Kate McKinnon, Ph'D' Penn State University Special Education Program

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Kate McKinnon, Ph.D.Penn State
UniversitySpecial Education Program
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Objectives

• Participants will review discuss infant and child
  development for the context of their setting and
  skills required for successful inclusion
• Participants will discuss communication as a
  barrier and facilitator for successful inclusion
• Participants will outline the problematic events
  in their setting, the barriers and resolutions
  for success.
• Participants will role play and observe others in
  discussions around barriers for successful
  inclusion.

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Agenda

• 630 introductions
• 645 Categories, labels, laws-
• How kids are the same! Not just different
• 715 Ideas, strategies and evidence based
  practices for successful inclusion
• 800 view video

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Principles that support Inclusive Practices

• All Children are unique
• All children are valued
• All children can learn
• All children have the right to an education in a
  natural setting
• All children receive individualized education
• All children are taught by educated, responsive
  staff
• All children benefit from a diverse and
  culturally rich environment
• All children benefit from families working in
  partnership with program staff

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Social-Emotional outcomes

• Friendship skills Buysse (2005) reported that a
  child in an inclusion early childhood setting is
  1.73 times more likely to have a friend than a
  child in a specialized setting
• Provide time for children to be together
• Give target child models for turn taking,
  responding to others, sharing, and helping others

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What are the benefits for children in an
inclusive program?

• Children grow and develop through play
• Children learn to accept similarities and
  differences
• Activities and interactions help children
  understand that everyone makes an important
  contribution
• Individual strengths and needs are embraced
• From Natural Environments and LRE, 2005

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Who are we including in Daycares and Early
Childhood Centers?

• Infants and young children in early intervention
  services are generally
• Children born prematurely
• Children with genetic conditions
• Children with sensory impairments
• Children with Cerebral Palsy
• Children with a condition on the Autism Spectrum
  Disorder
• .

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Developmental Area

• Gross Motor Use of big muscles
• Fine Motor use of small muscles- reach, grasp,
  prehension and release
• Personal Social Adult and peer interaction and
  coping
• Cognitive Piaget stages, play
• Communication Receptive and Expressive
• Adaptive feeding, toileting, dressing

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Developmental Delay

• Children with developmental delays in a
  developmental area as a result of prenatal
  factors, peri-natal factors, infection, trauma or
  environmental risk factors
• In Pennsylvania a delay of 25 of chronological
  age is required for eligibility for early
  intervention services

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Prematurity

• Birth weight
• Gestational Age
• Complications after birth
• The earlier the birth, the lower the birth weight
  and the more complications after birth all
  contribute to risk of long term problems.

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Adaptations

• Will vary
• As a young infant-
• Observe self regulation to develop ways to
  facilitate.
• Environment
• Position
• Stimulation all influence infants ability to
  self regulate

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Genetic Disorders

• Chromosomal Abnormalities
• Metabolic
• The first years are often stressful as diagnosis
  is obtained
• The label does not describe the child.
• For a syndrome to be identified there must be
  similar characteristics of the condition but the
  characteristics are what is similar not
  everything about the child.

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Adaptations

• Are varied depending on the condition
• Language is often and area of delay model
  language
• Talk to child often, describe the day
• Accept any attempt to communicate- gesture, sound
  or gaze

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Sensory Impairments

• Visual Impairment
• ROP
• Cortical Blindness
• Low vision
• Hearing Impairment
• -Genetic
• - Hearing aids
• Specially trained professionals to assist in your
  setting

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Adaptations for sensory impairments

• Adaptations for sensory impairments include
• Reducing traffic patterns and clutter spaces to
  provide easier movement about the room
• Lighting may be increased
• Efforts to muffle white noise
• Consultants will give specifics

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Cerebral Palsy

• Central Nervous System injury- once it occurs it
  will not get worse the manifestation of the
  injury may get worse
• The term does not describe the child- very high
  variation of expression.
• Some children have normal or above normal
  intelligence some have involvement in all motor
  movements while others have a slight involvement
  on one side

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CP

• In settings may need to provide external support
  during activities.
• Remember Stability before Mobility
• Child may need external stability to perform
  motor task.

