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Camille Catlett FPG Child Development Institute
UNC-Chapel Hill 919.966.6635 catlett@mail.fpg.unc.edu
Johnna Darragh Heartland Community College 309.268.8746 johnna.darragh@heartland..edu
2. Whats the Plan? What do we mean by inclusion?
What does quality inclusion look like?
Facilitators of inclusion
Putting it all together
Evaluation and feedback
3. What Does Inclusion Mean? What do you see?
4. Inclusion Means Careful attention to interrelated individual components that are important parts of a big picture
5. Inclusion is Personal
7. Personal lens Belonging and acceptance
The belief and ability to pursue their dreams and abilities
A sense that they define who they are, and that they world does not define them
Recognition from others that they are children who have amazing strengths, andsimilar to all humanssome challenges
8. Quiz Time: What do you know?
9. Inclusion: What do we know?
10. Inclusion: What We Know Inclusion takes many different forms.
11. Inclusion: What We Know
A high quality early childhood
program is not necessarily the
same thing as a high quality
inclusive early childhood
program.
12. Inclusion: What We Know Universal access to quality inclusion is far from a reality
13. Inclusion: What We Know Inclusion can benefit children with AND without disabilities, particularly in social competence with peers
14. Inclusion: What We Know A variety of factors such as policies, resources, and beliefs influence the acceptance and implementation of inclusion.
15. Inclusion: What We Know
Specialized instruction is
an important component
of inclusion and a
factor affecting child
outcomes.
16. Inclusion: What We Know Collaboration among parents, teachers, and specialists is a cornerstone of high quality inclusion.
17. Inclusion: What We Know
The quality of early childhood
programs that enroll young
children with disabilities is as
good as, or slightly better, than
the quality of programs that do
not enroll these children.
18. Inclusion: What We Know Some evidence suggests
that early childhood
professionals may not be
adequately prepared
to serve young children
with disabilities enrolled
in inclusive programs.
19. Congratulations!!!
20. Research Synthesis Points NOTE: This version of the IPS is crisp and clear, but it bears the old NAEYC address, so I dragged the page down such that the address is below whats viewable on the slide.NOTE: This version of the IPS is crisp and clear, but it bears the old NAEYC address, so I dragged the page down such that the address is below whats viewable on the slide.
21. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC NOTE: This version of the IPS is crisp and clear, but it bears the old NAEYC address, so I dragged the page down such that the address is below whats viewable on the slide.NOTE: This version of the IPS is crisp and clear, but it bears the old NAEYC address, so I dragged the page down such that the address is below whats viewable on the slide.
22. Process History
23. Developing a National Definition and Joint Position Statement October 2007 October 2008
Discussion at online landing pads
Joint DEC-NAEYC workgroup
DEC and NAEYC governance boards
Discussion at national conferences
Participants in sessions at national conferences
October December 2008
National field review for DEC/NAEYC members and the general public at online landing pad
753 individual responses Comments made on landing pads were visible to all workgroup members.
Iterative process 3 rounds of review & feedback facilitated by NPDCI.Comments made on landing pads were visible to all workgroup members.
Iterative process 3 rounds of review & feedback facilitated by NPDCI.
24. Feedback: Support Do you endorse this joint position statement? % of online survey respondents supporting the draft% of online survey respondents supporting the draft
25. 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.
26. Features Access
Participation, and
Supports Slide 16 Defining features of Inclusion
Visual: bulleted list of defining features
BETH:
Another important component of the definition is the focus on three defining features of inclusion that can be used to identify high quality early childhood programs and services. These include access, participation and supports. Slide 16 Defining features of Inclusion
Visual: bulleted list of defining features
BETH:
Another important component of the definition is the focus on three defining features of inclusion that can be used to identify high quality early childhood programs and services. These include access, participation and supports.
27. Access Slide 17 - Access
Visual: Child in wheelchair fully included with the words What is access?
VOICEOVER:
The first feature is access. Providing access to a wide range of learning opportunities, activities, settings, and environments is a defining feature of high quality inclusion in early childhood. Slide 17 - Access
Visual: Child in wheelchair fully included with the words What is access?
VOICEOVER:
The first feature is access. Providing access to a wide range of learning opportunities, activities, settings, and environments is a defining feature of high quality inclusion in early childhood.
