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Is Your Social Environment Inclusive?
June 6, 2011
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We may either smother the divine fire in youth or we may feed it.
-Jane Addams, 1860-1935, Social Justice Advocate
In her article, "Using Your Senses to Adapt Environments — Checklist for an Accessible Environment," which is the basis for an Out of the Box Kit by the same name, and is included in Exchange's Environment Tool Kit, Kirsten Haugen offers these questions to help you determine if your program's social environment is accessible and effective for children of all abilities:
  • Does the environment have a positive impact on self-esteem?
    — Allow all children to feel safe?
    — Invites all children to participate?
    — Maximizes all children's opportunities for independence?
  • Do learning materials and toys include representations of all kinds of people, including children and adults with disabilities?
    — People with disabilities should be represented in active and leadership roles, not just as passive observers.
  • Does the schedule include opportunities for a variety of groupings (pairs, small groups, whole class) as well as quiet time or time alone?
    — Pairing or grouping children with complementary abilities eases the demands on the teacher and enables children to help one another.
    — When given a chance, peers often come up with the most creative ways for children with disabilities to participate.
    — Creative use of staffing may be needed to provide additional support for some children during some activities.
  • Does the schedule provide both structured and open activity times?
    — Children who have difficulty with a particular type of activity may need extra support at those times.


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