Inclusive Classrooms: Top to Bottom & Bottom to Top

1. Inclusive Classrooms: Top to Bottom & Bottom to Top Presented at the Fifth National Early Childhood Inclusion Institute August 3-5, 2005 William and Ida Friday Center for Continuing Ed Chapel Hill, NC Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

2. Today’s Agenda • Review principles and definitions of inclusion • Add to your collection of tools – strategies to promote children’s participation in child care Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

3. True or False????????? • Children are included when they are part time in child care and part time in a specialized setting • When children participate in a variety of community activities or programs but receive their education in a specialized setting, they are included. • A child is considered to be included regardless of setting if it is the parent’s choice • Children are included if they attend child care full time and EI services are provided in the home • When children participate in all activities and routines in the same way as other children, they are included whether they are attending a specialized setting or a child care program. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

4. So – what is inclusion?? When children with special needs (with disabilities, developmental delays, or special behavioral or emotional needs) participate and learn in settings with typical children of their own chronological ages and with supports to guarantee their successful participation and learning. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

5. Inclusion is not something we do a little of.It either is or it isn’t.Inclusion is the opposite of exclusion.Inclusion is elegant in its simplicity and, like love, awesome in its complexity. Marsha Forest, 1990 Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

6. Setting: Child Care Programs • We know that national studies of child care settings (e.g., PA Feine et al. 2002 study) as a whole show that a majority of child care settings provide average or marginal care Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

7. Child caregivers, preschool teachers, early intervention staff, and parents hold values and beliefs about practices for young children, generally, and about children with disabilities (Lieber et al., 1998) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

8. Handout What does a quality program look like? Use Recommended Practices (e.g., accreditation standards, early learning standards, environmental rating scale categories) Establish Expectations Through Participation-Based Outcomes Apply a Strength-based Approach Implement a Child-Centered Viewpoint Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

9. Focuses on what children can do (not what they cannot do) • Engages children by targeting their capabilities, interests, motivation, etc. • Frames what children need to learn within a context of engagement Apply a Strength-based Approach Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

10. Target ways of supporting children’s participation in activities and routines • Identify skills needed to participate successfully • Establish accommodations/ adaptations (including use of Assistive Technology) & teaching-learning strategies to ensure children’s success Establish Expectations Through Participation-Based Outcomes Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

11. Macie will participate in snack time by interacting with the other children and by feeding herself finger food snacks and drinking from a cup with as much assistance as needed by other children. EXAMPLE: Establish Expectations Through Participation-Based Outcomes Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

12. What may assist Macie to be successful? • Sit in a wooden Rifton type chair for snack so she is well supported and can use her arms and hands for eating (and not to stay upright in the chair) • Ask Macie what she needs (or wants) –in order for her to use signs • Facilitate conversation among the children, encouraging Macie to participate • Introduce a Sippie cup with two handles • Offer medium-sized finger foods – easy to grasp • Guide her with support under her elbow if she needs help to get the food to her mouth or cup to her lips. • ALWAYS, ALWAYS praise her for successes. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

13. Individualizes for all children by matching learning opportunities with children’s strengths, developmental competencies, and needs. • Requires collaboration to identify optimal teaching-learning strategies and to account for key areas of learning and development Implement a Child-Centered Viewpoint Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

14. Intervene with children by working on skill deficits Are guided by the IFSP or IEP Include multiple disciplines with different types of expertise Work with children individually (or in small groups) Teach children by facilitation & creating learning opportunities Are guided by standards & curricula Include educational staff of varying level of training and education Work with children in groups Collaboration & Individualization Early Learning/Child Care Staff Early Intervention Providers Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

15. Making a DifferenceHow can we create meaningful learning opportunities for ALL children? Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

16. Institute: Planning Training Collaboration Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

17. Handout Tools for planning, training and collaboration Child Portfolios Team Meetings What’s Going Well? Professional Development Collaboration Continuum Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

18. PIN Training Programs All About Me Child Portfolio Provides opportunities for child care providers to develop a strength-based perspective about children with special needs (Campbell, Milbourne, & Silverman, 2000) Promotes interactions between providers and families Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

19. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

20. Handout Child Team Meetings Plan during convenient times – e.g., nap time, parent availability, when EI providers have a regular visit Vary times to accommodate all members Keep meetings short – 30 minutes AND keep them focused Keep minutes so that everyone can be informed Focus on participation-based outcomes – play nice! Rules for the Road Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

21. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

22. Frame Goals and Outcomes As Participation-Based Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

23. Relevance & Functionality Re-write any goals or objectives that are not functional, relevant, & meaningful Ask “If the child cannot do the skill, will an adult have to?” (If the answer is no, the skill is not relevant and functional) Ask – what immediate purpose (relevance) does this skill have for the child’s participation in child care? Ask – from the child’s perspective, is this something that the child is interested in learning? Wants to be able to do? Will make a difference for the child? Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

24. Have a Conversation with the child care provider Identify Activities that Go Well & Don’t Go Well Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

25. Identify Routines & Activities in the child care program Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

26. Handout Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

27. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

28. Professional Development Opportunities • We know that participation in group training sessions alone has marginal or no impact on program quality (Cassidy et al., 1995) • Group training plus structured on-site consultation can impact program quality (Campbell & Milbourne, 2005; Kontos et al, 1996) • Targeted short-term mentoring or on-site consultation can improve program quality (Feine, 2002; Palsha & Wesley, 1998) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

29. Targeted on-site consultation and mentoring Impact program quality Provide specific strategies for an individual child Group Training plus on-site consultation Impact program quality General training about children with disabilities Effective Professional Development Approaches Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

30. EXAMPLE: PIN training approach Opportunities for Professional Development about children with special needs Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

31. Group Training Plus On-Site Consultation PIN Training Programs • In field-tests, improved program quality in infant-toddler and center-based child care settings (Campbell & Milbourne, 2005; Campbell et al., in press) • Easily adapted for use in a variety of professional development situations Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

32. Targeted On-Site Consultation & Mentoring • Impacts program quality when consultation is directed to particular areas of program quality (e.g., adult-child interactions; learning activities) • Success depends on use of an identified model of consultation (e.g., Buysee & Wesley, 2005; Milbourne & Campbell, 2005) or of mentoring (e.g., Fiene, 2002) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

33. Collaboration Through On-Site Consultation & Mentoring • Promotes successful participation of children with any number of labels (e.g., with special needs; developmental delays; emotional, behavioral, or mental health concerns; known disabilities) • Success depends on use of specific strategies individualized for the environment & child Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

34. Wolery & Odom, 2000 Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

35. Try a variety of: Specialized Strategies Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

36. Strategies to ensure meeting children’s individualized needs Activities & Routines Matrix Generic Instructional Plan Curriculum & Skill Webs Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

37. Activities and Routines Matrix Child: __________________ Date: _____________ Handout Adapted from: Cavallaro and Haney, 1999, Preschool Inclusion, Paul H. Brooks Publishing Co. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

38. Handout Generic Instructional Plan Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

39. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

40. Handout Sand play outside – put spoons & utensils to use for scooping, pouring Use spoon; help with scooping Mealtimes & Snacks Finger feeding Object Play Introduce fork for stabable foods Opportunities for Practice & Learning About Eating Motor Skills Put spoons, cups,& utensils in toy box for manipulation Try “art” activities such as finger painting, painting with sponges for fine motor skill development Toys to encourage pouring, “scooping” Creative Play Water Play Provide dolls – model feeding Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

