Promoting Inclusive Practices: Part 2 SST Region 11 - Columbus, OH November 20, 2009

1. Promoting Inclusive Practices: Part 2SST Region 11 - Columbus, OH November 20, 2009 William McInerney Laurie Dinnebeil University of Toledo / Judith Herb College of Education

2. Agenda • 9-10:30—Follow up to 10-30-09 questions • 10:30-10:45—Break • 10:45-11:30—Embedding Instruction • 11:30-12:30—Lunch • 12:30-2:00 —Embedded Instruction (cont.) • 2:00-2:15—Break • 2:15-3:00—Embedded Instruction (cont.) - Determining Intensity of Instruction • 3:00-3:30—Tour of Website Resources

3. Questions from 10-30 Discussions • How do teachers and administrators in different agencies work together to promote inclusion and collaboration so children receive consistent services? • How do we identify community-based partners or early childhood programs that are willing (and excited) to include children with disabilities? • How do we build a model of effective and efficient collaboration that works to support children’s success? • What are the roles and responsibilities of teachers and administrators involved in collaborative processes? • How do we promote inclusive practices for related services?

4. Criteria for Inclusion

5. Steps towards inclusion… • Finding good partners • Eager to work with young children who have special needs • Programs reflect best practices • Step Up to Quality • NAEYC Accreditation • Are responsive to families’ needs

6. Finding Good Partners • Eagerness to work with young children who have special needs… • Have history of inclusion • Are welcoming of all children • Interested in partnering with others • Welcome new opportunities • Are “includers”

7. Where to find partners…

8. Region 9 CCR&R

9. OHSA

10. Finding good partners • Commitment to quality - Indicators • Step Up to Quality Rating • NAEYC Accreditation

11. Step Up To Quality is Ohio's voluntary quality rating system for ODJFS-licensed child care programs.  Step Up To Quality recognizes early care and education programs that exceed quality benchmarks over and above Ohio's licensing standards.  Supports and awards are available to assist programs in achieving and maintaining a Star Rating.

12. Search for Programs

13. SUTQ Grove City

14. Collaboration • How do we build a model of effective and efficient collaboration that works to support children’s success?

15. Roles and Responsibilities • Understanding the roles and responsibilities of all individuals involved in an inclusive program • General education teacher: Lead & Assistant • Itinerant ECSE teacher • ECSE classroom teacher • Administrators • Related service providers • Parents

16. Who Does What in Collaborative Relationship?

17. Who does what in a Consultative Model?

18. Rolesof Consultant • Observer/‘ Reflector’ • raises issues for partner reflection. ‘What if………’ • Fact Finder • gathers child ‘data’ and intervention support • Problem Solving Partner • offers alternatives and participates in decisions • Trainer/Educator • ‘teaches’ partner specific SPED strategies • Expert • recommends partner practice options or strategies • Advocate (child and partner) • ‘lobbies’ for supports for child and partner Adapted from Lippett & Lippett (1986)

19. Consultation Objectives and Outcomes • Assist partner in acquiring a new skill • Use of systematic prompting • Introduce new resource • Use of PECS system • Adapt materials • Use of microswitch to activate spin art • Modify environment • Relocate literacy area to decrease auditory distraction • Reframe perspective of partner • Explain implications of ADHD re: child compliance • Modify routines or schedules • Children required to ‘plan’ prior to choice of activity Adapted for Hanft and Place (1996)

20. Improved comfort level of consultee Consultee may feel less isolated and in greater control of situation after working with consultant Outcomes of Consultation

21. Outcomes of Consultation continued… • Increased skills or knowledge of consultee • Consultee has a “bigger tool box” to use when dealing with challenging situations. • Consultee understands function of child’s challenging behavior and changes the way she interacts with the child • Consultee is able to provide IEP-based instruction BETWEEN itinerant visits. • Consultee can better engage in problem-solving to address difficult issues

