Economic Collaborations to Promote Preschool Inclusion

1. Economic Collaborations to Promote Preschool Inclusion Inclusion Institute – May 2011

2. Intended Outcomes • Consider the defining features of inclusion (access, participation, and supports) from the DEC/NAEYC joint position statement as a means focusing on potential economic collaboration opportunities in state or community contexts. • Examine the national context: what states and communities are doing, salient guidance, and other available resources. • Identify opportunities and challenges within community/state contexts. • Opportunities to apply information gained.

3. the defining features

4. DEC/NAEYC Joint Definition of EC Inclusion 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.

5. DEC/NAEYC Defining Features of Inclusion Access Participation 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.

6. DEC/NAEYC Defining Features of Inclusion Access Participation Supports Participation means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

7. DEC NAEYC Defining Features of Inclusion 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. Access Participation Supports

8. Current Context = Need for Economic Collaboration • Importance of early childhood development • Importance of quality early learning opportunities • Disparity in access to opportunities • Current Economic Climate • Cutbacks in federal and state funding • Increased accountability

9. High Quality Programs • Child Development Center or Child Care Program • Early Head Start / Head Start • Public or Private Preschool/Prekindergarten • Public or Private Kindergarten

10. Working Within and Among Systems RELATIONSHIPS Adapted from NCCIC Collaboration Framework

11. Working Within and Among Systems Communication and Context Regulation Practice INFLUENCES

12. Working Within and Among Systems Defining Features Funding Strategies Variables Considerations for Decision-making

13. Working Within and Among Systems Defining Features Communication and Context Regulation Practice Variables Funding Strategies

14. Cooperation/Coordination/Collaboration/Partnership Reduce administrative costs and burden Reduce duplication • Increase the efficient use of resources • Increase coordination

15. Your Current Context POTENTIAL PARTNERSHIPS: • Consider who also serves young children and their families? CONSIDERING YOUR CURRENT PRACTICE: • Think about those you communicate with? • What formal and informal communications are part of your work?

16. Funding Sources: Supporting Young Children with Disabilities Federal Education Federal Health & Human Services TANF IDEA Title I Even Start Head Start Child Care Medicaid & S-Chip State Education Funds State Pre-K Funds IDEA Services Local Education Funds High Quality Programs Private Pay Classrooms may be funded by Head Start, IDEA, Title I, State Pre-K, Local Funds, Foundations, Private Pay, or combinations of resources. Foundation Funds IDEA Services and Supports may be provided in preschool classrooms, child care, the home and/or other locations. KEY: Solid lines to direct funders; dotted lines to possible funders. Prepared by NECTAC, May 2011

17. Economic Collaboration Strategies • Knowledge of Funding Parameters • Joint Financing Strategies • In-kind Contributions • Shared Resources

18. Economic CollaborationVariables • Facilities • Equipment • Materials • Transportation • Shared roles • Joint training • Administrative support

19. Unified, Seamless Services = Blended Programs Children are together in a particular program. Funding for each child is specific to eligibility for particular programs and/or services.

20. Braiding Funds Separate categorical funding streams are braided together to support unified, seamless services.

21. Regulations Specific to Each Funding Stream: • ELIGIBILITY REQUIREMENTS Age of child, family income, special needs • PROGRAM REQUIREMENTS Staff qualifications, teacher/child ratio • FLOW AND ADMINISTRATION Federal to local, federal to state, subsidies to families, fiscal years

22. Legislation Influencing Inclusion Civil rights laws • Section 504 of the Rehabilitation Act of 1973– bans discrimination on the basis of disability by recipients of federal funds • Americans with Disabilities Act (ADA) of 1990 Amended 2010 - provides for equal rights to public accommodations

23. Legislation Influencing Inclusion Title 34 Part 104 – Nondiscrimination on the basis of handicap • Handicapped person • has a physical or mental impairment which substantially limits one or more major life activities, • has a record of such an impairment, or • is regarded as having such an impairment. • Applies to preschool • Comparable facilities

24. Legislation Influencing Inclusion Entitlement to Services • Individuals with Disabilities Education Act (IDEA) provides specified services by right to eligible persons with disabilities; reauthorized in 2004 • Head Start Act – amended in 2007

