Year: 2025 | Month: March | Volume: 12 | Issue: 3 | Pages: 344-351
DOI: https://doi.org/10.52403/ijrr.20250342
Promoting Equity and Integration: Inclusive Early Childhood Programs for Disabled and Non-Disabled Children - A Review
Dr. Sunil Kumar Agrahari1, Dr. Virendra Singh Ruhela2, Ajit Kumar Gupta3, Brijesh Narayan Mishra4
1Assistant Professor, 2Principal/Course Coordinator/Assistant Professor, 3Assistant Professor, Disha – A Resource Centre for the Disabled, Jaipur, Rajasthan
4Assistant Professor, Research Education and Audiological Development Society, Jaipur, Rajasthan
Corresponding Author: Dr. Sunil Kumar Agrahari
ABSTRACT
This review examines the role of inclusive early childhood programs in promoting equity and integration for children with disabilities and non-disabled children. By synthesizing the findings of various authors, the review highlights the multifaceted benefits of inclusion, including improved social interactions, improved academic outcomes, and emotional development for all children. Research shows that inclusive settings promote empathy and understanding among peers while providing tailored support through differentiated instruction and specialized resources. Despite the many benefits, challenges such as teacher preparation, resource allocation, and parent involvement must be addressed to optimize the effectiveness of these programs. The review emphasizes the need for supportive policies and on-going professional development to ensure that inclusive education is a sustainable practice that benefits all children. Ultimately, inclusive early childhood programs are essential to creating an equitable educational landscape, laying the groundwork for a more inclusive society.
Keywords: Academic achievement, differentiated instruction, disabled children, equity, inclusive early childhood education, integration, non-disabled children, parental involvement, policy implications, resource allocation, social development, teacher preparedness.
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