Inclusion in Early Childhood Education: The McCam Model

1. Inclusion in Early Childhood Education: The McCam Model Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

2. Inclusion in Early Childhood Education: The McCam Model JTA Continuing Education Conference on Best Practices in Education April 23, 2014

3. Inclusion in Education “The challenge confronting the inclusive school is that of developing a child-centred pedagogy capable of successfully educating all children, including those who have serious disadvantages and disabilities. The merit of such schools is not only that they are capable of providing quality Education to all children; their establishments is a crucial step In helping to change discriminatory attitudes, in creating welcoming communities and in developing an inclusive Society” (Salamanca Statement, 1991 p.6) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

4. The McCam Centre and Inclusion • The McCam Child Development Centre has for twenty-eight (28) years offered an inclusive early childhood programme. • Not a philanthropic move but a practical approach by myself to offer early intervention for children with special needs. Motto: Its no small thing to influence a child so fresh from the hands of God Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

5. The McCam Model of Inclusion MODEL ONE • Children as models Children who were typically developing were to be models for their peers. • Early intervention not Inclusion was in the forefront of planning the McCam Programme • We focused on children 3 months – 6 years • Modeling appropriate behaviours and developmental Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

6. The McCam Model of Inclusion MODEL ONE CONTD. Therapy and Education combined Population - children with all types of challenges (medical, physical, developmental) and presenting at varying levels of involvement (mild to severe). • For the first time a programme with specialists for intervention as educators and therapists at the early childhood level, all in one place. • The approach was effective but expensive. Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

7. The McCam Model of Inclusion MODEL ONE CONTD. The Centre-based and satellite model (inclusion and integration • 1989 -The first seminar on inclusion was held here in Kingston by the McCam Centre in partnership with the Netherlands Embassy. • The first McCam Unit Class was started in 1990 and the second in 1991 (now the Promise Learning Centre) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

8. The McCam Model of Inclusion MODEL ONE CONTD. All Children accommodated • Children with sensory deficits (visual and hearing impairments), children with behavioural problems (autism spectrum disorder), and children with learning disabilities were all considered. • Children with different levels of presentation (mild, moderate and severe). • Children with medically-related diagnosis • Children with multiple disabilities Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

9. The GoJ and International Agreements on Inclusion • Convention on the Rights of a Child (CRC) (May 1991) • Salamanca Statement on Education for Children with Special Needs (June 1994) • Dakar Framework for Action (April 2000) Education for All (EFA) • Convention on the Rights of Persons with Disabilities (CRPD) (December 2006); Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

10. Salamanca Statement (1994) • World Conference on Special Needs Education: Access and Quality. • Called for Inclusion to be the norm • Guiding principle: 1. Ordinary schools should accept all children regardless of physical, social, intellectual, linguistics or other conditions. 2. Children are to attend neighbourhood schools that their nondisabled peers. Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

11. Inclusion in Education: Ministry of Education Plan of Action National Education Strategic Plan (2011-2020) • Strategic Objective 1: Provide equitable access and/or attachment to a high quality education system for all Jamaican children ages 3-18 • NESP Strategic Objective 7: Enable all learners in the education system to manage challenges and achieve their developmental goals through integrated curriculum offerings and support services, to become well-adjusted healthy and secure individuals. Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

12. Guiding Principle on Inclusive Education • Children with special needs are accepted into regular education, beginning at the preschool level, and including recreational programmes with their peers. This is mandated by law. It is about belonging, being valued and having choices (Allen et. al; 2006. p. 3) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

13. McCam Model on InclusionEvolved Model • Model - provide an ideal in standards of operations and practice (clinical and educational) that are based on ethical principles of practice and Child Rights Proclamations - JCRC, CRPDs • A prototype of Inclusion that considers educational opportunities for ALL; socio-cultural influences and economic realities. The McCam Centre must meet the standards of the ECC but its framework encompasses services that are outside of the norm (see Framework). Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

14. Operational Framework

15. Theoretical Underpinnings Intervention, Inclusion and Early Childhood • Children’s developmental period (0-6 years) is the optimal time for laying a rich foundation for learning. • The brain is most plastic for receiving and integrating information. • Children learn about and make sense of their world. The social theorists tell us that it is when the child learns about community expectations, rules of engagement and (Vygosky….). • Adults and children as models. Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

