Camille Catlett Frank Porter Graham Child Development Institute camilletlett@unc

1. Just the Facts, Ma’am: Evidence-based Practices for Supporting Each Young Child Camille Catlett Frank Porter Graham Child Development Institute camille.catlett@unc.edu Montgomery County Infants and Toddlers Program Kick-Off October 22, 2013

2. Things we KNOW that impact quality • Evidence-based practices • Professional preparation • Caseloads • Compensation

3. Things that may be even more important • Developmentally, culturally, linguistically and individually • responsive practices • Intentional teachers and therapists • Individual attention • Family engagement • Time to play

4. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

5. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

6. What evidence-based practices support each and every child in inclusive settings?

7. Defining Features Access Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.

8. EBP: Universal Design and Universal Design for Learning UD and UDL mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).

9. UDL in every day use

10. UDL in early childhood

11. Three key concepts

12. Multiple Means of Representation Various formats: kinesthetic Visual auditory

13. What can it look like? • Books that are small or large, hard or soft • Books on tape • Some items or materials that are familiar and others that are novel • Materials that support earlier developmental levels and later developmental levels • Materials that enable children to work individually or with others/support

14. UDL: Multiple Means of Engagement Attention curiosity motivation Interests preferences personal style

15. What can it look like? • Children get to make choices (toy or activity) • Children get to choose how and where they want to engage with materials • Children get to choose to • work alone or with others

16. UDL: Multiple Means of Expression Typing/texting

17. What can it look like? • Children get to choose the method/form in which they express or demonstrate their understanding (that matches the teacher’s learning goal) • There ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways • There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product)

18. What can it look like? • Children get to choose the method/form in which they express or demonstrate understanding (that matches the targeted goal or outcome) • There are ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways

19. Meet Sophia • 2 ½ years old • Lives with parents who recently arrived from Colombia to take faculty positions at a local university. Family speaks Spanish at home but is eager for Sophia to learn both English and Spanish • Cognitiveand motor skills appear to be age-appropriate; significant delays in receptive and expressive language • Receives early intervention services in a local child care program • Sophia’s teacher reports that she rarely • initiates or engages with her English- • speaking classmates; often seems very • quiet or withdrawn • Loves: housekeeping area, singing Spanish • songs with her parents

20. Supporting Sophia with UDL • How might you use • multiple means of representation (visual, auditory, kinesthetic) • multiple means of engagement (interests, preferences, curiosity, motivation) • multiple means of expression (speaking, pointing, singing, drawing, gestures) • to support Sophia and children like her?

21. EBP: Assistive Technology (AT) Assistive technology(AT) interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Source: CONNECT Module 5: Assistive Technology

22. AT to Support Access to Writing

23. AT to Support Access to Literacy

24. AT to Support Access to Literacy

25. AT to Support Access to Learning

26. Defining Features Participation Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

27. Handout 1.2 Peer Supports

28. EBP: Scaffolding Strategies Scaffolding strategies are structured, targeted approaches that can be used with children who require more intensive supports across a wide variety of teaching and learning contexts, and in combination with other approaches. Scaffolding strategies include modeling, response prompting, peer supports, and corrective feedback.

29. Adaptations Help All Children • Adaptations can be used to: • Make situations better for a particular child. • Improve situations for the entire group.

30. Meet Drew • 2 ½ years old • Lives with parents and two brothers, one older and one younger • Diagnosed with autism at 18 months • Cognitive skills are near age-appropriate • Significant delays in social and communication skills • Rarely initiates or engages in social conversation • Favorite toys: trains, Disney figurines, markers • Tendency to tantrum • Difficult time following directions • Reacts strongly when told “no”

31. Putting It All Together Drew can find transitions to be very challenging. With a partner, use the Adaptation Notes to strategize about ways in which you can help Drew’s family to support successful transitions at home and in community settings.

32. Defining Features Supports Supports– refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

33. Engage Families Help Their Children to Succeed • Higher preschool performance and promotion to next grade • More positive engagement with peers, adults, and learning • Buffers negative impact of poverty on academic and behavioral outcomes

34. Families can become lifelong partners or lifelong bystanders based on how you engage them in the process of supporting their child.