Inclusion

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Inclusion

• Aileen Cerezo, Brittney Bixby, and Caren Rhodes
• University of Denver

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What does INCLUSION mean to you?
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What is an Inclusive Program?

• A program where students, no matter how severe
  their disability, receive specialized, intensive,
  developmentally appropriate instruction and
  services within a general education classroom.
• These programs must be individualized and based
  upon the individual goals and objectives
  determined by the IEP teams.
• National Association of School Psychologists
  http//www.nasponline.org/about_nasp/pospaper_ipsd
  .aspx

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What are the potential benefits?

• Typical peer models
• The development of natural friendships within the
  community
• Learning new academic and social skills within a
  natural environment may facilitate
  generalization of skills
• Students with disabilities become a natural part
  of the community
• The additional resources necessary for effective
  inclusion can benefit all students (i.e.
  instructional resources, additional staff
  development, a flexible curriculum, and adapted
  instruction).
• National Association of School Psychologists
  http//www.nasponline.org/about_nasp/pospaper_ipsd
  .aspx

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Additional Benefits

• For Children with Disabilities
• For Typically Developing Children
• For the Community
• Peer Relationships

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Research

• An analysis by Baker, Wang and Walberg in 1994
  concluded that "special-needs students educated
  in regular classes do better academically and
  socially than comparable students in
  non-inclusive settings.
• Research by Hollowood et al. (1995) found
  inclusion was not detrimental to students without
  disabilities. NCERI also reported positive 
  outcomes and high levels of professional
  fulfillment for teachers
• In May 2000, the Indiana Inclusion Study
  concluded that students without disabilities who
  were educated in inclusive settings made
  significantly greater progress in math than their
  peers.

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Inclusion in an EC Classroom

• Requires adaptability, flexibility, and support.
• Inclusion consists of
• Environmental support
• Materials adaptation
• Activity simplification
• Child preferences
• Special equipment
• Adult support
• Peer support
• Invisible support
• Early Childhood Research Institute on Children,
  1999

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Environment

• Things to consider
• Are there step stools in front of sinks?
• Are there railings on all stairways?
• Are all areas of the classroom accessible to all
  children?
• Are flooring surfaces smooth, with few changes in
  surface levels?
• Is lighting evenly distributed throughout the
  classroom?
• Does the room have a quiet area with soothing
  materials for children who become overstimulated
  or fatigued?
• Does the classroom offer too much visual
  stimulation?
• Are all areas of outdoor play accessible to all
  children?
• Do wheeled toys allow for a variety of motor
  skill development?
• See environmental assessment forms for more
  things to consider.

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Curriculum/Instruction

• Things to consider
• Are children given cues before transitions occur
  and describe the steps to follow for activities
  and routines?
• Does the daily schedule provide a predictable mix
  of active and quiet activities?
• Does the learning environment address all sensory
  modalities (i.e., visual, auditory, kinesthetic)?
• Are there frequent checks for understanding to
  make sure the children understand what was said?
• Is appropriate language modeled and are children
  encouraged to use their words?
• Are behavioral expectations explained and
  reinforced to children?

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Suggestions for Adapted Materials

• Add velcro or tape to nonslip material to assist
  in preventing items from sliding on surfaces.
• Increase or decrease the size of materials.
• Arrange materials on lower shelves for easier
  access.
• Provide materials that have multi-sensory
  components (tactile, visual, olfactory,
  gustatory, and auditory).
• Use a vertical surface to place materials within
  a childs visual field, to reduce glare on
  materials, or to place materials within a childs
  movement pattern.
• Provide materials that have a strong contrast to
  surrounding materials or work surfaces.
• Add handles or attach strings to materials to
  help children retrieve or pick them up.
• Circle of Inclusion (2002)

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Resources within your building might include

• Inclusion Team
• Speech/Language Pathologist
• Occupational Therapist
• Physical Therapist
• Early Childhood Special Educator
• School Psychologist
• School Counselor
• Social Worker
• Parents
• Students

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Case Study Kevin(Development of Peer
Relationships in Inclusive Early Childhood
Settings)

• Background
• 3 year old boy
• Attends suburban childcare center 3 days a week
  (all day).
• In the classroom 12 children, 1 teacher, 1
  assistant teacher, Kevins aide (Katie)
• No official diagnosis.
• Has gross motor difficulties relies on walker or
  adult to move around the classroom
• Kim, 2005

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Case Study Kevin

• Background
• Researcher observed Kevin weekly in the mornings
  for 5 months
• Researcher observed specific influences on
  meaningful social interactions including
• Environment (i.e. positioning, access to
  materials)
• Curriculum (play-based)
• Adult interaction (between peers, teacher, and
  assistant)
• Kim, 2005

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What do you think?

