Chapters 3 and 4 focus on inclusive education, its main characteristics, pros and cons associated with full and partial inclusion of children with special needs into the classroom setting, as well as underscore transition services, which are meant to help disabled students fit into their society through employment, further education and training, and independent living. Inclusive education is widely termed as an instruction that places great emphasis on meeting individual needs of disabled children within the general education context. This type of education requires professionalism and commitment on the part of educators, child care providers, families and society in general. Inclusive classrooms celebrate diversity, formal and natural supports, age appropriate placement, access to the general curriculum, and collaboration among parents, students, teachers and professionals forming multidisciplinary intervention teams. Children with special needs benefit from early intervention services, which are aimed at reducing the effects of a disability and help family members to provide better care and support to infants and toddlers. These early intervention services should be individualized, intensive and comprehensive in order to result in the best therapeutic effects for disabled children. As for the school leavers, they experience greater challenges connected with academic standards, acquisition of social and professional skills, and application of their skills and knowledge practically. The main idea of both chapters is that whether young or old, people with disabilities should be involved into the lives of their communities and for this purpose they need to be provided with learning possibilities and assistance coming from various stakeholders.
As a pre-k teacher working with children from diverse ethnic and cultural backgrounds, as well as those who have special needs, I plan activities with regard to children's different interests and needs. I spend a lot of time on improving my teaching techniques mainly through reading articles about the age-related problems and challenges and asking for advice from more experienced teachers. I maintain ongoing communication with parents, health care providers, psychologists, social workers in order to meet an individual child's needs. I keep records of children's progresses, use positive ideas and experiences of my colleagues, and I appreciate all kinds of feedback and support from various stakeholders. I believe that inclusion and multidisciplinary collaboration are the cornerstones of enhancing physical, emotional and intellectual development of children with special needs.