease, the front and back doors are wide enough for wheelchairs to fit as well. There also exist a ‘padded room’ for children to calm after having an episode.

Even though the buildings are very accommodating, there isn’t enough support being given to teachers in the Early Childhood setting, as teachers have been told that due to a lack of certification, teachers are not equipped to suggest screening or aids for children who are under five (5) years of age. However, in my opinion, behaviors are reflected as well during the preschool age and the mindset of ‘the child will outgrow it’ needs to change, in order for proper inclusion and growth and development of the child.

However, I have experienced teachers having the culture of accommodating every child in their care at the early childhood setting, where once a week, each child is given the opportunity to demonstrate a talent that he/she may possess. In this, every child in attendance gets the opportunity to perform and praises and applauses and boosts of egos and self-confidence are the results. Even though a child maybe shy, he/she is encouraged to perform.

I have experienced, a parent only bringing a document to registration about a condition of a child, however, there was a lack in partnerships among the teachers, parents and the professional. A checklist was only sent by the professional to be updated by the teacher. There was a lack of explanations and team work among the parties.

Monitoring is done at the early childhood setting, as observations are to be done on each child every month based on progress or regression, a new milestone or something that was achieved or not by the child.