EvidenceBased Practices That Promote High Quality Inclusion Fourth
Evidence-Based Practices That Promote High Quality Inclusion Fourth International Conference and Tenth National Workshop Madhuram Narayanan Centre for Exceptional Children Camille Catlett Frank Porter Graham Child Development Institute camille. catlett@unc. edu
Defining Inclusion Early Childhood Inclusion: A Joint Position Statement
Defining Features of Inclusion ACCESS PARTICIPATION SUPPORTS
Shifts in the Early Intervention Field Know Be able to do Evidence-Based Practices
Evidence-Based Practices That Support Children in Inclusive Settings
Defining Features 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. ●Universal Design for Learning (UDL) ● Assistive Technology (AT)
Universal Design for Learning UDL means the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).
Three Key Concepts of UDL
UDL: Multiple Means of Representation kinesthetic Visual auditory
UDL: Multiple Means of Engagement Attention curiosity Interests preferences
UDL: Multiple Means of Expression Typing/texting
Assistive Technology (AT) Assistive technology (AT) interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Source: CONNECT Module 5: Assistive Technology
AT to Support Access to Writing
AT to Support Access to Literacy
AT to Support Access to Literacy
Defining Features Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child. Embedded Instruction ● Peer Supports ● Scaffolding ●
EBP: Scaffolding Strategies Scaffolding strategies are structured, targeted approaches that can be used with children who require more intensive supports across a wide variety of teaching and learning contexts, and in combination with other approaches. Scaffolding strategies include modeling, response prompting, peer supports, and corrective feedback.
Scaffolding
Defining Features 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. Professional Development ●Family-Professional Collaboration ●
Landing Pads
Evidence-Based Practices for Children and Youth on the Autism Spectrum
- Slides: 23