In what ways is placement alone not sufficient in promoting acceptance of children with delays or disabilities? How can teachers effectively use the toys, displays, the media, and other classroom materials to promote acceptance of children with delays or disabilities?

Question

What will be an ideal response?

Answer 1

Research shows that placement alone does not guarantee acceptance of children with delays or disabilities. Placement of children with disabilities in a classroom has not direct influence on children's positive attitudes toward children with disabilities. Instead, teachers (and other adults) need to actively promote the acceptance of children with delays or disabilities. Teachers can do this in a number of ways. First, they need to have open discussions with children without disabilities regarding children with disabilities. Next, teachers should example "how" children with disabilities are depicted in the toys and materials that are available in the classroom. Are there books or other media available that send positive messages about children with disabilities? Are there toys that reflect children of all types of abilities? Do these toys and/or other materials show children with disabilities as contributing members of a classroom, society, or culture? If not, teachers should remove those materials and replace them with materials that depict positive images of children with disabilities.