28. Slide 18: Universal Design for Learning
Visual: Child in an adapted chair for circle time
VOICEOVER:
In many cases, simple changes to the environment or learning activity can facilitate access for an individual child. Universal Design for Learning (UDL) is a promising practice that supports access by removing physical barriers and offering multiple ways for children to engage in learning.Slide 18: Universal Design for Learning
Visual: Child in an adapted chair for circle time
VOICEOVER:
In many cases, simple changes to the environment or learning activity can facilitate access for an individual child. Universal Design for Learning (UDL) is a promising practice that supports access by removing physical barriers and offering multiple ways for children to engage in learning.
29. Participation Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children. Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children.
30. Participation Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children. Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children.
31. Participation Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children. Slides 19: Participation
Visual: adult (Kathy) playing drums with two children
VOICEOVER:
The second feature is participation. Even if environments and programs are designed to facilitate access, some children may need additional individualized accommodations and supports to participate fully in early learning experiences. Adults promote belonging, participation, and engagement for children with and without disabilities in a variety of intentional ways. Not only do young children need supports; but in order for inclusion to be successful, there must be an infrastructure of supports for the adults who work with the children.
32. Supports Slides 20 : System-Level Supports
Visual: floating in: photo of professional development (with professional development written on slide); then photo of parent & teacher talking (collaboration),; then photo of two adults working with a child (service coordination) and then picture of DEC recommended practices and NAEYC accreditation torch (standards of quality)
VOICEOVER:
The third defining feature is supports. In order for inclusion to work in community settings such as classrooms and homes, certain systems-level supports must be in place. These supports include:
professional development to ensure that practitioners and families have the knowledge, skills, and attitudes required to implement inclusive practices
resources and policies to promote opportunities for communication and collaboration among professionals and families
structures in place to help integrate and coordinate special services with general early childhood services and
standards that address program quality and professional competencies
So, you have heard the definition of inclusion. For more information contained in the position statement go to the link on the resources and references slide at the end of this presentation. Slides 20 : System-Level Supports
Visual: floating in: photo of professional development (with professional development written on slide); then photo of parent & teacher talking (collaboration),; then photo of two adults working with a child (service coordination) and then picture of DEC recommended practices and NAEYC accreditation torch (standards of quality)
VOICEOVER:
The third defining feature is supports. In order for inclusion to work in community settings such as classrooms and homes, certain systems-level supports must be in place. These supports include:
professional development to ensure that practitioners and families have the knowledge, skills, and attitudes required to implement inclusive practices
resources and policies to promote opportunities for communication and collaboration among professionals and families
structures in place to help integrate and coordinate special services with general early childhood services and
standards that address program quality and professional competencies
So, you have heard the definition of inclusion. For more information contained in the position statement go to the link on the resources and references slide at the end of this presentation.
33. Integrating Therapies into Classroom Routines
34. How could you use the definition and position statement to . . . Create high expectations for every child to reach his or her full potential?
Develop a program philosophy on inclusion?
Revise a parent handbook or manual?
Identify topics for future professional development?
for how the joint position statement can be used by families and professionals to shape practices and influence policies related to inclusion.
for how the joint position statement can be used by families and professionals to shape practices and influence policies related to inclusion.
35. Many resources are available on the NPDCI website:
Position Statement Documents full version, summary, large print full version, large print summary, full version in Spanish, summary in Spanish, audio in English, audio in Spanish
A summary of the development process for the joint position statement
Links to BLOGs
The CONNECT: Foundations of Inclusion Birth to Five video (see next slide)
A power point presentation very similar to this one.
Many resources are available on the NPDCI website:
Position Statement Documents full version, summary, large print full version, large print summary, full version in Spanish, summary in Spanish, audio in English, audio in Spanish
A summary of the development process for the joint position statement
Links to BLOGs
The CONNECT: Foundations of Inclusion Birth to Five video (see next slide)
A power point presentation very similar to this one.
36. Professional lens Requires a multifaceted approach that pays careful attention to each individual child, family, classroom, and community
Respects, values and coordinates input between families, teachers and specialists
High-quality inclusion requires extensive knowledge, application of evidence-based skills, and appropriate dispositions
Can represent complex interplay between personal and the professional
37. Consider a childs point of view Do I usually feel welcome rather than captured?
Do I feel that I belong or am I just one of the crowd?
