Using a Music Therapy Collaborative Consultative Approach - World ...

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The importance of the natural environment, alongside inclusion and free appropriate
public education, is also recognized and manifested in the U.S. legislation with the
Individuals with Disabilities Education Act (IDEA) of 1997. An extensive body of literature
finds that providing inclusive services for children with special needs has positive influences
and benefits for all children and their families, whether with or without special needs. For
example, children with special needs have peer models for learning and development,
competent partners with whom to interact and communicate, realistic learning experiences in
a natural environment, and opportunities of finding friends without disabilities. At the same
time, their typically developing peers may improve their social skills, learn altruistic actions,
and develop positive attitudes toward individuals with disabilities. The families of children
with disabilities might feel more integrated in the community and be spared negative effects
such as labeling or feeling different and not accepted (e.g. Bricker, 1978; Buysse, 1993;
Davis, 1990; Hundert et al., 1998; Humpal, 1991; Jellison, 1985; Peck, Carlson, &
Helmstetter, 1992; Peck, Odom, & Bricker, 1993; Odom & Diamond, 1998; Wolery &
Wilbers, 1994).
2.1.2.2 Developmentally Appropriate Practice
Contemporary models of inclusion in high-quality childcare programs are based on
the concept of developmentally appropriate practice (Bredekamp & Copple, 2002; Carta,
1994; DEC, 2000; Gold et al., 1999; NAEYC, 1996). Developmentally appropriate practice
is built on two dimensions: age-appropriateness and individual-appropriateness. Age-
appropriateness refers to relatively predictable age-related sequences of the physical,
emotional, social and cognitive development in young children. Individual-appropriateness