Most early childhood educators share a common goal that learning environments, teaching methods, and other programs is based on what is expected of and the experience of children of different ages and developmental ages. Children and students with disabilities may need additional goals and attention in order to ensure adequate learning. Educators should promote development all important domains. .
Due to the amendments of the IDEA of 1997, infants and toddlers under three years of age with a disability must be provided with a natural environment such as, a home and community setting where students without disabilities involve there self. Also an Individualized Family Service Plan IFSP) must state the conditions of the natural environment that is available for the disabilities child. .
Early childhood instruction in the natural environment is an increasing popular method used by educators. They have found it to be of great effectiveness. Instruction in the natural environment is helpful because it uses real life scenarios. Children learn to solve real life problems and situations that affect their life. The child also gains experience in relationship building with teachers, parents, siblings, and friends. .
In 1993, guidelines were set forth for quality programs involving students and their families. The guide lines should reflect a multicultural and multiethnic point of view, a developmentally and individually appropriate practices, the promotion of a least intrusive approach in normalized settings, and a family-centered approach. Educators should routinely review the guidelines to ensure they are promoting the best learning environment available to children with disabilities. .
Research and results have shown that just using a natural environment is not enough "the procedures that using in the natural setting must be effective and useful for the benefit of the child.