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Autism Spectrum Disorder

• Children diagnosed with autism spectrum disorders
  (ASD) have unique needs in communication, social
  skills and other areas
• Impairment in social interaction
• Impairment in communication
• Delayed or absence of language and communication
  skills
• Restrictive, repetitive and stereotypic patterns
  of behavior
• Inability to see the large picture while focusing
  on irrelevant details

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Social and Emotional support

• In their work, Santos et al present strategies
  for
• supporting social and emotional development
• Future EC Educators need to learn how to
• Design supportive environments
• Create meaningful and engaging learning areas
• Develop a schedule that promotes child
• engagement and success
• Plan for transitions
• Teach classroom expectations
• Enhance childrens emotional literacy
• Resource Santos, Cheatham, and Santos, Cheatham,
  and, Ostrosky, 2006), NAME

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ABA

• Applied Behavioral Analysis include strategies
• Prompting
• Shaping
• Fading
• Chaining
• Modeling

• types of prompts used in ABA
• Verbal/vocal
• Modeling/demonstration
• Visual
• Positional
• Physical
• Expectant waiting

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Activity 1

• In small groups
• Are the conditions described here reflective of
  the children in your setting?
• What characteristics of your setting are similar
  to the definition of an inclusive setting

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What does an Inclusive Program look like?

• Program characteristics are the same as any other
  quality early child care and education program
• All children participate in the same routines and
  play experiences
• Providers recognize all children as individuals
  with special strengths and needs
• Creative modifications to routines and activities
  are continually made so that each child benefits

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CARA Kit(Milbourne Campbell, 2007)

• Creating Adaptations, for Routines and Activities
• Making adaptations is an ongoing process
  children learn and grow- and situations
  changeneed to change or develop new adaptations

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Example participating in group activities

• Possible adaptations to this situation
• Shorten the length of circle
• Adapt the circle time seating requirement
• Allow children to hold small object
• Add opportunities for movement

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CARA Kit

• Goal is to use the least intrusive adaptation
  that works.
• Understand childrens needs
• Decide what you want to happen
• Consider adaptations
• Plan for implementation
• Try it revise if needed

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Adaptation continuum(CARA Kit)

• Least to most intrusive
• Environment Adapt room set up or equipment
• Select or adapt activity or routine
• Adapt materials
• Adapt requirements or instruction
• Provide assistance

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Think about it..

• Situation Children are getting bunched up in
  particular areas of the room during free choice
  time.
• Environment
• Activity
• Materials
• Requirements/instruction
• Assistance

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Aligning assessment and curriculum

• Aligning the assessment to the curriculum also
  helps the teacher to better understand how skills
  assessed within traditional frameworks
  (developmental areas) are part of instruction in
  specific content areas (math, literacy)

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Legal Requirements

• Individuals with Disabilities Education Act
• Part C NLE, early intervention services,
  natural Part C NLE, early intervention
  services, natural learning opportunities and
  experiences, IFSP
• - Access to general curriculum and activities
  Access to general curriculum and activities
• - Individualized supports and services
  Individualized supports and services
• - Family Participation, Rights, and Due Process
  Family Participation, Rights, and Due Process
• - Multidisciplinary Assessment Multidisciplinary
  Assessment
• - Early Childhood Outcomes

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Evidence based Strategies (Buysse et.al,2005)

• Teacher support modeling, physical assistance,
  joining the children's  play
• Peer support modeling, buddy systems, asking
  peers to help a child  to participate
• Scheduling changing the timing of activities,
  using picture schedules,  and altering the amount
  of time for particular activities

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Evidence based Strategies

• Environmental arrangements clarifying physical
  boundaries
• Modifying and adapting toys or materials by
  altering the number or  type, or by altering the
  placement or position
• Incorporating communication aides picture
  systems or sign language

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• USE PERSON FIRST LANGUAGE

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Inclusion in Natural Learning Environments (NLE)

• Inclusion and NLE refers to where where children
  receive services, the type of outcomes for
  children and families, the for children and
  families, the practices and supports provided to
  all provided to all
• children as they engage in children as they
  engage in daily
• activities and routines, and to
• outcomes for children and families
• Where WhereWhat WhatHow

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Successful Inclusion

• Active planning requires
• recognition of each childs
• strengths, characteristics,
• needs and goals, and
• individualization to
• meet those needs meet those needs
• (Maude,Chandler,2007)

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Program Planning

• Aligning Curriculum based assessment with the
  settings curriculum framework or standards it
  will show the link between assessment an
  teaching.
• By linking the framework and the standards to the
  assessment progress toward the standard is
  demonstrated as well.