22. Outcomes continued • Children’s development is enhanced: • Children are better able to participate in routine activities throughout the day. • Children’s interactions with others (adults and peers) are improved. • Children have the consistent support they need to access the general curriculum

23. Outcomes of Consultation continued… • Changes in child’s environment • The child’s classroom is rearranged to promote active exploration and interaction • Materials and expectations may be modified in accord with children’s skills

24. Outcomes of Consultation continued… • Improvements in service delivery systems • The child’s Speech Pathology schedule is modified so the child can be observed by the SLP in an informal, play-based activity to determine response to peer communication attempts

25. Factors that Influence the Effectiveness of the Consultation Process • Time Demands (e.g. caseload, travel, planning time) • Create released time (volunteer relief, university students, subs) • Schedule meetings • Establish consultation logs / information exchange (e.g. listserv) • Administrative Support • Letters of Introduction • ‘Contract’ • Partner’s Expectations for ‘Consultation’ • Ask…. • Partner’s Understanding and Expectation re: Consultation • Identify and determine (e.g Self-Assessment tool . . .)

26. Characteristics of Effective Consultants • 10. Good Communicator • 9. Understands the System • 8. Trustworthy • 7. Confident • 6. Effective in Establishing Rapport

27. Characteristicsof Effective Consultants • 5. Approachable • 4. Knowledgeable • 3. Demonstrates Respect for Others • 2. Maintains Confidentiality • 1. Practices in an Ethical Manner • Knoff, McKenna and Riser (1991)

28. Functional IEP/IFSP Objectives? • Top 10  ... Least Heard Phrases By Colleen F. Tomko • 10. I hate to brag, but my kid can grasp and maintain grasp during activities.9. I love my husband because he can comb his hair.8. Its really nice the way you cross your mid-line plane.7. My mother is a wonderful person, she can count change.6. You're a great friend, you can really isolate your index finger.5. If I couldn't vacuum, why life wouldn't be worth much.4. My sister is really cool, she can take pennies out of theraputty.3. Every time I hear this song, it reminds of when I first reciprocal stepped up stairs.2. Man, if only "I" could tolerate a vestibular board like she does.1. From the moment I first saw his pincher grasp, I knew we were going to have a good meeting. 

29. Surfin’ the Web • Head Start Center on Inclusion http://depts.washington.edu/hscenter/ • Special Quest http://www.specialquest.org/ • National Early Childhood Center on Transition http://www.hdi.uky.edu/NECTC/Home.aspx • CONNECT http://community.fpg.unc.edu/connect

30. Surfin’ continued • OCALI & Autism Internet Modules http://www.ocali.org/ • Autism Speaks http://www.autismspeaks.org/ • Circle of Inclusion http://www.circleofinclusion.org/ • TACTICS http://tactics.fsu.edu/

31. Embedding Instruction Opportunities for Young Children with Special Needs

32. EMBEDDED INTERVENTION WeavingTeaching and Intervention into Routine Activities

33. Recipe for Embedding Instruction for Children with Special Needs • Functional learning goals and objectives • Opportunities for children to learn and practice functional skills or behaviors across the curriculum and across daily activities • Developmentally appropriate routines and activities Material taken from Project Open House, Drs Dinnebeil and McInerney

34. A Routines-Based Approach What’s the best way to address children’s learning goals and objectives? Most experts in early childhood and early childhood special education will agree that a “routines-based approach” works best (Bricker, Pretti-Frontzcak, & McComas, 1998; Sandall & Schwartz, 2002). Material taken from Project Open House, Drs Dinnebeil and McInerney

35. What are Routines? Activities that are predictable (may occur at the same time of the day or in same sequence every day)

36. Family / Home Wake up Eat meals Church on Sunday Laundry on Mon. & Weds Classroom Snack Outside Play Circle Time Centers Examples of Routines

