Foundations of Inclusion Training Workshop

1. Foundations of Inclusion Training Workshop http://community.fpg.unc.edu

2. Today’s Agenda Introduction - 25 minutes Foundations - 40 minutes Build Your Knowledge - 55 minutes “I Have This Child...” Activity - 80 minutes Conclusion - 30 minutes Total time: 240 minutes (4 hours)

3. Introduction CONNECT http://community.fpg.unc.edu

4. Ice Breaker • Option A: Everyone Brings Something to the Table • Form small groups or pair up with the person sitting next to you. Find items in your purses / bags / pockets that represents each letter of the alphabet. • Option B: What’s in Your Wallet / Purse? • Grab your purse / wallet / bag and take out the item that means the most to you. Then turn to the person next to them to explain why this item is so valuable.

5. Objectives • You will be able to: • Define inclusion and features of early childhood inclusion, • Discuss the legal and policy foundations of inclusion, • List research-based inclusion practices, and • Identify actions that you might take to build a high quality inclusive program.

6. Questions? Comments?

7. Pre-Survey CONNECT http://community.fpg.unc.edu

8. Foundations CONNECT http://community.fpg.unc.edu

9. Foundations Review Video Discussion Questions CONNECT http://community.fpg.unc.edu

10. Foundations Watch the Foundations of Inclusion video CONNECT http://community.fpg.unc.edu

11. Foundations Discussion • How would you feel if you had been “in the shoes” of Jay’s parents and your son had been excluded from attending school? Have you or any of your family members ever been excluded because of a condition or characteristic beyond your control (e.g., gender, race)? How did that feel? • As you watched the video, what new information did you learn about inclusion? • Explain the desired results of early childhood inclusion? • What do you see as major changes over the last 20-30 years in the way the laws and policies support access and participation of young children with disabilities in inclusive settings? • What does the research tell us about inclusion? CONNECT http://community.fpg.unc.edu

12. Build Your Knowledge Source: Flickr – Twisted Shadows CONNECT http://community.fpg.unc.edu

13. Build Your Knowledge Review last segment of video again CONNECT http://community.fpg.unc.edu

14. Build Your Knowledge Review the 4 handouts provided on the following topics Admission policies Rights of families, children and teachers Finding community partners Research-based practices CONNECT http://community.fpg.unc.edu

15. Build Your Knowledge Activity related to rights of families, children and teachers Option A: Choose a right and a responsibility for teachers and a right and a responsibility for families related to inclusion that you might not have been aware of prior to reading this document / or that you think your colleagues are unaware of. Discuss next steps you can take based on your new knowledge of these rights (e.g., talking to your director about attending IEP meeting or going for additional professional development, etc.). Option B: Develop a plan on how to help families of children with disabilities understand their rights. CONNECT http://community.fpg.unc.edu

16. Build Your Knowledge Activity related to admission policies Option A (For directors): Review the sample policy and guide on developing inclusive policy. Work in small groups and use the guide to develop a set of policy guidelines that reflect a welcoming environment for all children and families. Option B (For directors): Review your individual program’s existing policies and make notes on your policies what / how you can make changes to make them more inclusive. Then share back with the large group some of the changes you plan to make. Option C (For teachers): Identify three ways to create a welcoming environment for all children and families. CONNECT http://community.fpg.unc.edu

17. Build Your Knowledge Activity related to research-based practices Option A: Identify two research-based practices that you would like to start using in your classroom to support the learning and development of all children in the classroom. Discuss how these can be aligned to standards / requirements, (e.g., Common Core, Early Learning Standards, etc) and how you can use these interventions and strategies to support the learning and development of all children in the classroom. Option B: Watch the videos / review photo examples / pass around examples of adaptive toys and discuss in a small group or pairs which practices you would like to try out in your classroom and the supports you might need in order to successfully implement these practices. Also share adaptive ideas that you have successfully implemented in your classroom. CONNECT http://community.fpg.unc.edu

18. Build Your Knowledge Activity related to finding community partners Option A: Identify individuals (e.g., early interventionists, early childhood special education consultants, family advocates) in your community who are currently partners with you or could be contacted for the purpose of developing partnerships that support high quality inclusion. Option B: Matching Game (Type in instructions here) Option C: Using the internet, do a web search and locate at least 3 organizations / resources in your community that can help you support high quality inclusion. CONNECT http://community.fpg.unc.edu

19. Build Your Knowledge Work on an activity in pairs / groups 1) Form pairs or small groups (depending on group size) and select one of the four activities to develop a response. 2) Take notes during discussion. 3) Share responses with the larger group. Admission policies Rights of families, children and teachers Finding community partners Research-based practices CONNECT http://community.fpg.unc.edu

20. Build Your Knowledge Large group discussion How did the information from the activities help build your knowledge about how to support all children and families in your classroom / program? CONNECT http://community.fpg.unc.edu

21. “I Have This Child…” CONNECT http://community.fpg.unc.edu

22. “I Have This Child…” Identify a child Option A: Think about a child who would be challenging to serve in your program or classroom now because of her/his developmental or educational needs.  This child could be based on past or current experiences but ask them NOT to talk about a real child in a way that could identify that child in order to protect confidentiality. Option B: Imagine that one of the following children is enrolled in your classroom: A child… ….who learns easily but has a visual impairment that affects his mobility and access to materials and activities in the classroom. …..who enjoys focusing intensely on certain tasks but is withdrawn from other children and group activities in spite of efforts to support his/her involvement ……who has high positive energy but cannot stay focused or engaged for over one minute in any activity or task. …..who started the year well but has recently become overly aggressive with other children to the point that they are avoiding him/her. ….who has a sweet personality but multiple developmental delays that affect speech & motor. Option C: Watch the video on Jackie’s dilemma related to including a child with disabilities in her classroom. CONNECT http://community.fpg.unc.edu

23. “I Have This Child…” Group / pair action planning • Discuss your perceptions of the challenges associated with having the child in your program. • Develop an action plan using the guiding questions in the Foundations of Inclusion Action Planning Form. • Document your discussion. • Share back with large group. CONNECT http://community.fpg.unc.edu

24. Conclusion

25. Recap Objectives • You should be able to: • Define inclusion and features of early childhood inclusion, • Discuss the legal and policy foundations of inclusion, • List research-based inclusion practices, and • Identify actions that early care and education professionals might take to build a high quality inclusive program.

26. Post-Survey CONNECT http://community.fpg.unc.edu

27. Workshop Evaluation

28. Questions and comments

29. Thank You