On Exhibit: A Tour of Supports for Successful Inclusion

1. Debbie Lickey and Deana Buck Partnership for People with Disabilities\VCU On Exhibit: A Tour of Supports for Successful Inclusion

2. Why Inclusion?: Questions to ask Ourselves # 1 Are children with disabilities being served adequately without inclusion? # 2 How important is Social Emotional Development in the life of a young child? #3 How can we take advantage of existing resources to support quality early childhood experiences for all children?

3. Why Inclusion?: What does Research tell us? • 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 children with disabilities.

4. Children with Disabilities: • Have more advanced and more frequent social interactions • Have opportunities for more advanced play skills • Have improved communication skills and other developmental skills

5. Children without Disabilities • Show improved self concept and more sensitive • Learn tolerance of those who are different and increase empathy • May become more accepting of their own limitations

6. AND… • Allchildren benefit from the strategies implemented to facilitate learning: • Visual Strategies • An understanding of Developmentally Appropriate Practice • Adaptations to Materials and the Environment • Materials and instructional modifications. • Learning Effective strategies for promoting Social Emotional development and decreasing behavioral challenges

7. Early childhood professionals are currently working with young children who are developmentally delayed, who may not yet have been identified. What We Know…..

8. There is a need for increased: • Support from related services • Knowledge of effective strategies • Understanding of developmentally appropriate, individualized teaching methods What does the research tell us about Barriers to Inclusion

9. NAEYC and DEC have created a joint statement defining inclusion, with the defining features including: Access, Participation, and Supports • 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. • Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child. • Supports – refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communicationand collaboration among families and professionals to assure high quality inclusion

10. Avenues to Success: Getting Support, Gaining Knowledge http://nichcy.org/ CSEFEL (Center on Social and Emotional Foundations of Early Learning) http://csefel.vanderbilt.edu/index.html

11. Resourcesfor Inclusive Strategies: CONNECT http://community.fpg.unc.edu/connect CELL (Center for Early Literacy Learning) http://www.earlyliteracylearning.org/index.php CARA’s Kit: From NAEYC

12. AdditionalResources • http://www.autisminternetmodules.org SpecialQuest Birth to Five

13. CONNECT http://community.fpg.unc.edu/

14. Visual schedule • Visual timer • Visual sequencing of activities Visual strategies

15. Sensory Supports:

16. Communication Supports

17. Social/Emotional and Behavioral Supports Social Stories First-Then boards Providing strategies to both teachers and children to support classroom management Teachers learn strategies for children who have behavioral challenges

19. CARA’sKit! • CARA’s Kit— stands for Creating Adaptations for Routines and Activities—helps teachers of young children who are enrolled in early care and education programs use adaptations to increase children’s engagement and participation in classroom activities and routines.

20. AdaptationsHelp AllChildren • Adaptations allow teachers to do the same things that they would do with all children—facilitate their participation in activities and routines. Adaptations can be used to: • Make situations better for a particular child. • Improve situations for the entire group.

21. AboutAdaptations • Making adaptations does not involve teaching children to perform particular skills. Rather, adaptations promote children’s successful participation in everyday routines and activities through the use of: • Environmental accommodations. • Adjustments to activities and routines. • Materials and instructional modifications.

22. CARA’s Kit Supportsthe PreschoolCurriculum • CARA’s Kit helps teachers understand how to adapt and modify the curriculum. Adaptations increase children’s participation in curriculum activities. • Participation in daily activities and routines affects children's physical, social, emotional, and intellectual development, and thereby helps children meet a variety of pre-kindergarten standards.

23. Adaptation Continuum The Goal: Use the least intrusive adaptation. If an adaptation is not having the result you want, try the next least intrusive adaptation.

24. CARA’s Kit:AStartingPointforAdaptations • There are literally thousands of possible adaptations and resources. For example, CARA’s mini-posters contain possible adaptations for different areas in the classroom.

26. http://csefel.vanderbilt.edu/index.html CSEFEL (Center on the Social and Emotional Foundations for Early Learning)

27. The Pyramid Model The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. The CSEFEL website has developed extensive, user-friendly training materials, videos, and print resources which are available to help early care, health and education providers implement this model.

28. CSEFEL provides videos of actual classrooms for training, power point presentations on building strategies for social-emotional development and a multitude of tools to use with children at differing levels of social emotional health and development

29. Positive Feedback/ Building Relationships

30. Supporting Emotional Literacy

31. Tools for teaching problem solving

32. A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini, University of South Florida Updated 2007 Tucker Turtle Takes Time to Tuck and Think Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years.

34. Pre- Made Social Stories in Power Point Formats

36. http://www.earlyliteracylearning.org/index.php CELL (Center for Early Literacy Learning)

41. Additional Resources http://www.autisminternetmodules.org Autism Spectrum Disorders in Infant & Toddlers: What Every Early Interventionist Needs to Knowhttp://www.eipd.vcu.edu/onlinetrainings.html VA Training and Technical Center: Available to work with classroom teachers to support inclusive programs and for trainings http://www.ttaconline.org/

42. Come and join the ‘Inclusion Revolution’ Questions? Debbie Lickey (lickeydc@vcu.edu) Deana Buck (dmbuck@vcu.edu) Carole Whitener (cwhitener@tcc.edu)