Strategies for Fostering Inclusive Early Childhood Education for Children with Communication Disorders

Dr Santosh Yadav; Dr Asmita Huddar

doi:10.20372/dcidj.785

Strategies for Fostering Inclusive Early Childhood Education for Children with Communication Disorders

Dr Santosh Yadav , Dr Asmita Huddar

Articles

DOI: https://doi.org/10.20372/dcidj.785

Submitted: 2024-07-15 05:49:01

Published: 2025-07-22

Purpose: Education fundamentally involves acquiring valuable knowledge, capacities, values, and dispositions. With over 85% of brain development occurring by age six, appropriate care and stimulation during these years are essential. Inclusive early childhood education provides equitable learning opportunities for all children, including those with communication disorders. Special educators, rehabilitation professionals, and parents are crucial in empowering and supporting these children. Hence, the researcher planned to study the strategies for fostering inclusive early childhood education for children with communication disorders.

Method: A descriptive survey method was followed, using the ‘Inclusive Education Strategies Test’ developed by the researcher to assess these strategies. One seventy-thirty rehab professionals working in the special education field were selected using snowball sampling techniques, and data was collected via Google Forms: percentage, mean scores, and one–way ANOVA were used for analyzing the data.

Result: The study revealed that early intervention, professional training, and effective inclusive teaching practices are essential for supporting children with communication disorders. The significant impact of multidisciplinary collaboration and field expertise emphasizes the need for targeted professional development and resource allocation to enhance educational outcomes.

Conclusion: The study underscores the necessity of continuous professional development for educators and therapists to ensure they be updated with the most current knowledge and skills to effectively support children with communication disorders. It also highlights the need for increased funding and resources to address the challenges identified, such as inadequate assistive technology and insufficient training opportunities.

Keywords: Strategies, Fostering, Inclusive Early Childhood Education, Children with Communication Disorder.

Authors

Dr Santosh Yadav

https://orcid.org/0000-0003-3307-6741

Dr. Santosh Yadav is working as Assot. Professor & Head of Department at Shri Shah K.L Institute for the Deaf, Teacher’s Training College, Bhavnagar, Gujarat. He is an enthusiastic and dynamic personality and been actively involved as a teacher’s trainer of Special Education since 2010. He was graduated and post graduated in Special Education (Hearing Impairment) with first division and has three another post-graduation degree i.e. masters in Hindi, English & Psychology. He has completed his Ph.D in special Education. He has qualified NET, GSET and SET of Maharashtra. He has competent in ISL interpreting and has completed the ISL level A, B, C too. He is serving in various educational bodies like board of studies (BOS) and board of examination. He has taken the responsibility as organizer/convener/program coordinator for CRE, workshop, seminar, conferences at many more times. He has served as resource person/key speaker in different state/national level programs. He has published more than 18 research papers in reputed journals, presented more than 20 research papers in national and international conferences/seminars. Dr. Yadav had honored by the best Teacher Educator award in 2016 by ‘the open page Gujarat’.

Dr Asmita Huddar

Principal

How to Cite

Dr Santosh Yadav, Dr Asmita Huddar (2025-07-22). Strategies for Fostering Inclusive Early Childhood Education for Children with Communication Disorders. Disability, CBR & Inclusive Development, Vol. 36 No. 2 (2025): Summer Issue, 70-84. https://doi.org/10.20372/dcidj.785

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