16. The McCam Model of Inclusion, 2014 • Interventions are combined with education and care for best results. (Education + Therapy + Care + Environment = Best Results) • Children with special needs learn from their peers by modeling their behaviours at play and in the classroom • Positive reinforcement is the main approach to behaviour management • All children with special needs are assessed prior to entering the programme (basis for IEP and lesson planning) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

17. Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

18. The McCam Model of Inclusion, 2014 • Individual education plans (IEPs) are developed from assessment findings. Teachers lesson plans reflect IEPs • All children’s development are monitored through the McCam Developmental Checklist 4x yearly: - to establish baseline for programme, - to allow for adjustments to after each term Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

19. Elements of the McCam Model, 2014 PROGRAMME • Baseline determined for all children. Continued monitoring of all children 4 x yearly (use of McCam Checklist). • Goal setting based on assessment findings + McCam Checklist, agreed on by parents and teachers (reviewed 2 x yearly) • Regular and special education programmes in each classroom (group teaching and IEPs) • Regular Team meetings (clinical team and teachers) • Full staff meetings 3 – 4 x term Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

20. Elements of the McCam Model, 2014 Composition Intervention Team • Programme Director Team Leader • School Psychologist • Therapists – O.T., SLT; ABA • Teachers – Spec. Ed., ECPs/Practical Nurses • Teacher Assistants &/or Student Assistant Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

21. Elements of the McCam Model, 2014 Interventions Offered • Regular and Special Education • Speech & Occupational Therapies • Applied Behavioural Analysis (ABA) • Social Skills Training Note 1. Parents are strongly advised to register their child for one or more interventions Note 2. Some children on the autism spectrum may require all interventions Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

22. Inclusion in (Early Childhood) Education Recommendations • Teachers must be educated to recognise ‘red flags’ of various disabilities and disorders of children with special needs • Teachers must learn basic strategies for addressing children’s learning needs • Support Staff should be available , i.e. special educator, guidance counselor, specialist teachers (reading), itinerant clinical team • Lower teacher: student ratio Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

23. Inclusion in (Early Childhood) Education Recommendations contd. • Minimise physical hindrances (organisation of classrooms for optimal learning) • The environment must be accessible • Regular staff meetings (1 x monthly) • Scheduled team meetings with parents, teachers, support staff, education officers (regular and special education) to review goals Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

24. Inclusion in (Early Childhood) Education • Record!, record!, record! – teachers must produce evidence of actions taken and the results. • Use resource materials incld. curricula, screening instruments provided for lesson plans • A change in attitude towards children with special needs Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

25. Inclusion in (Early Childhood) Education • Some students with special needs are not suited for the inclusive classroom! • Children with symptoms/presentations in the moderate to severe range Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

26. Indentifying the Child with Special Needs • The use of the developmental PASSPORT will ensure the sharing of information which can accelerate the assessment and intervention process for children with special needs. No child should fall through the crack. • Developmental checklists – provides evidence of a child’s progress over time at different levels. • Trauma checklist (developed by the McCam Centre) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

27. Challenges to Inclusion Over the 28 years we learnt that: • Inclusion is not embraced by everyone. • Some persons fear negative influences • Parents of children with atypical development are very protective • The cost of the services, that is, small classes, • High teacher to children ratio (1:10/12, 1:3) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

28. Therapeutic interventions (OT, Speech, PT, ABA…) Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

29. Lessons Learnt over Twenty-eight years • The group within the classroom must be homogenous, i.e. level of involvement, type of special need • Number of children with behavioural challenges in a classroom should be limited to 2 or 3 • Teachers must have support – technical and specialist support • Teachers must know and understand the diagnosis of the children (training is key) • Teachers must have training in behaviour management techniques Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

30. Best Practices Years of experiences shaped the development of a model that is: • Evidence-based – allows for data collection and analysis, monitors progress • Team-based – considers the contribution of teachers, therapists and administrative staff • Skills –based, not academic focused • Child-centred – ‘wrap around effect’ Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

31. Best Practices • Meets the requirements for National Registration (ECC Process) • Links national services in education, health and social services • Continued training in special education Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director

32. McCam Model for Inclusion STAFF STAFF EFA WRAP AROUND EFFECT PARENT CURRI S & T RATIO IEP PARENT INTERVENTIONS

33. “It’s no small thing to influence a child so fresh from the hands of God.” Presentation by Pauline Watson Campbell, BH(M), MsC, OTR, Founder and Executive Director