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.


You can see here if we treat the dog, rabbit, and cat all equally, everyone gets a carrot. But not all these animals need a carrot. The carrot is really only a good fit for the rabbit. The dog needs a bone, and the cat needs a fish. Fairness is giving everybody what they need instead of just giving them all the same thing.

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. 


A child who is sensory seeking might need a wiggle cushion or scoop chair to increase sensory input. A child who focuses best when their hands are busy might need a fidget like a tangle or a pop-it that they can hold during circle time. Other kids might be more successful laying on their stomach or sitting in a teacher's lap. These examples illustrate how fairness is a guiding principle in inclusive classrooms. 
Our goal is to give each child what they need, and this may vary from child to child. When we do this, kids learn to expect that their friends may use different tools and that each of our bodies have different needs. Inclusive classrooms talk about the difference between a tool and a toy to help young children understand why everyone doesn't get the same wiggle seat at circle time. We might say something like "Jack's body learns best when he's sitting on a cushion." It's natural when kids see a new material to be really curious about it. That novelty usually wears off in less than a week. And we can give all kids access to these materials at other times of day. The wiggle seat might be available for anyone who wants to use it during free choice, but it's a tool for Jack during circle time.

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

Being fair, not equal, is a key concept and practice for early childhood educators, especially when supporting children with disabilities and challenging behaviors. It means that we provide each child with what they need, which may not be the same for everyone. It helps us to promote equity and inclusion, to foster positive relationships and behaviors, and to enhance learning and development in our classrooms. It also requires us to get to know our children as individuals, to involve them in the learning process, to collaborate with our colleagues and families, to create a positive and inclusive classroom culture, and to be flexible and responsive. When we focus on being fair, instead of equal, we can provide a truly inclusive environment for the children we serve, where all children are included and are valued members of the community. And when we teach kids about the difference between fair and equal from a young age, we help to raise individuals who will help to make the world a more inclusive and equitable place.  

- The IMPACT Team

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