ABSTRACT
The National Association for the Education of Young Children identifies the promotion of positive relationships and community building as the first standard for Early Childhood programs. In high-quality inclusion classrooms where engagement and interaction are fostered, children’s cognitive and social/emotional development, and appropriate learning outcomes, are achieved. For children with autism, peer interactions can be challenging. Providing all children with facilitated interactive play and communication and finding ways to naturally incorporate play into regular instruction and activities creates space for children with autism to thrive. Family collaboration with teachers and advocacy in their child’s education, social interactions, and support services can be critical to the child’s success. Children with special needs must have access to quality educational programs with proper and appropriate supports and interactions. To build such a community, teachers need an understanding of characteristics and supports for children with special needs and twice-exceptional students.
