U.S. Department of Education Office of Special Education Programs The University of Toledo

1. U.S. Department of Education Office of Special EducationPrograms The University of Toledo These materials made possible by grant # H325N110014 which is funded by the U.S. Department of Education, Office of Special Education Programs. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency, nor does publication in any way constitute an endorsement by the funding agency.

2. Addressing Inclusion Content and Practices in “Intro to ECE” Course in ECE Curriculum Webinar 5 - June 5, 2013 Guide: Bill McInerney, Ph.D.Co-Director - The Partner Project

3. Selected content for slides to accompany this webinar have been secured and edited from open source sites accessible via the www

4. Including Content Related to Inclusion in ECE in an “Introduction to ECE” Course

5. Sample Course Description: “Introduction to ECE” “This comprehensive survey course of ECE identifies the core knowledge and competencies necessary for individuals working with all young children. This course is designed to……. 

6. • Introduce students to the field of ECE • Provide students an understanding of the complexity of the field and the issues around it • Develop an awareness of the diversity of the field

7. • Understand the diversity of the childrenand populations with whom early childhood professionals work • Provide the opportunity to apply that knowledge with young children and their families within a variety of early childhood settings

8. Another Sample Course Description: “Introduction to ECE” “Introduction to child development and philosophy of early childhood education, including developmentally appropriate practices in a variety of child care settings. Identification of effective multicultural and inclusive early childhood learning environments. Recognition of the importance of integrated curriculum as teaching strategy for young children. Introduction to role of the early childhood teacher as facilitator, and the development of effective family/center relationships. Observations in early childhood education settings.

9. Course descriptions suggest that basic information relating to inclusion should be addressed: • Legal mandates for early intervention and early education •Background information describing public agencies charged with identifying and serving young children with special needs

10. Course descriptions suggests that this basic information relating to inclusion should be addressed: • Awareness of the scope of early intervention and early childhood special education service delivery options

11. Course descriptions suggest that basic information relating to inclusion, should be addressed: • Range of ability and disability conditions of children who are eligible for enrollment in early education programs • Implications for professional practices

12. Course description suggests that this basic information relating to inclusion, should be addressed: • Range of programs in which young children with disabilities may be expected to be enrolled, including child care, public and private preschools, before and after school care programs, and Head Start

13. 2010 NAEYC Standards Relevant to “Introduction to ECE Course” NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs

14. WHAT IS DIFFERENT IN THE 2010 NAEYC INITIAL AND ADVANCED STANDARDS ? Revisions to NAEYC’s Initial Standards (2001), Advanced Standards (2002) and Associate Standards (2003) included a strengthened emphasis on academic content, diversity, inclusion, technology and early childhood focus

15. Standard 1 b Knowing and understanding the multiple influences on early development and learning

16. Standard 1 c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

17. Standard 6 d Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

18. Standard 6 e Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies

19. The challenge to ECE faculty in expanding and enhancing the ECE teacher education curriculum is to: • Recognize and accept the changing landscape of ECE, and to…….. •Organize key curriculum components (i.e. courses, course-related field requirements, and practica) to systematically and developmentally address information, skills, attitudes and values related to inclusion in ECE

20. There are several critical aspects to this task that involve collaborating with other ECE faculty in the ECE teacher education program in order to determine the scope and sequence of information and skills related to inclusion that will be introduced in the ECE curriculum

21. Before addressing the task of curriculum enhancement, it is important to consider a number of relevant facts. These realities must be recognized and respected in any redesign or enhancement of the ECE teacher education curriculum………..

22. ECE Student Perceptions of Content Related to Inclusion in ECE Teacher Education Programs

23. • Most ECE students have had limited experience with young children with special needs

24. • ECE students who have relevant experiences (in child care, preschool programs, Head Start, etc.) probably had “unguided” experiences that did not include meaningful communication with early intervention/early childhood special education professionals or related services professionals (i.e. occupational therapists, physical therapists, speech and language pathologists, etc.)

25. • Some ECE students do not have a keen interest in working with young children with special needs. They are seeking to enter the profession to work with young children who are typically developing. Some of these students may be resistant, at least initially, to exposure to information and skills related to inclusion. They also may not welcome additional elements in course and field assignments that require students to address the characteristics, competencies and needs of young children with special needs

26. • The focus of the ECE teacher education curriculum is effective and supportive interaction and engagement with young children who are typically developing however….. this is not at the exclusion of balanced content in the ECE curriculum

27. Approximately 10-20% of young children may be expected to be eligible for early intervention or preschool special education services. Encountering children with special needs in child care and early childhood education settings is likely and ECE program graduates should become awareness of this via focused experiences within the ECE curriculum

28. • Despite the possibilities of ECE students’ lack of interest in inclusion, their intent to work only with young children who are developing typically, and/or their emerging or firm belief that inclusion “doesn’t work for all children”, it is incumbent upon ECE faculty and program administrators to address the issue of curriculum enhancement…….

29. ECE faculty involved in the enhancement process must understand that the expectations for content and skill acquisition in CC programsare tempered by an understanding that content and skills to be addressed are entry level. Outcome expectations are not the same as those for a student completing a 4 year program resulting in licensure by the Ohio Dept. of Education.