37. A “Routines-Based” or “Activity-Based” Model for Intervention: Embedded Instruction - Focuses on a child’s daily routines or activities like snack, playtime, circle time, dramatic play as a context for learning and OPPORTUNITY for EMBEDDING - Teachers give children opportunities to practice targeted IEP or IFSP goals or activities during these daily routines or activities instead of creating special instructional time. Material taken from Project Open House, Drs Dinnebeil and McInerney

38. Daily Routines and Activities Provide Opportunities for Learning for Young Children Material taken from Project Open House, Drs Dinnebeil and McInerney

39. Why does a “Routines-Based” approach help young children learn? • Children learn best when they’re interested and motivated. • Children learn best when opportunities to learn and practice skills occur throughout the day, instead of just during one period of time. • It’s difficult for busy early childhood teachers to take time out of the classroom schedule to provide special instruction to meet children’s learning needs. Material taken from Project Open House, Drs Dinnebeil and McInerney

40. How do I use a “Routines-Based” approach? • Find good times to help children learn about and practice new skills or behaviors. Good times are times when children usually use certain skills. For example, • Taking turns during a board game • Using names of objects when playing in the housekeeping area • Requesting things during a meal Material taken from Project Open House, Drs Dinnebeil and McInerney

41. Using a “Routines-Based” approach: • Know what children are interested in, what gets their attention or what motivates them • Favorite activities…going down the slide, being read to, playing with blocks • Favorite foods…apple juice, graham crackers, pizza • Favorite people…Ms. Susan, friend Tommy, next door neighbor Mr. Gray. Material taken from Project Open House, Drs Dinnebeil and McInerney

42. Finding Time to Help Children Practice Once teachers have identified some times that children naturally use skills, they can devise learning opportunities embedded within the routine or activity. . . . Some examples? Material taken from Project Open House, Drs Dinnebeil and McInerney

43. Let’s help Justin practice following directions….. Justin is 5 and has trouble following 2-part directions (like “Put away the truck and come sit down.”) It’s important that Justin learns how to follow directions because he’s going to kindergarten next year. Material taken from Project Open House, Drs Dinnebeil and McInerney

44. Tom’s Plan Tom is Justin’s teacher and knows that Justin really likes to look at books after lunch. He decides to use clean-up after lunch (and before books) as a time to help Justin practice following directions. Material taken from Project Open House, Drs Dinnebeil and McInerney

45. More About Tom’s Plan… • Once Justin is through with lunch, Tom gives him a chance to practice following directions by saying… • “Justin, when you’re done with lunch, throw your cup away and push in your chair.” • He helps Justin follow the direction if Justin needs help. Material taken from Project Open House, Drs Dinnebeil and McInerney

46. Planning for Ashley • Ashley is 4 and has a language delay and problems in communication that often cause her to have difficulty interacting with other children. Her IEP includes the following objectives: • Engage in conversations with other children • Use words to describe common objects • Take turns playing with toys and materials Material taken from Project Open House, Drs Dinnebeil and McInerney

47. What about Ashley? Ashley needs help naming common objects…how could her teacher use one or more of the “creating interest” strategies to create an interesting learning opportunity for Ashley? Material taken from Project Open House, Drs Dinnebeil and McInerney

48. How would you help Ashley? • Using Ashley’s MATRIX, identify WHEN and HOW her teacher can help with her IEP objectives during the activities or routines marked with an “X”. Material taken from Project Open House, Drs Dinnebeil and McInerney

49. Ashley’s Activity Matrix Material taken from Project Open House, Drs Dinnebeil and McInerney

50. How about these strategies? • Add novel materials to the room that are objects that Ashley is familiar with—for example, new dolls, a new kind of toy animal, ball, etc. • Sabotage a situation by leaving out an essential item (that’s a common object) that Ashley needs to complete a task. • “Violate expectations” by giving Ashley and some others an inappropriate substitute for an item (e.g., blocks for snack). • Let Ashley choose between two types of a common object (e.g., red cups or blue cups for snack). Material taken from Project Open House, Drs Dinnebeil and McInerney