• What are some inclusive strategies you can think
  of that might benefit Kevin? Think about
• Environment
• Adapted Materials/ Assistive Devices
• Modified Curriculum/Instruction

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Classroom Life Kevin Katie

• Kevin sat hunched over at the snack table
  spreading peanut butter on crackers. He
  maintained this position for an hour before his
  assistant Katie took him for a walk.
• Kevin spent a long time at one tabletop activity,
  usually chosen by Katie.
• Katie moved him around the room by holding him
  under the armpits while his feet dragged, rather
  than him moving his feet independently (which he
  is able to do with the walker).
• Kevin played in the block area and at the water
  table without making eye contact with peers. He
  interacted mostly with Katie.
• Katie interacted with other children while Kevin
  remained silent.
• Kim, 2005

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Classroom Life Kevin in the Afternoons

• When no one was available to help him, Kevin
  spontaneously walked independently from his
  walker to a chair in the dramatic play area.
• Kevins teacher said, He really wanted to go
  there!
• Kevin initiated social play with other children
  with minimal adult help in the dramatic play
  area.
• Kevin asked the researcher for help when he
  dropped his pancake on the floor. The
  researcher asked another child to help Kevin.
• Kevin said to the child, I dropped my pancake
  while pointing and establishing eye contact.
• Once the child focused on Kevin, they maintained
  social interaction in the dramatic play area.
• Kim, 2005

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Environment

• Easily able to maneuver his walker between
  centers and within classroom.
• A special wooden chair with side supports was
  provided and always available to Kevin.
• Short distances between the chair and the walker
  helped him maneuver independently.

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Adapted Materials/Assistive Devices

• Plastic, molded ankle supports helped Kevin stand
  at the water table.
• Kevins assistant laid down behind him to provide
  support while he sat on the floor in the block
  area.
• Other common equipment that provide support
  include small risers and cushions.
• Because Kevin cannot reach down to pick up
  dropped items, an assistive tool such as a
  pediatric reacher can be available in the
  classroom.

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Curriculum

• Play-based curriculum offered Kevin the
  opportunity to engage in self-initiated pretend
  play.
• Social interactions were incorporated into many
  different parts of the day (including dramatic
  play and block play).
• Desire to participate in dramatic play with other
  children gave Kevin motivation to walk
  independently.
• Too much time spent at tabletop play in the
  mornings invited less social interactions for
  Kevin.
• Schedule allowed Kevin extra time for
  transitions.

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Instruction

• Teacher/Assistant Involvement
• Too much involvement may prevent the child from
  making independent choices and social
  connections.
• In the mornings, Kevin limited his interactions
  with other children, focusing mainly on his
  assistant.
• Kevin spontaneously walked on his own from his
  walker to the chair when no one was available to
  help him.
• Too little involvement may leave child isolated.
• Kevin sat at the snack table for an hour before
  Katie took him for a walk.

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Instruction

• Teacher/Assistant Roles
• Help children initiate or enter play with others.
• To help Kevin enter the dramatic play area, the
  teacher said to him, I gotta get to the market.
  What are you gonna buy?
• Help maintain and/or extend play
• Kevins pancake
• Facilitate conversations and social interactions
  between children when needed.

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Inclusion Resources

• The Adaptive Child (assistive technology and
  materials)
• http//www.especialneeds.com/home.php
• Child Care Plus
• http//www.ccplus.org
• Circle of Inclusion
• http//www.circleofinclusion.org
• Head Start Center for Inclusion
• www.headstartinclusion.org
• National Association for the Education of Young
  People
• http//www.naeyc.org/resources
• Tots n Tech Research Institute (ideas for
  equipment and materials)
• http//tnt.asu.edu

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Questions/Comments?
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References

• Baker, E. T., Wang, M. C., Walberg, H. J.
  (1994). The effects of inclusion on learning.
  Educational Leadership, 52(4), 33-35.
• Circle of Inclusion. (2002). Instructional
  adaptations. Retrieved on April 19, 2009, from
  http//www.circleofinclusion.org/english/pim/five
  /adaptations.html
• Early Childhood Resource Institute on Inclusion.
  (1999). Me, too! Inside preschool inclusion.
  Retrieved on April 20, 2009, from
  http//www.fpg.unc.edu/ecrii.
• Hollowood, Salisbury, Rainforth, Palombaro
  (1995). Uses of instructional time in classrooms
  serving students with and without severe
  disabilities. Journal of Exceptional Children,
  61, 242-253.
• Kim, S.G.(2005). Kevin I Gotta Get to the
  Market The development of peer relationships
  in inclusive early childhood settings. Early
  Childhood Education Journal, Vol. 33(3),
  163-169. doi10.1007/s10643-005-0041-3.
• National Association of School Psychologists
  (2009). Last Retrieved April 19, 2009, from
  http//www.nasponline.org/about_nasp/pospaper_ipsd
  .aspx. Waldron, N.
• Waldron, N. Cole, S. (2000). The Indiana
  Inclusion Study Year One Report.