Inclusive Classrooms Top to Bottom Bottom to Top
Inclusive Classrooms: Top to Bottom & Bottom to Top Presented at the Fifth National Early Childhood Inclusion Institute August 3 -5, 2005 William and Ida Friday Center for Continuing Ed Chapel Hill, NC Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Today’s Agenda • Review principles and definitions of inclusion • Add to your collection of tools – strategies to promote children’s participation in child care Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
True or False? ? ? ? ? • Children are included when they are part time in child care and part time in a specialized setting • When children participate in a variety of community activities or programs but receive their education in a specialized setting, they are included. • A child is considered to be included regardless of setting if it is the parent’s choice • Children are included if they attend child care full time and EI services are provided in the home • When children participate in all activities and routines in the same way as other children, they are included whether they are attending a specialized setting or a child care program. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
So – what is inclusion? ? When children with special needs (with disabilities, developmental delays, or special behavioral or emotional needs) participate and learn in settings with typical children of their own chronological ages and with supports to guarantee their successful participation and learning. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Inclusion is not something we do a little of. It either is or it isn’t. Inclusion is the opposite of exclusion. Inclusion is elegant in its simplicity and, like love, awesome in its complexity. Marsha Forest, 1990 Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Setting: Child Care Programs • We know that national studies of child care settings (e. g. , PA Feine et al. 2002 study) as a whole show that a majority of child care settings provide average or marginal care Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Child caregivers, preschool teachers, early intervention staff, and parents hold values and beliefs about practices for young children, generally, and about children with disabilities (Lieber et al. , 1998) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
What does a quality program look like? Use Recommended Practices (e. g. , accreditation standards, early learning standards, environmental rating scale categories) Apply a Strength-based Approach Establish Expectations Through Participation-Based Outcomes Implement a Child-Centered Viewpoint Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp Handout
Apply a Strength-based Approach • Focuses on what children can do (not what they cannot do) • Engages children by targeting their capabilities, interests, motivation, etc. • Frames what children need to learn within a context of engagement Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
• Target ways of supporting children’s participation in activities and routines • Identify skills needed to participate successfully • Establish accommodations/ adaptations (including use of Assistive Technology) & teaching-learning strategies to ensure children’s success Establish Expectations Through Participation-Based Outcomes Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
• Macie will participate in snack time by interacting with the other children and by feeding herself finger food snacks and drinking from a cup with as much assistance as needed by other children. EXAMPLE: Establish Expectations Through Participation-Based Outcomes Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
What may assist Macie to be successful? • Sit in a wooden Rifton type chair for snack so she is well supported and can use her arms and hands for eating (and not to stay upright in the chair) • Ask Macie what she needs (or wants) –in order for her to use signs • Facilitate conversation among the children, encouraging Macie to participate • Introduce a Sippie cup with two handles • Offer medium-sized finger foods – easy to grasp • Guide her with support under her elbow if she needs help to get the food to her mouth or cup to her lips. • ALWAYS, ALWAYS praise her for successes. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
• Individualizes for all children by matching learning opportunities with children’s strengths, developmental competencies, and needs. • Requires collaboration to identify optimal teachinglearning strategies and to account for key areas of learning and development Implement a Child-Centered Viewpoint Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Collaboration & Individualization Early Intervention Providers Early Learning/Child Care Staff • Intervene with children by working on skill deficits • Are guided by the IFSP or IEP • Include multiple disciplines with different types of expertise • Work with children individually (or in small groups) • Teach children by facilitation & creating learning opportunities • Are guided by standards & curricula • Include educational staff of varying level of training and education • Work with children in groups Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Making a Difference How can we create meaningful learning opportunities for ALL children? Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Institute: Planning Training Collaboration Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Tools for planning, training and collaboration Child Portfolios Team Meetings What’s Going Well? Professional Development Collaboration Continuum Handout Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
