What role does individualization play?
• Planning for and Supporting Participation: Adults intentionally promote belonging, participation, and engagement of children with and without disabilities peers in inclusive settings. Children need learning opportunities which support their unique needs in the inclusive classroom. The rate of development and learning varies and is not the same for every child of the same age. Children with differing abilities and talent, with or at risk for, developmental delays may require special attention and adaptations in the classroom to support the child’s active involvement in learning and the environment. • Determining Child Strengths, Interests and Needs: Children are active learners who learn through interactions and relationships with people and objects in their world. “Experiences through play, shared knowledge, curiosity and a sense of wonder are foundations for children’s learning” (Idaho Early Learning Guidelines Introduction, p. 10, 2008). • Classroom Activities and Access: Specific
