This early commitment to inclusion reflected a progressive stance long before inclusion became a legal requirement. It would take another 30 years before federal law mandated support for children with disabilities through the Education for All Handicapped Children Act( 1975). It was not until 1986 that children ages 3 to 5 were included under the act’ s reauthorization, Public Law 99-457. Yet even in its first decade, NAEYC’ s flagship journal was highlighting the importance of educating children who were blind, deaf, or had intellectual or developmental disabilities( see“ Bulletin Articles About Children with Diverse Abilities” on page 74). These articles underscored the value that early childhood educators placed on collaboration to meet the needs of all children. By working together— across community organizations, advocacy groups, and education programs— they laid the groundwork for inclusive practices that would later be formalized into law.
Young Children continues to provide information and guidance about inclusive practices and the necessary role of collaboration. For example,
› In the 1989 article“ How Do I Help Jacob?”, author True Heitz discussed helping a student with physical disabilities. Strategies included slowing down, appreciating uniqueness, and listening to families.
› Arthur J. Reynolds and colleagues wrote about interagency collaboration, individualized attention to student needs, and family support in the 2000 article“ Innovation in Early Intervention for Children in Families with Low Incomes— Lessons from the Chicago Child-Parent Centers.”
› In Winter 2021’ s“ Tearing Down Silos: A Model for Interagency Collaboration,” Alison Mellott highlighted the York / Adams Rapid Response program in Pennsylvania.
Supporting Refugee Children and Families
The Bulletin began at the same time that World War II was ending. As such, articles and news reports in its early issues reflected the need to support young children and families who were displaced by the war and seeking refuge in the United States. Authors shared detailed accounts of these post-wartime efforts, explaining how early childhood educators were at the forefront of programs and initiatives to include refugee families.
For example, in the December 1945 feature“ What Are You Doing?”, Sarah Foot described her work at the Refugee Shelter at Fort Ontario in Oswego, New York. Nearly 1,000 refugees from across Europe found themselves at the shelter, which included a nursery program. While family backgrounds differed dramatically, Foot reports that a parents’ party lasted until midnight:“ We had mothers and fathers and administration guests modeling in clay, painting at the easel, using pastel chalks, doing cutouts, singing and playing nursery games in several languages, and finally just cutting loose and clowning”( 5). With a message still relevant today, she adds:“ How universal are the needs of all children. What a wealth of international understanding has its beginnings in the nursery school!”( 5).
In addition to working with families and learning from them, the Bulletin shared ways to collaboratively learn about refugees and other newcomers to the United States( see“ Bulletin Articles About Refugee Children and Families” on page 76). Collaborating to create better early childhood experiences for these children was a key part of NANE’ s 1947 conference charge. As Hymes previewed in October 1946:
All efforts will be made to make this a real get-together for people in all parts of the country, one where we can pool what we have learned about young children through our war work, from research
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