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Building Blocks for Including and Teaching Preschoolers with Special Needs

Building Blocks for Including and Teaching Preschoolers with Special Needs. Susan Sandall, Ph.D. University of Washington ssandall@u.washington.edu. Objectives. Describe the Building Blocks framework Describe the four levels of support Offer examples of planning forms and methods.

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Building Blocks for Including and Teaching Preschoolers with Special Needs

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  1. Building Blocksfor Including and Teaching Preschoolers with Special Needs Susan Sandall, Ph.D. University of Washington ssandall@u.washington.edu

  2. Objectives • Describe the Building Blocks framework • Describe the four levels of support • Offer examples of planning forms and methods

  3. The Building Blocks model provides a set of educational practices designed to help teachers do a more effective job of including and teaching young children with disabilities and other special needs in early childhood classrooms and settings.

  4. Challenges • ECE - lack of specialized training on the skills needed to teach child with special needs • ECSE - difficulty in meeting individualized needs within active, busy preschool classroom • Consulting teacher - lack of effective, easy-to-use methods to share with classroom teachers

  5. Using the Building Blocks framework can help all children participate, learn, and thrive in their preschool classrooms. Based on the work of the Early Childhood Research Institute on Inclusion.

  6. Building Blocks • Can be used with state standards, guidelines or benchmarks • Can be used with federal outcomes

  7. The Building Blocks framework can be used with the curriculum that the teacher already uses. Creative Curriculum High/Scope Project Approach AEPS

  8. Child-focused Instructional Strategies Embedded Learning Opportunities Curriculum modifications & adaptations Quality Early Childhood Program

  9. The foundation Quality Early Childhood Program

  10. Safe • Engaging • Responsive • Culturally and linguistically relevant • Learning opportunities • Positive approaches to guidance • Meaningful involvement of families

  11. Quality Early Childhood Program Curriculum Modifications & Adaptations

  12. Teachers and other members of the team make modifications to activities, routines, and learning areas in order to include children with special needs and to enhance their participation.

  13. Curriculum Modifications & Adaptations • Environmental Arrangement • Materials Modification • Simplify the Activity • Special Equipment • Peer Support • Adult Support • Child Preferences • Invisible Support

  14. Curriculum Modifications Study(Sandall et al., 2000) • 13 focus groups • Discussed modifications for curriculum areas, learning centers, routines • >500 modifications • 8 categories • Confirmed by experienced teachers and inclusion experts

  15. Environmental Arrangement

  16. Materials modification

  17. Simplify the activity

  18. Special equipment

  19. Peer support

  20. Adult support

  21. Child Preference

  22. Invisible support

  23. Child-focused Instructional Strategies Embedded Learning Opportunities Curriculum modifications & adaptations Quality Early Childhood Program

  24. Complete Learning Trial (CLT) A logically occurring or planned Antecedent is followed by a Behavior that leads to a logically occurring or planned Consequence Embedded Instruction for Early Learning 25

  25. Embedded Learning Opportunities Curriculum modifications & adaptations Quality Early Childhood Program

  26. Embedded Learning Opportunities • Teachers create short teaching episodes within ongoing classroom activities and routines. • Teaching episodes focus on a child’s individual learning objective.

  27. Advantages of ELO • Minimal changes to classroom activities • Motivation to participate and learn should be enhanced • Skills are used in natural contexts • Skills are used with a variety of people and materials

  28. Research Findings • Embedded instruction is effective for teaching a variety of valued skills to young children (e.g., Horn et al., 2000). • A variety of instructional strategies have been embedded effectively (e.g., McBride & Schwartz, 2003). • Embedded instruction seems to enhance generalization (e.g., Wolery et al., 2002).

  29. Research Findings cont’d • Teachers assess embedded instruction favorably (e.g., Horn et al., 2000). • Teachers differ in the extent to which they can apply embedded instruction within their activities and classrooms (e.g., Filla et al., 1999). • Preservice teachers can learn and use embedded instruction in their field experience placements (e.g., Sandall & Davis, 2004)

  30. Table 1: Number of children participating in ELO instruction Results • 63 students and children participated • Variety of objectives taught; most from cognitive domain • 87% of children made progress • 42.86% of children achieved objective Table 2: Number of ELO instructional objectives by domain

  31. Child-focused Instructional Strategies Embedded Learning Opportunities Curriculum modifications & adaptations Quality Early Childhood Program

  32. Child Focused Instructional Strategies • Unique learning objective • Requires more systematic or more intensive instruction

  33. Getting Started with Building Blocks • Assess the quality of the learning environment • Plan/revise the schedule • Plan for the individual child • Clarify the learning objective(s) • Construct an activity matrix • Develop learning plans • Implement and evaluate the plan

  34. Building Blocks • Provides a framework for planning and teaching • Builds on a quality early childhood setting • Provides for individualized levels of support

  35. Child-focused Instructional Strategies Embedded Learning Opportunities Curriculum modifications & adaptations Quality Early Childhood Program

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