Am I usually addressed seriously and respectfully, rather than as someone who is "precious" or "cute"?
Do I find most of the activities engaging, absorbing, and challenging rather than just entertaining or exciting?
Do I find most of the experiences meaningful, rather than frivolous or boring?
Am I usually glad to be here, rather than eager to leave?
38. Consider a program point of view Is the curriculum accessible to all children regardless of ability, needs, or background?
Can all children fully participate in the curriculum regardless of ability, needs, or background?
Can children demonstrate what they know and are able to do regardless of ability, needs, or background?
Does the program have curriculum goals that are clear and shared by all?
Is the curriculum comprehensive?
Are successful partnerships built and maintained?
(DEC, 2007)
39. Slides 20 : System-Level Supports
Visual: floating in: photo of professional development (with professional development written on slide); then photo of parent & teacher talking (collaboration),; then photo of two adults working with a child (service coordination) and then picture of DEC recommended practices and NAEYC accreditation torch (standards of quality)
VOICEOVER:
The third defining feature is supports. In order for inclusion to work in community settings such as classrooms and homes, certain systems-level supports must be in place. These supports include:
professional development to ensure that practitioners and families have the knowledge, skills, and attitudes required to implement inclusive practices
resources and policies to promote opportunities for communication and collaboration among professionals and families
structures in place to help integrate and coordinate special services with general early childhood services and
standards that address program quality and professional competencies
So, you have heard the definition of inclusion. For more information contained in the position statement go to the link on the resources and references slide at the end of this presentation. Slides 20 : System-Level Supports
Visual: floating in: photo of professional development (with professional development written on slide); then photo of parent & teacher talking (collaboration),; then photo of two adults working with a child (service coordination) and then picture of DEC recommended practices and NAEYC accreditation torch (standards of quality)
VOICEOVER:
The third defining feature is supports. In order for inclusion to work in community settings such as classrooms and homes, certain systems-level supports must be in place. These supports include:
professional development to ensure that practitioners and families have the knowledge, skills, and attitudes required to implement inclusive practices
resources and policies to promote opportunities for communication and collaboration among professionals and families
structures in place to help integrate and coordinate special services with general early childhood services and
standards that address program quality and professional competencies
So, you have heard the definition of inclusion. For more information contained in the position statement go to the link on the resources and references slide at the end of this presentation.
40. Most Frequently Cited Dimensions of Early Childhood Quality Instructional practices and classroom dynamics (e.g., learning and development strategies)
Classroom structure (e.g., class size, child-staff ratio, physical environment, health and safety features)
Staff qualifications
Evidence-based curriculum
Administration and support services (e.g., leadership, professional development opportunities, compensation, turnover)
Partnerships with families (e.g., family involvement, communication, collaboration)
41. Instructional Practices and Classroom Dynamics Children suffer from missed opportunities to learn
Too much time is spent standing in line, waiting for turns, washing hands and cleaning up
Most children spend as much as 1/3 of the time with minimal teacher interaction
42. Classroom Structure Children do better when their class size is
smaller
Fewer behavior problems
Increased interaction between caregivers and children has been linked to gains in cognitive and communication development
Better staff ratios offer health and safety benefits.
43. Evidence-based Curriculum Intentional teachers with the capacity to support each and every learner benefit from evidence-based guidance about what and how to teach
44. Staff Qualifications The most effective early childhood teachers
have at least a four-year college degree and specialized training in early childhood
support more responsive
interactions with children
provide richer language
and cognitive experiences,
are less authoritarian.
45. Administration and Support Services Compensation & turnover impact quality
Staff compensation is significantly related to the quality of care provided
Constantly adapting to new caregivers takes time away from learning for children
New personnel require orientation and training, which may also take time away from children
46. Partnerships with Families Parents define quality as . . .
Commitment and passion
A family focus and a person focus
Flexible
Easily accessed
Affordable to all families regardless of income
Part of a seamless and connected service system
Dependable
Honesty and respect
National Center on Outcomes Resources (NCOR), 2000
47. Facilitators of Inclusion
48. Creating Supportive Environments
49. Reflecting on ability What activities or tasks cause me to feel confident? uncomfortable or lacking confidence?
What skills have been hard for me to learn? when I have had to struggle to learn something, how have I felt about myself? about people who grasped it more easily than I did?
