An intrinsic relationship exists between motor function and cognitive skills development( Kim et al. 2016; Sung et al. 2024). Yet to effectively support children with different fine and gross motor abilities, educators must recognize any implicit bias they have regarding children’ s physical capabilities( NAEYC 2019). Children who have physical disabilities may use assistive equipment, such as foot braces, hand splints, adaptive strollers or wheelchairs, and standers or gait trainers. They may move differently from others in the learning setting. However, these differences should not prevent them from becoming independent and accessing the same learning opportunities as their peers( Brillante 2017).
Research shows that when children with disabilities experience effective, inclusive early education, they begin to access and participate in opportunities to learn, develop, and connect with others( Catlett & Soukakou 2019). By embracing flexibility, partnering with families, consulting with specialists, and being attuned to the small adjustments they can make in a learning setting’ s design, materials, and teaching approaches, educators will begin to shift their mindsets to prioritize inclusion. This will significantly enhance children’ s participation and engagement( Lam et al. 2016).
Organizing the Environment
Alex is not an independent walker. His PT has shown Ms. Kelly and Ms. Gloria how to help Alex cruise, walk with hand assistance, use a mobile stander, and walk in his gait trainer. Still, he often creeps on all fours to get around the classroom and uses the setting’ s lower shelving units to pull himself up to a standing position. He can stand beside a wall and use his hand to balance himself.
Because of his tight leg muscles, sitting on the floor is difficult for Alex. He prefers to sit in a chair during large-group time. Likewise, standing alone is difficult. This means that Alex has a hard time putting toys away on shelves and cannot toilet independently.
Creating an accessible and inclusive environment is crucial for supporting the diverse needs of all children. Toward this end, educators must intentionally organize their settings to support each child’ s experiences and learning( Catlett & Soukakou 2019). By considering the physical layout and implementing environmental accessibility strategies, educators ensure equitable opportunities for all children to engage, express themselves, demonstrate their learning, and interact with the environment in a way that is meaningful to them( Watson & McCatheren 2009).
To create a supportive atmosphere for Alex, Ms. Kelly and Ms. Gloria first consulted Alex’ s family. Family members showed the teachers how to take off and replace Alex’ s braces and hand splints so that his shoes and splints could be removed at nap time. They also discussed Alex’ s access to learning environments outside of the classroom, like the playground. Because it was farther than Alex could walk with a gait trainer or with handheld assistance, his family provided a stroller for teachers to use.
Ms. Kelly and Ms. Gloria then assessed their learning space. They rearranged furniture( and removed some pieces) to decrease clutter. They also addressed tripping hazards by removing area rugs. These alterations helped all children by creating a safer learning environment.
After observing how Alex used lower shelving units to pull himself up and stand, the teachers placed these units around the perimeter of the room. Not only did this give Alex more opportunities to stand, it also allowed him to see materials more easily. To further increase his interactions with peers, Ms. Kelly and Ms. Gloria repositioned toys for easier access and stored them in plastic bins. They invited Alex to hold the bins during cleanup time as his classmates put toys into them.
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