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Focus of Instruction

• As teacher decides on broad outcomes for the
  children, need to consider the individual
  targeted behaviors for particular children
• Authentic Learning Activities use realistic
  materials, occur within daily routines and are
  generated from projects or specific topics
  (Barnscombe et. al, 2003) Example is making
  cookies for a parent meeting

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Important factors when designing learning
environment

• 1. Many children with disabilities are not likely
  to be meaningfully engaged without individually
  designed supports like schedules or teacher
  support
• 2. Natural learning activities do not occur
  without planning.3. Teachers must balance
  meeting the needs of all children with meeting
  the needs of individual children.

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Physical Environment arrangement to prevent
challenging behaviors

• Goal is to increase the likelihood that children
  will be engaged with environment in appropriate
  ways.
• Learning centers must be big enough that they are
  not too crowded.
• Arrange traffic patterns to reduce open spaces.
• Materials must be available and address differing
  ability levels.

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Schedules are important for all children in
child care settings

• Day is divided into time segments appropriate for
  child
• Schedules offers a balance of active and quiet
  times
• Provides time for large and small group
  activities and times to play alone or with others
• Outdoor time is scheduled
• Balance of child iniated-activities and teacher
  directed activities
• Schedule includes adequate times for routines
  (toileting and snacks) and transitions
• Schedule maximizes teaching and learning time.
• Sandall 2000, Building Blocks for successful ECP

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Teach skills explicitly

• Teach children about empathy
• Help a child learn self regulation strategies
• Problem solving is complex but children need to
  learn strategies that are explicitly taught
• The environment and materials should promote
  empathy and problem solving. Choose books etc. to
  promote concepts.

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Routines and Transitions

• Routines should be regular and consistent- the
  more the child can predict what will happen the
  more likely child will follow the routine.
• Transitions should be minimize the number of
  transitions that require all children to
  transition at once
• Structure transitions so children do not spend
  time waiting.

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Rules and Expectations

• Identify a small number of rules
• Involve children in developing rules
• Explicitly teach the rules and reinforce them in
  context.
• Provide opportunities to practice the rules
• Have consistent consequences and teach the
  children about the consequences.

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Example of Rules

• We listen to our friends and teachers
• We are nice to our friends
• We clean up our toys
• We use walking feet and quiet voices inside
• We hold hands while walking outside

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Teacher Behaviors that promote engagement and
prevent challenging behaviors

• Attend to children when they are engaged in
  appropriate behavior
• Provide descriptive feedback to children
• Give children directions that are explicit
• Give children choices
• Acknowledge childrens efforts
• Teach children to recognize and express feelings

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Schedules can help prevent challenging behaviors

• Schedules and how it is implemented is the
  single most important factor in preventing
  challenging behavior (Strain Hemmeter, 1999)
• -- need to be consistent so child will feel safe
  and secure.
• Children need to be taught the schedule in ways
  they can understand
• prompt children through it as it occurs and
  reflect on it at the end of the day.-
• picture schedules can be used.

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Interpersonal Communication Skills Johnson, 1996

• Knowing and trusting each other
• Communicating with each other accurately and
  unambiguously
• Accepting and supporting each other
• Resolving conflicts and relationship problems
  constructively

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Listening

• May want to keep written notes
• Repeat the information at the completion of the
  discussion
• Categorize information as you receive it
• Reflective listening

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Questioning

• Request Clarification
• Paraphrase
• Perception checking (demonstrates that you want
  to understand the teachers feelings)

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Activity 3

• In group of 3
• One with a child problem
• One listens using reflective listening
• One observes
• Then switch roles

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Collaboration

• Identify and agree on role
• Colleague consultation rather than expert because
  each member has something to bring to the consult
• Early interventionist have a dual role that may
  cause problem
• Most have not been trained as a consultant
• Role changes within a setting from a direct
  service provider to a consultant.