PIN Training Programs All About Me Child Portfolio Provides opportunities for child care providers to develop a strength-based perspective about children with special needs (Campbell, Milbourne, & Silverman, 2000) Promotes interactions between providers and families Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Child Team Meetings Plan during convenient times – e. g. , nap time, parent availability, when EI providers have a regular visit Vary times to accommodate all members Keep meetings short – 30 minutes AND keep them focused Keep minutes so that everyone can be informed Handout Rules for the Road Focus on participation-based outcomes – play nice! Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Frame Goals and Outcomes As Participation-Based Matrisha will use fine motor skills in order to draw with a crayon with 75% accuracy Martisha will participate in art & media activities by using fine motor skills to manipulate materials Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Relevance & Functionality • Re-write any goals or objectives that are not functional, relevant, & meaningful • Ask “If the child cannot do the skill, will an adult have to? ” (If the answer is no, the skill is not relevant and functional) • Ask – what immediate purpose (relevance) does this skill have for the child’s participation in child care? • Ask – from the child’s perspective, is this something that the child is interested in learning? Wants to be able to do? Will make a difference for the child? Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Have a Conversation with the child care provider Identify Activities that Go Well & Don’t Go Well Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Identify Routines & Activities in the child care program Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Overall, how would you rate children’s arrival time How satisfied are you with this time of the day? ___ this is a very challenging time; no time to talk to parents ___ not satisfied ___ somewhat satisfied ___ very satisfied ___ this is a little bit challenging ___ this is an easy time of the day ___ this goes very smoothly Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 and we Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp have time to talk to Handout
Overall, how would you rate transition times between activities? How satisfied are you with these times of the day? ___ this is a very challenging time ___ not satisfied ___ somewhat satisfied ___ this is a little bit challenging ___ very satisfied ___ this is an easy time of the day ___ this goes very smoothly Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Professional Development Opportunities • We know that participation in group training sessions alone has marginal or no impact on program quality (Cassidy et al. , 1995) • Group training plus structured on-site consultation can impact program quality (Campbell & Milbourne, 2005; Kontos et al, 1996) • Targeted short-term mentoring or on-site consultation can improve program quality (Feine, 2002; Palsha & Wesley, 1998) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Effective Professional Development Approaches • Targeted on-site consultation and mentoring – Impact program quality – Provide specific strategies for an individual child • Group Training plus on-site consultation – Impact program quality – General training about children with disabilities Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Opportunities for Professional Development about children with special needs EXAMPLE: v. PIN training approach Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Group Training Plus On-Site Consultation PIN Training Programs • In field-tests, improved program quality in infant-toddler and center-based child care settings (Campbell & Milbourne, 2005; Campbell et al. , in press) • Easily adapted for use in a variety of professional development situations Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Targeted On-Site Consultation & Mentoring • Impacts program quality when consultation is directed to particular areas of program quality (e. g. , adult-child interactions; learning activities) • Success depends on use of an identified model of consultation (e. g. , Buysee & Wesley, 2005; Milbourne & Campbell, 2005) or of mentoring (e. g. , Fiene, 2002) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Collaboration Through On-Site Consultation & Mentoring • Promotes successful participation of children with any number of labels (e. g. , with special needs; developmental delays; emotional, behavioral, or mental health concerns; known disabilities) • Success depends on use of specific strategies individualized for the environment & child Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Wolery & Odom, 2000 Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Try a variety of: Specialized Strategies Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Strategies to ensure meeting children’s individualized needs Activities & Routines Matrix Generic Instructional Plan Curriculum & Skill Webs Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Activities and Routines Matrix Child: _________ Goals Date: _______ Routines and Activities Arrival/Departure Snack/Lunch Group Time (circle, music, story) Outdoor Time Handout Adapted from: Cavallaro and Haney, 1999, Preschool Inclusion, Paul H. Brooks Publishing Co. Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Generic Instructional Plan Ways to Position Tunisha When the other children --- Tunisha can --- sit on the floor sit in her floor sitter chair sit with you between your legs be propped up in the bean bag chair lie on her stomach sit at the table sit in the chair pushed up to the table and with a strap at her hips sit in her stroller pushed up to the table are standing sit in her stroller stand in front of you with you holding her at her hips (takes two hands) Handout stand in front of a table with you behind her so that your leg is between her legs (to keep them apart) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Helping Tunisha Communicate -When you need to understand Tunisha can -- Ask her yes/no questions Shake her head for yes (drops her head down) and no (looks and turns her head to the left) Give her choices Look at and reach towards what she wants when you hold up two objects or pictures Give her the picture communication board Look at a picture and reach towards it (her reach is very uncoordinated so that eye movement is more reliable) When Tunisha needs to communicate Tunisha can -- How she is feeling Vocalize -- smile with pleasant sounds or get fussy and cry What she wants Look at objects or pictures or use her picture communication board Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Use spoon; help with scooping Mealtimes & Snacks Sand play outside – put spoons & utensils to use for scooping, pouring Finger feeding Object Play Introduce fork for stabable foods Try “art” activities such as finger painting, painting with sponges for fine motor skill development Creative Play Opportunities for Practice & Learning About Eating Motor Skills Provide dolls – model feeding Put spoons, cups, & utensils in toy box for manipulation Toys to encourage pouring, “scooping” Water Play Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp Handout
Use of Functional Skills Within Activity & Routine Contexts Arm & Hand Use Socialization. Interaction Child Care Routine or Activity Communication Getting Around - Mobility Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Make use of: Assistive Technology Adaptations Accommodations Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Assistive Technology Promote children’s participation in activities and routines at home, in the community (or neighborhood), and in child care or other group-based programs Enhance opportunities for children to learn in natural environments/settings Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Assistive Technology Devices …Are tools that result in personal change in human functions carried out within the context of environmental settings & demands Existence (eating, etc. ) –Blackhurst & Lahm, 2000. Communication Positioning Travel and Mobility Environmental Interactions Education and Transition Recreation Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
The INVERSE principle The greater the challenges associated with the child, the more skill the TEAM working with the child has to have Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Use Adaptation As A Primary Intervention Strategy Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Adaptations as Interventions Environments, activities & routines, have social and physical expectations for participation Adaptations, including assistive technology allow participation in typical routines and activities Adaptations function as a mediator to make a bridge between the child’s abilities and the “demands” or expectations of the environment By promoting participation, opportunities for learning are increased Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Facilitating Children’s Participation and Learning Environmental Accommodations Adapt Set-Up of Environment Adapt/Select “Equipment” Equipment/Adaptations for Positioning Adapt Schedule Select or Adapt Activity Adapt Materials & Toys Adapt Requirements or Instructions Have Another Child Help -- Peer/Sibling Assistance Have an Individual Child Do Something Different (within the same activity) Have an Adult Help a Child Do the Activity Handout Have an Individual Child Do Something Outside of the Context (with an Adult) Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Inverse Principle… again Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
What Skills Do Teams Need to Have? Problem-solving and the belief that the TEAM may solve any problem Ability and motivation to address the issue of HOW the child may be successfully included (not IF the child can be included) Creativity to come up with unconventional but successful solutions High reliance on adaptations as intervention Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
So, how did we just spend the last 1. 5 hours? • We discussed some principles of inclusion • We reviewed four components of quality programming Recommended practices Participation-based outcomes Strength-based approach Child-centered viewpoint • And, in order for us to contribute to quality programming… Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
We now have New Tools… Tools for planning, training and collaboration • Child Portfolios • Team Meetings • What’s Going Well? • Professional Development • Collaboration Continuum Strategies to meet children’s individual needs • Activities and Routines Matrix • Instructional Plans • Curriculum & Skill Webs Make use of Assistive Technology and Adaptations and Modifications Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
Take-Home Plan Visit our website for more ideas and to download forms http: //jeffline. jefferson. edu/cfsrp Handout Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005 Jefferson University, CFSRP http: //jeffline. jefferson. edu/cfsrp
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