How have my strengths and limitations affected my schooling? my job choices? my social life (Ramsey, 2004)?
What has helped me most in learning how to work with both my strengths and my challenges?
50. Supportive Learning Environments Physical and social environment can serve to highlight either strengths or challenges
Physical Aspects of Space
Where are objects in the room placed?
What kinds of choices can children make within the environment?
Social Aspects of Space
Does the room support developing relationships?
Does the room convey information about choices and limits?
Does the room convey that all children belong and are important members of a classroom community?
51. Designing Effective Environments Foundations = Access: equal, equitable participation for each and every child
Consider the following:
What factors can interfere with a childs ability to physically access a space?
What factors can interfere with a childs ability to socially access a space?
These factors interact in complex ways
53. Framework for Creating Effective Learning Environments: Universal Design Goal of Universal Design: To ensure all buildings developed to meet the diverse needs of the populations who would be using them.
Examples: Wide pathways and ramps for persons using wheelchairs for mobility and Braille panels in elevators supporting use for persons who have a visual impairment.
54. Seven Principles of Universal Design* and their Application to Early Childhood Environments
55. Equitable Use The American Disabilities Act: supports the removal of physical barriers that keep people from equal participation in the public aspects of society.
Questions supporting evaluation of equitable use:
Can children physically access all areas of the classroom?
Are materials within the room accessible to children?
Are materials accessible in terms of logical placement and organization?
56. Examples Supporting Equitable Use
57. Access and Equity Requires Attention to Inclusion Scenario 1
Consider an outdoor environment where most activities provided focus on gross motor skills. Within this environment are swings, a climber, and a slide. A riding path circles around the playground equipment, and there is blacktop area for basketball. Dylan, who uses a wheelchair for mobility, has limited options within this environment. His cerebral palsy means he has little controlled movement in his legs, making climbing impossible. His teachers will often place him in the swing, or assist him in sliding down the slide. He is often carried to these activities, and unable to participate without his teachers assistance.
58. Questions to Consider How might the focus on gross motor activities impede Dylans successful inclusion?
How might social access supporting inclusion be facilitated in this outdoor environment?
59. The Outdoor Learning Environment Attention to maintaining access in outdoor environments has been more limited.*
Effective outdoor environments should consider the following:
Provide opportunities to explore nature
Ensure there are appropriate tools to document and record data and explorations of the environment
Provide choices that support all areas of children's development and learning
Provide choices that mirror those within the indoor environment, and expand on these indoor opportunities through incorporating nature.
60. Examples Supporting Access and Equity
61. Supporting Flexibility in Use Children are allowed to explore, experiment, and interact.
Environment flexible to accommodate different needs
A child has trouble sitting during morning meeting.
Children argue over the same toy.
Children running through the classroom.
How might you adapt the environment or activity to support these needs?
62. Supporting Flexibility in Use Can Include Changing the activity
Modifying expectations for participation in morning meeting
Adding materials
Additional toys
Sit pillows, objects to hold or squish, a heavy object to have in lap
Modifying layout of the environment (remember to take careful note of our own teachable moments)
63. Simple and Intuitive Use: Supporting Learning through the Senses Strive for balance, respecting and engaging childrens senses.
Subdued colors and tones, color used to define
Opportunities for tactile stimulation
Exploration of different tastes and textures
Respectful noise levels
Subtle background odors
64. Simple and Intuitive Use
65. Toys and Materials What makes a good toy?
Are a variety of senses stimulated?
Challenge without frustration? Easy to use?
Open-ended? Adaptable?
Support creativity? Individuality? Unique abilities?
Are their opportunities to make choices?
Can you adjust the volume, height, speed, and level of difficulty?
Does the toy allow for active engagement and social interaction?
66. Supportive Social Environments Goal of environments: Supporting development and learning, belonging and acceptance
Belonging and acceptance emerges from a core belief that it is okay to be me here
Physical environment strategies to cultivate belonging and acceptance:
Photos of children and families in the classroom displayed throughout
Childrens artwork on walls and shelves
Books and toys reflect children in the classroom and larger community
Composite of children in class represented through photos and artwork, documenting
Relationships
Collaborations
Group efforts
Living together is an art. William Pickens, 1932
67. Supportive Social Environments, cont. Social environment strategies that foster belonging and acceptance:
Allowing time and space for peer interactions
Subtly providing support when needed (for example, intervening prior to a conflict arising, helping a child physically follow friends as they move to a new area) (Ramsey, 2004)
Support scaffolded based on childs strengths
Setting up activities that allow children to interact at different levels (for example, working side by side vs. active cooperation) (Ramsey, 2004)
Allowing children to take risks
De-emphasizing individual performance and competition
68. Classroom Management
69. Effective Classroom Management Begins with the Physical and Social Environment The child impacts the environment, and in turn, is impacted by the environment.
