Many times when people think of the word “access” in terms of education it is used interchangeably with inclusion. While the two are not synonymous, access is one piece of the larger puzzle of inclusion.

The National Association for the Education of Young Children (NAEYC) defines access as, “providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.” By providing individual support, instruction, and care many educators are already working towards a more accessible program.

In addition to access, the other components of inclusion are participation and support. When considering access, ideally we want children to have as much autonomy as possible. If a child with different abilities needs a teacher’s help to participate in an activity, consider what accommodations can be made to better support that child to participate more independently. “Participation” includes supporting the child with forming relationships and being an active participant in play. Finally, “supports” include physical/environmental modifications, knowledge, and advocacy.