Inclusion

In accordance with the policy statement of the U.S. Departments of Health and Human Services and Education, Brookline Sprouts Preschool and Daycare policy promotes inclusion while reducing suspension and expulsion. At Brookline Sprouts, we support the belief that every child and family, regardless of ability, has the right to participate in all activities. Brookline Sprouts believes that by giving children, with and without disabilities, opportunities and experiences it will create a sense of belonging, promote positive social relationships, and provide children the opportunity to reach their fullest potential. As teachers and caregivers, we are determined to provide access to high quality education, promote participation and support to all children in learning and social activities. Access to high-quality education is the right of all children. We believe in providing a fun and safe learning environment for all families. We believe that providing access to information and helpful services is the first step to helping a family and early intervention for their child. If a child has a diagnosis, all established services and accommodations for the child shall be implemented with full acceptance by the teaching staff. The physical environment is set up to provide equal opportunities for all program activities. Curriculum and instructional strategies provide multiple ways of learning and expression of learning. • Strategies that promote independent participation are provided. • Families are provided contact information for community agencies for further evaluations. • Professional development and Special Training is provided to all staff • IEP Planning and Implementation Meaningful Participation: All children learn from each other and Brookline Sprouts encourages and supports the development of real relationships and a sense of belonging. We provide experiences and routines that are adapted so that all children can participate in all activities. To ensure equal participation teaching strategies are intentional to provide scaffolding learning and models of instruction are tiered to meet the needs of all children. Through relationships with local agencies and specialists, as well as access to a comprehensive Social/Emotional Curriculum, we strive to establish a system of services and supports for children with disabilities and their families. It is important to us that all our children and their families feel included in every aspect of their child’s education and care.