Environments it should, therefore:
Support cause and effect
Provide opportunities for experimentation
Provide information on expectations
70. Conveying Expectations Visual aids such as picture schedules
Label objects
Organization
Use visual and auditory cues to signal transitions and environmental expectations Break down tasks in environment and label each aspect of the task
Use tactile stimuli (floor coverings, mobiles) to communicate different areas of the environment
71. Have Class Participate in Generating Expectations Establishing Rules
Allow children opportunities to provide examples of what rules mean
Regularly revisit establish rules
Establishing Community
Have class discuss trouble spots and generate solutions
72. Room Arrangements and Floor Plans Room Arrangements and Floor Plans
Opportunities for large and small groups and individual play.
Room divided into learning centers
Spaces flexible and supportive of childrens imaginations and need for exploration (avoid absolutes)
Grouping and space used to maximize person power
Think of the classroom in zones
Use physical and human resources appropriately
73. The Environment as the Third Teacher
Think about your current environment. What challenges exist? How might these be related to:
Room arrangement
Floor plan
Unclear Expectations
What modifications can you make to your present environment to reduce these challenges?
The greatest sign of success for a teacher is to be able to say, The children are now working as if I did not exist.
--Maria Montessori
74. Create a Sensory-Responsive Environment All children benefit from sensory environments that are respectful of their unique sensory needs
Term sensory diet created by occupation therapist Patricia Willbarger
Refers to a personalized activity schedule that matches nervous system needs of each child
Questions to ask:
When does the child need stimulation? Relaxation?
What activities in the environment seem to calm the child? Are there some that seem to wind the child up?
75. Factors within the Social Environment Focus on supporting intrinsic motivation
Encourage children to complete tasks on their own
Provide children with activities that interest them
Allow extensive choices
Avoid praise and rewards
Use encouragement
Use behavioral and affective reflections as teaching tools
I see you are playing in the sandbox. You look angry!
76. Addressing Challenging Behavior First step: Identifying the challenging behavior
What is the source of the behavior?
What seems to trigger the behavior?
Second step: Address behavior
Logical and natural consequences
Social skills curricula
Support emotional self-regulation
Help children develop conflict resolution skills
77. Developing Intensive, Individualized Plans Step 1: Define the challenging behavior. What behavior is challenging? Why is this challenging?
Step 2: Conduct a functional assessment. What purpose does the behavior serve?
Step 3: Develop a hypothesis statement. Why might this behavior be occurring?
Step 4: Develop a support plan. What can be done to prevent behavior from occurring? How can appropriate behaviors be built?
Step 5: Implement, evaluate, and modify the plan
78. Thinking Through Challenging Behavior Step 1: Why is this behavior challenging?
Step 2: What purpose does this behavior serve?
Step 3: Why might this behavior be occurring?
Step 4: What can be done in terms of prevention? What can be done to build support?
Step 5: Take action! Think about how it workedwhat went well? What should you modify in the future?
79. Co-Teaching Foundations of effective co-teaching
Proactive, coactive approach
Anticipates! Unites! (what are our goals for the day? What are the needs of the classroom community? Individual children? How can we maximize human resources to meet those needs?)
Joint responsibility for classroom instruction
Careful attention to the heterogeneous needs of the classroom community, and the specific needs of individual children
80. Structural Options Will vary with content, activity, individual needs of child
Both teachers have an active role in instruction
One teaches, one supports
One teaches, one observes
Primary caregiving model
One develops expertise
Responsible for communicating expertise to others
Provides feedback (bidirectional) regarding specialized knowledge and skills
Requires recognition that all teachers in classroom have specialized knowledge, skills
81. Transitioning to Preschool Considering individual needs?
Strengths of each teacher?
Activity design?
Placement throughout day?
