
Fair vs. Equal: How to Support Kids with Disabilities & Challenging Behaviors
Introduction
As an early childhood educator, you know that every child is
unique and has different needs, strengths, and challenges. You also know that
some children have disabilities or challenging
behaviors that may require more support and accommodations in the
classroom. But how do you balance the needs of all the children in your care,
while also being fair and respectful to everyone?
One way to think about this is to understand the difference between fair and equal. In this blog post, we will explore what these terms mean, why they are important, and how you can apply them in your classroom so you can make your classroom an inclusive space. If you are interested in learning more about inclusion in early learning, check out our course on this topic! We will also share some tips and strategies for supporting children with disabilities and challenging behaviors in a positive and inclusive way.
What is fair vs. equal?
Many people think that fair and equal mean the same thing,
but they actually have very different implications for how we apply them in the
classroom. Equal means that everyone gets the same thing, regardless of their
individual differences or needs. Fair means that everyone gets what they need,
which may not be the same for everyone.
When we use inclusive classroom practices, we ensure every child gets what they need to be successful. And if individualizing isn’t something you’ve done in your classroom before, it’s normal to wonder whether children are going to notice that everybody is getting a slightly different accommodation. For example, we may individualize circle time by giving one child a fidget to hold in their hands. Many teachers wonder “Is it fair if I give a fidget to one child? Won’t they all want one?” or “Will it distract the others?” This is our opportunity to help children understand the difference between equality and fairness. When things are equal everyone gets the same. When things are fair, everyone gets what they need.
So, the concepts of fair and equal are not the same, and sometimes they may even be in conflict. In inclusive classrooms, we want to be fair, not equal, because we want to respect and respond to the diversity of our learners. We want to provide them with the appropriate level and type of support and challenge that they need to grow and thrive.

Why is fair vs. equal important?
Understanding the difference between fair and equal is
important for several reasons. First, it helps us to promote equity and
inclusion in our classrooms. Equity means that everyone has the opportunity to
access and participate in high-quality education, regardless of their
background, identity, or ability. Inclusion means that everyone is valued and
respected as a member of the learning community, and that their strengths and
needs are recognized and met. By being fair, not equal, we can ensure that we
are providing equitable and inclusive learning environments for all our
children.
Second, it helps us to foster positive relationships and
behaviors in our classrooms. When we are fair, not equal, we are showing our
children that we care about them as individuals, and that we respect their
differences and preferences. We are also modeling and teaching them how to be
empathetic, compassionate, and respectful to others, and how to appreciate and
celebrate diversity. By being fair, not equal, we can help children develop
social and emotional skills that will help them become compassionate, inclusive
adults someday.
Third, it helps us to enhance learning and development in our classrooms. When we focus on being fair, instead of equal, we are offering kids opportunities to explore their interests, to challenge themselves, to express themselves, and to collaborate with others. We are also individualizing and differentiating our instruction and assessment to meet their individual needs and goals, and to provide them with feedback and scaffolding. When we focus on fairness, we can help our children to achieve their full potential and to enjoy their learning journey.
How to be fair, not equal, in the classroom
If we think about this in the classroom, our goal is to be fair, which means giving each child what they need, not necessarily giving them all the same thing. Here’s an example to help that make more sense. If we have a classroom of children and we are going to treat them all equally, we would give them all a carpet square to sit on at circle time. While this might meet the needs of some children, others may need a different level of support to participate successfully at circle time. If we look at our students through a lens of fairness, we take the time to recognize each child’s needs and match that to the appropriate support. For example, a child with low muscle tone might need a cube chair instead of a carpet square to give them more physical support.

Here are some practical tips and strategies for how to apply
this in the classroom:
- Get to know your children as individuals. Learn about their strengths, interests, needs, preferences, and goals. Use a variety of methods, such as observation, assessment, and conversation, to gather information about your children. Use this information to plan and implement your curriculum and instruction, and to provide individualized support and accommodations.
- Collaborate with your colleagues and families. Work with other educators, specialists, and support staff to coordinate and align your efforts and resources. Seek their input and advice on how to best support children and share your own insights and experiences. Communicate and partner with families to understand their perspectives and expectations, and to involve them in the learning process. Build a strong and supportive network of professionals and caregivers to ensure everyone is working collaboratively to meet the needs of the children in your care.
- Create a positive and inclusive classroom culture. Establish clear and consistent rules and routines that promote safety, respect, and responsibility. Celebrate and appreciate the diversity and uniqueness of each child and encourage them to do the same. Teach and model social and emotional skills, such as empathy, communication, cooperation, and problem-solving. Provide positive reinforcement and feedback and address any issues or conflicts in a constructive and respectful way. Create a sense of belonging and community in your classroom, where everyone feels valued and supported.
- Be flexible and responsive. Recognize that a child's needs and behaviors may change over time or depending on the situation or context. Be prepared to adjust and adapt your plans and strategies as needed, and to try different approaches and solutions. Monitor and evaluate the effectiveness and impact of your strategies and be open to learning and improvement, and to seeking support when needed.
Conclusion
- The IMPACT Team
If you're interested in learning more about supporting children of all abilities in your classroom, check out these courses:
Check out our bundles for extra savings!
All content, including the presentation thereof on this web site, is the property of Northwest Center IMPACT™, and protected by U.S. and international copyright laws. You may not copy, reproduce, distribute, transmit, modify, create derivative works, or in any other way exploit any part of copyrighted material without the prior written permission from Northwest Center.