It is important for every educator to know the child in their care, the linguistic that can be used to label the child and their disability, family expectations from you as a professional and outlines of the child’s disability. There are several ways early childhood professionals can use their knowledge and power to help families with their everyday challenges.

• Even though there are several thoughts about children and families with a disability, professionals should foster thoughtfulness and care by listening to families and supporting them. Therefore, the college of early childhood educators (2019) advise “(f)amilies might respond or react in a variety of different ways when they learn about, or suspect, a difference in their child’s development. You might interact with children and families who are experiencing confusion or frustration following an identified need, a disability diagnosis, or the need for additional support. In these interactions, it is important to be respectful and caring in your communication" (p.13).

• Underwood, personal correspondence (2019) suggest that "RECEs need to be aware that many families experience frustration as a result of navigating a complex system when they are seeking support for their children” (as crite as CECE, 2019, p. 13) as well as “When RECEs and other professionals collaborate with families to establish goals to support a child, it is imperative that RECEs are aware of the relevance of the goals and ensure they an implemented. RECEs play a critical role in supporting the child and family as they transition to different service providers, community programs and schools. RECEs form strong relationships and engage in ongoing, collaborative communication with children, families, other professionals, and administrators” (CECE, 2019, p. 13).

When an early childhood education professional becomes aware of his or her own bias & beliefs about the social & medical model aspect of disability, they are able to plan a child day to day life as well as practicing inclusion in the classroom to provide a healthy and safe environment for children and their family. Moreover, the practice guideline for early childhood professionals indicates that “(t)his resource explores the ways that personal beliefs, attitudes, and biases affect inclusion and influence your overall professional practice. As you work with diverse communities and families, it is important to become aware of the beliefs you hold, support and value. This includes your beliefs about your own capacity to create inclusive, welcoming environments and the beliefs you have about the different characteristics and capabilities of children, specifically as they relate to disability, inclusion and inclusive practices. When RECEs have a better understanding of their biases and beliefs, and why they have them, they are able to create better-informed practices, which can positively support the full participation of all children” (CECE, 2019, p. 8).

As children grow with a sense of belonging with the people and things around them, it is important for professionals & children in the classroom to be knowledgeable about the difference between social and medical models of disability. This way the child or person with a disability feels more accepted within their environment and classroom. In addition, the college of early childhood educators practice guideline (2019) identifies that “(c)hildren with disabilities are not one uniform group. It is important to consider the various contexts and factors that contribute to shaping a child’s development and identity within their families and communities. These factors impact how children view themselves and their ability to participate and engage in their environment. For example, not all children with the same diagnosis have the same experiences with disability, nor do they have the same experiences in their home life, community, childcare or school. Overlapping factors that might influence a child’s lived experiences, like access to resources, are complex and varied. As a professional, you need to make yourself aware of the various and shifting contexts and factors that impact children with disabilities and their families” (p. 9).

When early childhood professionals know the information & details about a person's disabilities, professionals are able to recommend to families the kinds of resources and programs that are appropriate for their children as well as knowing what kind of activities that are suitable to plan based on the child’s disability or needs. Moreover, the college of early childhood refers to education professionals as leaders. According to the college, “as leaders, RECEs also need to understand the theory of disability, which can change the way they think about children and ability in general. RECEs can support inclusion by initiating discussions about disability with children, families and community partners. Explain the inclusive language and practices you use and why you use them. Outline the benefits of inclusion. Share your professional knowledge and refer to various resources or programs to support understanding of the inclusive practices in your setting. Equally, use this opportunity to learn from families who are your primary source of information about disability and inclusion” (CECE, 2019, p.10).