30. ECE Program Faculty Perceptions of Content Related to Inclusion in ECE Teacher Education Programs

31. • ECE faculty may evidence a range of comfort/discomfort in being asked to include information and content related to young children with special needs within course content, course assignments and field assignments. This may be related to lack of academic preparation or professional experiences relating to young children with special needs.

32. • Some ECE faculty may be uncomfortable with the task of enhancing the ECE curriculumre: inclusion as a result of their perception or experiences with inclusion of young children with special needs in child care, preschool, Head Start or related programs. In other words, some ECE faculty may have a belief system that does not support inclusion in ECE as a positive development

33. Position Statement Related to Addressing Inclusion Content and Practices in the ECE Teacher Education Curriculum

34. As the models and mandates for early education, child care, and early intervention change as the result of contemporary political, social and legal forces, public entities charged with preparation of professionals (i.e. community colleges and 4 year universities) must ensure that future graduates are prepared to meet the needs of all children, including children with special needs, children living in poverty, children whose primary language is not English, and children from a wide spectrum of family-living models…….

35. As members of the ECE profession, we have no choice but to inform ECE teachers of the future that awaits them, even if we cannot fully understand that future or are uncomfortable with emerging and projected paradigms of early care and education. This is the challenge that must be met in the process of curriculum enhancement in ECE teacher education

36. Curriculum Enhancement in ECE While the process is comprehensive, it is not complex....... ECE faculty need to decide: • Scope of content and skills related to inclusion. These decisions are driven by NAEYC and CEC-DEC guidelines for program standards in ECE teacher education

37. The Process of Curriculum Enhancement in ECE • Appropriate sequence for introduction and refinement of content and skills within the ECE program course and field experience sequence. In other words, where, when and how will: • Basic content and skills be introduced? • Advanced content and skills be refined and practiced?

38. The Process of Curriculum Enhancement in ECE These guiding questions will shape decisions about which courses will include relevant content related to inclusion, including relevant instructional resources and assignments, as well as opportunities for skill practice in field and practicum placements.

39. The Process of Curriculum Enhancement in ECE ECE faculty will need to decide…… • Which courses in ECE program sequence (e.g. 1000 level vs. 2000 level) will focus on basic information/content and…. which course will focus on acquisition of skills and practice ? • Should inclusion content be included in courses outside the control of ECE faculty (e.g. courses managed by other depts. such as PSY, etc.)?

40. The Process of Curriculum Enhancement in ECE ECE faculty will need to decide: • Which courses will require complementary or separate instructional resources (i.e. articles, text, www links, etc.) that address content and skills related to successful inclusion in ECE settings • Which courses will include introductory OR advanced assignments that address the needs of young children with developmental differences

41. The Process of Curriculum Enhancement in ECE ECE faculty will need to decide: • Which course-related field hour experiences will address content and skills related to successful inclusion in ECE settings • Which practicum or student teaching experience (s) will address advanced skills related to successful inclusion in ECE settings

42. The Process of Curriculum Enhancement in ECE ECE faculty will need to decide: • What information or skills need repeated exposure and refinement and….. which do not • Whether certain information or skills needs to be addressed in a developmental sequence that reflects the academic and professional maturation of ECE students (in 1000 level or 2000 level course and/or the student teaching experience)

43. Examples of Inclusion Content that can be be Appropriately Embedded in the “Intro to ECE” Course in the ECE Curriculum • Legal mandates for early intervention and early education • Background information describing public agencies charged with identifying and serving young children with special needs

44. Content Related to Policies and Program Options in Early Childhood Special Education FeDERALMANDATES and StATE OF Ohio COMPLIANCE: Early InTERVENtioN (part C) and Preschool Special Education services (part b 619)

45. The Promise of IDEA (2004) • All children with disabilities are entitled to: • A “Free, Appropriate, Public Education”(FAPE) • In the “Least Restrictive Environment”(LRE) • Pursuant to Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP)

46. Part C of IDEA Infants and Toddlers with Disabilities For children under the age of 3, with some exceptions, … “urgent and substantial need … to recognize the significant brain development that occurs during a child’s first 3 years of life …” “urgent and substantial need to maximize the potential for individuals with disabilities to live independently in society …”

47. Early Intervention • Developmental services are: • Provided under public supervision; • Provided at no cost, except where Federal or State law provides for a system of payments by families, including a schedule of sliding fees; • Designed to meet the developmental needs of an infant or toddler (ages birth to 3 years) with a disability, as identified by the individualized family service plan (IFSP) team in 1 or more developmental domains

48. Requirements for States Under Early Intervention Program (Part C IDEA, 2004) Early intervention services based on scientific research Timely, comprehensive, multidisciplinary evaluation of child and family Individualized Family Service Plan (IFSP) Comprehensive Child Find system Public awareness program focusing on early identification Central directory that includes information on early intervention services, resources, and experts Comprehensive system of personnel development

49. More requirements … • An EI lead agency in each state • A policy re: contracting with service providers • A procedure for securing timely reimbursements • A system for compiling data on program outcomes • A state Interagency Coordinating Council (ICC) • Policies and procedures to ensure that: • To the maximum extent possible, services are provided in natural environments or most appropriate setting, as determined by the parents and IFSP team

50. Child Find Child Find requires school districts to identify, locate, and evaluate ALL children with disabilities, including children who are homeless, home schooled, wards of the state, and children who attend private schools. If the child has a disability and is eligible for special education services, the school does not have to give the child a “label” before providing services.