25. IDEA Funding Regulations A continuum of alternative placements is available To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled Placement decisions are based on the unique needs of each child, by the IEP team Placement determined at least annually, is based on the child's individualized education program (IEP), and be as close as possible to the child's home. 34 CFR §300.116

26. IDEA Funding Regulations Supplementing and Supplanting • Special Education funds must be used to supplementand increase the level of federal, state and local funds expended for special education and related services provided to children with disabilitiesand in no case to supplantthose federal, state, and local funds. (34 CFR 300.202)

27. IDEA Funding Regulations Maintenance of Effort (MOE) • LEA’s must spend…..at least the same amount……as the LEA spent for that purpose the (previous year) Excess Cost • Funds MAY NOT be used for cost items used by all students • Funds MAY be used for • Adapted furniture/equipment, software • Services and aids that benefit students with disabilities in general ed classroom, even if nondisabled students receive incidental benefit

28. the National Context

29. Survey of 619 Coordinators January 2011 N=19 Utilization of Strategies for Economic Collaboration Not at all A little Sometimes Frequently District Level State Level

30. Collaborative Use of Funds • Professional development • Placement opportunities • Personnel (e.g. teacher, teacher assistant, therapist) • Facility space • Equipment, materials, or supplies • Transportation • Playground adaptations/improvements • Facility adaptations/improvements

31. Facilitators of Economic Collaboration DISTRICT LEVEL • Administrative structures and processes • Philosophy and relationships • Active collaboration with community partners • Ability to share resources STATE LEVEL • Interagency collaboration/ coordination of projects and policies • Professional development • Strategies, policies and requirements for districts

32. Barriers to Economic Collaboration STATE LEVEL • Limited interagency collaboration • Limited capacity and access to programs • Monitoring, licensing and credentialing • Lack of support for early childhood programs DISTRICT LEVEL • Philosophy for instructional approach and program design • Personnel issues • Limited resources and supports

33. YOUR OWN CONTEXT: ACTIVITY • What collaborations are currently possible in your context? • What are FACILITATORS in within your context? • What BARRIERS exist? • What might be possible through potential collaborations?

34. www.nectac.org Topic Page

35. Applying information

36. Working Within and Among Systems Defining Features Communication and Context Regulation Practice Variables Funding Strategies

37. 1. Read the description of the child. • 2. For this example, consider • Relationship • Influences • Considerations for Decision-Making • Defining Features of Inclusion

38. Angel • Angel will be 5 years old in the summer. • He attends his neighborhood church preschool 2 days a week. • His family would like to have attended the same private preschool as his brother and sister. • The preschool teacher would like to know how to include Angel in learning activities. • Angel has an IEP that includes speech/language services. • Read the description of the child. • 2. For this example, consider • Relationship • Influences • Considerations for Decision-Making • Defining Features of Inclusion

39. Sean Sean is 4 years old. He likes to play with other children. • It’s hard for others to understand him. • He gets frustrated when he’s not able to get his point across which leads to frequent conflicts(such as, taking toys from others, pushing, or stomping off in an angry way). • He is eligible for special education services, including speech/language therapy. • Read the description of the child. • 2. For this example, consider • Relationship • Influences • Considerations for Decision-Making • Defining Features of Inclusion

40. Stacia Stacia will soon be turning 3 years old. • Both of her parents work full time. • She has been found eligible for special education. • She uses a wheelchair. • Educational support is needed related to general knowledge and skills. • Read the description of the child. • 2. For this example, consider • Relationship • Influences • Considerations for Decision-Making • Defining Features of Inclusion

41. Jamie Jamie is 3 years old. • He has a diagnosis of autism. • He shows little interest in playing with other children. • He will often repeat what others say. • He will stay near other children, and watch what they are doing. • He has never attended any early childhood program. • His parents have made a referral for special education. • Read the description of the child. • 2. For this example, consider • Relationship • Influences • Considerations for Decision-Making • Defining Features of Inclusion

42. Continuous Improvement • What worked well for you about this session? • What suggestions do you have for improving this session? • What questions do you have? • What resources might be helpful to you?

43. Resources • National Early Childhood Technical Assistance Center www.nectac.org • National Child Care Information Center www.nccic.org • The Finance Project www.financeproject.org • DEC-NAEYC Position on Early Childhood Inclusion http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf Technical Assistance Specialists Katy McCullough katy.mccullough@unc.edu Mary Louise Peters mary.peters@unc.edu