Assignment 2 Inclusion: Part B- S00142171 Emily Prince

James is a very talented 4 year old child. He has a great memory and a real talent for puzzles and
memory games. He knows some important sign language and uses this when he finds communication
difficult. He has been diagnosed with Autism and becomes very unsettled when children become too
close or too loud within the Kindergarten room. Social interactions and communication are also tough
between James, us as educators and the other children; this is something we have made a priority to
improve. Within our room inclusion of every individual child is extremely important and something
we strive to achieve. We have made specific areas and activities to help James feel as comfortable and
included as possible; this will help him learn and develop to his full potential. There are many ways in
which we have catered to his needs and began work on his interactions with us and the children within
the room.
One main addition to our room was the inclusion of quiet areas. These areas are used as a safe haven
to James, an area to relax and regroup. The single person tent has puzzles inside and a few memory
games that he can complete which we have found to be very efficient in calming him down. James
becomes uncomfortable when the children are very loud and they come too close for his comfort, this
usually leads to him covering his ears and yelling. The tent is for him to go to independently, when he
becomes uncomfortable in certain situations, to prevent him from throwing large tantrums and yelling.
The tent is monitored, asking every now and then if James is ready to come out and re-join the room
once the children have quietened down. Having an area that any child, in this case especially James,
can go and feel safe is very important according to the Early Years Learning Framework (2012). It is
an essential aspect for children developing a strong sense of identity. Another of these quiet areas is
within the book corner. There are 3 bean bags with a separate canopy over each. There are puzzles as
well as a large variety of books in this area that James can use if he wishes. The children are all
informed that it is a quiet area so noise levels will hopefully remain low. The bean bags are spaced
about a metre apart to keep the distance James prefers. This area also aims to develop James
tolerance for other children; he is near them and engaging in the same activities but they wont be too
loud or become too close for his comfort.
Through certain activities within the room we have tried to develop upon James social interactions
with other children. Establishing positive peer relationships is integral to children's social
development and is linked to a variety of long-term outcomes and life skills (Williams, Mastergorge
& Ontai, 2010, pg. 2) It is important that James begins to feel comfortable around them and will
hopefully build up a higher tolerance for the proximity of other children and noise levels. As Mildred
Parten (2006) suggests children move through 6 stages of play; this activity encourages parallel play
and hopefully will help James move through to associative play. The play dough table is one
activity that he has been encouraged to get involved in. It is a quiet activity where the majority of

children create on their own and rarely disturb the surrounding children. This way the noise level will
not cause James to become uncomfortable, but he will be around other children in a way that is
suitable for him. This activity does not force interaction between James and the other children but will
hopefully lead to interaction and communication over time, even something as simple as asking to
borrow a rolling pin.
Within the room we have also tried to develop upon James preference for sign and include it within
the room. Sign language is very beneficial when it comes to children with Autism (Willis, 2006). We
have music time with the children in a group and this usually involves songs; when singing the songs
to the children we do the sign for the words at the same time. This will help increase James sign
vocabulary as well as the other children. Having James, the other children and us educators knowing
some sign language is a way that will encourage and hopefully increase his communication and social
interactions with others. This is a way of communicating his needs that is comfortable for him and
does not distress him. The other children can use sign to communicate to James rather than becoming
loud and enter into his personal space. Brereton (2010) wrote adults say young children can
effectively communicate their needs through sign language before they can talk. They believe this
ability reduces children's frustration at having unmet needs, because families and caregivers
understand what their children want (p. 92). James can become frustrated when he cannot
communicate his ideas effectively so having everybody on the same page with sign is a good way to
keep peace within the room. Boyle (2013) claims for students such as James, seeing other educators
and children use sign language will help encourage a welcoming and positive feel to the environment,
this will hopefully encourage James to have calm interactions with others.

Inclusion of all different kinds of children and abilities is very important for the learning and
development of all children. James, a child with Autism has many talents and specific needs that need
to be catered for within the room. Social interactions and communication are sometimes a struggle so
the inclusion of a safe, quiet place where he can be on his own and re-group is very important and
essential within the kindergarten room. Having puzzles, memory games and activities he enjoys are
also available to him when he would like them. Working on these social/communication issues is a
priority of ours and has led to the introduction of certain things such as the quiet book corner with the
bean bags and canopy, play dough table and the teaching of sign language for all children. Inclusion is
vital for children to develop, grow and learn to their full potential.

References:
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Boyle, J. (2013). Signing for Success. New Zealand Education Gazette, 92, 4-5. Retrieved, from
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Brereton, A. (2010). Is Teaching Sign Language in Early Childhood Classrooms Feasible for Busy
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DEEWR. (2012). Belonging, being, becoming: The early years framework for Australia.
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Williams, S., Mastergorge, A., & Ontai, L. (2010). Caregiver involvement in infant peer interactions:
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http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0885200609000957
Willis, C. (2006). Teaching young children with Autism Spectrum Disorder. Beltsville: Gryphon House.