41. Identify Activities/Routines on Which the Family Would Like to Focus Find out What is Happening Now • Find out which activities/routines go well for the family and the activities/routines with which they are not satisfied and/or do not go well • Tots-n-Tech Just In Time Resource Guide • April 2005 • Tots-n-Tech Research Institute • CFSRP, 5th Floor Edison, 130 S. 9th St., Philadelphia, PA 19107 • http://tnt.asu.edu • How to Use This Resource Guide • Identify one or more activities that the family participates in • outside of the home; and • Identify family routines (those that occur at home) • Find out which activities/routines go well for the family and the routines with which they are not satisfied and/or do not go well Find out how satisfied the family is with the child’s performance in five functional ability areas: Communicating with children; adults Interacting with adults – caregivers & non-caregivers Interacting with children Using hands and arms Getting around from place to place Use Adaptations and AT as an INTERVENTION to promote participation Use the Here’s the Situation – Try This Adaptation Chart & AT Web to Design AT Adaptations & Teaching Strategies Use the Adaptation Hierarchy to Plan From the Top Down Adaptation Hierarchy Examples Finding Out About Activities & Routines Use the TNT Family Interview To ------ Find out how satisfied the family is with the child’s performance in five functional ability areas: Communicating with children; adults Interacting with adults – caregivers & non-caregivers Interacting with children Using hands and arms Getting around from place to place Activities & Routines Examples of Activities Outside the Home Environmental Accommodations Adapt Set-Up of Environment Adapt/Select “Equipment” Equipment/Adaptations for Positioning Adapt Schedule Select or Adapt Activity Adapt Materials & Toys Adapt Requirements or Instructions Have Another Child Help -- Peer/Sibling Assistance Have an Individual Child Do Something Different (within the same activity) Have an Adult Help a Child Do the Activity Have an Individual Child Do Something Outside of the Activity Context (with an Adult) Use of Functional Skills Within Activity & Routine Contexts Use of Functional Skills Within Activity & Routine Contexts Arm & Hand Use Arm & Hand Use Socialization-Interaction Socialization-Interaction Family Routine or Activity Child Care Routine or Activity Communication Communication Getting Around - Mobility Getting Around - Mobility Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp Examples of Functional Abilities That Occur Within the Context of Activities & Routines Activity or Routine: What is happening now? Desired Outcome: Can use the adaptation/AT without teaching Needs teaching or practice to use AT: Describe: Using Adaptations & Assistive Technology to Promote Children’s Participation & Learning Here’s the Situation --- Try this Adaptation Using Adaptations & Assistive Technology to Promote Children’s Participation & Learning Here’s the Situation --- Try this Adaptation!! Activity or Routine: Reading stories at home with mom and brother What is happening now? Mom sits the two boys on the sofa beside her so that MJ can be propped up to sit and be close to the book. MJ looses interest in reading because he is unable to see the book, help turn the pages, or “talk about” what is going on in the story. Desired Outcome: MJ will participate in reading a book with his mom and brother by listening, “talking” about the story, & helping to turn the pages. Can use the adaptation/AT without teaching Needs teaching or practice to use AT: Describe:

42. Make use of: Assistive Technology Adaptations Accommodations Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

43. Enhance opportunities for children to learn in natural environments/settings Assistive Technology Promote children’s participation in activities and routines at home, in the community (or neighborhood), and in child care or other group-based programs Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

44. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

45. Assistive Technology Devices …Are tools that result in personal change in human functions carried out within the context of environmental settings & demands • Blackhurst & Lahm, 2000. Existence (eating, etc.) Communication Positioning Travel and Mobility Environmental Interactions Education and Transition Recreation Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

46. The INVERSE principle The greater the challenges associated with the child, the more skill the TEAM working with the child has to have Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

47. Use Adaptation As A Primary Intervention Strategy Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

48. Environments, activities & routines, have social and physical expectations for participation Adaptations, including assistive technology allow participation in typical routines and activities Adaptations as Interventions Adaptations function as a mediator to make a bridge between the child’s abilities and the “demands” or expectations of the environment By promoting participation, opportunities for learning are increased Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

49. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp

50. Handout Facilitating Children’s Participation and Learning Environmental Accommodations Adapt Set-Up of Environment Adapt/Select “Equipment” Equipment/Adaptations for Positioning Adapt Schedule Select or Adapt Activity Adapt Materials & Toys Adapt Requirements or Instructions Have Another Child Help -- Peer/Sibling Assistance Have an Individual Child Do Something Different (within the same activity) Have an Adult Help a Child Do the Activity Have an Individual Child Do Something Outside of the Context (with an Adult) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp