Post on 01-Sep-2020
Hosted by Northampton Community College
Supported by SCRIPP (Supporting Change and Reform in Inclusive Personnel Preparation) U.S. Department of Education Grant H325N110013
Extending Your ReachA Master Class for Faculty and
Leaders on Resources, Tools, and Strategies for Supporting Young Children Who Are Culturally,
Linguistically, and Ability Diverse and Their Families
A Professional Development Series
Camille CatlettFrank Porter Graham Child Development Institute
camille.catlett@unc.edu
Wednesday, March 6, 2013 7:00 – 8:30 PMWednesday, March 6, 2013 7:00 – 8:30 PM
Evidence-based Practices That Support Each Child’s Access to Learning
Who am I? • Scientist at the Frank Porter Graham Child Development Institute
• Creator of Natural Resources and BabyTalk
• Currently working with colleges in seven states to increase the emphasis on children who are culturally, linguistically, and ability diverse and their families
Camille Catlett
Please be generous
Sharing your examples and experiences, as experienced professional development providers, will benefit us all.
Quick Review: What do we mean by quality?What do we mean by inclusion?
Evidence‐based practicesAssistive technologyUniversal design/Universal design for learning (UD/UDL)
What do we mean by quality?
• Evidence‐based curriculum
• Ratios
• Teacher preparation
• Wages
Things we KNOW that impact quality
• Intentional teachers
• Individual attention
• Opportunities to speak and be listened to
• Time to play
• Family engagement
•Developmentally, culturally/linguistically and individually responsive practices
Things that may be even more important
An effective teacher can have a stronger influence on student achievement than
poverty, language background, class size, and minority status (the influence of an effective teacher)
• Higher preschool performance and promotion to next grade
• More positive engagement with peers, adults, and learning
• Buffers negative impact of poverty on academic and behavioral outcomes
Engage Families Help Their Children to Succeed
Families can become lifelong partners or lifelong bystanders based on how you engage them in the process of supporting their child.
Your ability to see each child as “at potential” instead of “at risk” will make a tremendous difference.
Partsof a
whole
Individually Appropriate
Developmentally Appropriate
Culturally Appropriate
Where have you seen quality?How did you know?
Early Childhood Inclusion: A Joint
Position Statement of DEC
and NAEYC
Definition
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
3 defining features of inclusion→ EBP
ACCESS PARTICIPATION SUPPORTS
Defining Features Access
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 (UD)/Universal Design for Learning (UDL)
Assistive Technology (AT)
Evidence-Based Practices that Support ACCESS
EBP: Universal Design and Universal Design for Learning
UD and UDL mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).
UDL in every day use
UDL in early childhood
Three key concepts
Three key concepts
Three key concepts
Various formats:kinestheticVISUAL auditory
What can it look like?
UDL: Multiple Means of Engagement
Attention curiosity
Interests
preferences
What can it look like?
UDL: Multiple Means of Expression
Typing/texting
What can it look like?
Children get to choose the method/form in which they express or demonstrate their understanding (that matches the teacher’s learning goal)
There ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways
There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product)
Read About It
See for Yourself
Find It Online
Meet Sophia
• 3 years old• Lives with parents , who arrived this fall from Colombia to take
faculty positions at a local university• Cognitive, motor, and social-emotional skills are age-
appropriate• Speaks and understands Spanish• Has a few English labels; rarely initiates or engages in social
conversation with her English-speaking classmates• Often seems very quiet or withdrawn• Loves: housekeeping area, listening toaudiotape of Spanish songs her mother sentin
Supporting Sophia with UDL
How might you use• multiple means of representation (visual, auditory,
kinesthetic)
• multiple means of engagement (interests, preferences, curiosity, motivation)
• multiple means of expression (speaking, pointing, singing, drawing, gestures)
to support Sophia and children like her?
EBP: 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 Play
AT to Support Access to Writing
AT to Support Access to Literacy
AT to Support Access to Literacy
AT to Support Access to Learning
AT to Support Access to Friends
Read About It
See for Yourself
Module 5
Examples of Assistive Technology
CONNECT Module 5
http://community.fpg.unc.edu/connect-modules/resources/videos/video-5-10
Find It Online
Adaptations Help All Children
• Adaptations allow teachers to do the same things that they would do with all children—facilitate their participation in activities and routines. Adaptations can be used to:
• Make situations better for a particular child.
• Improve situations for the entire group.
CARA’s Kit
• Creating Adaptations for • Routines and Activities -• adaptations to increase • children’s engagement • and participation in
classroom activities and routines.
Meet Drew
• 3 years old• Lives with parents and two brothers, one older and one
younger• Diagnosed with autism at 30 months• Cognitive skills are near age-appropriate• Significant delays in social and communication skills• Rarely initiates or engages in social conversation• Favorite toys: trains, Disney figurines, markers• Tendency to tantrum• Difficult time following directions• Reacts strongly when told “no”
Thinking about Drew
Drew has a tendency to go to the same area (and stay there) during “choice” time. He often tantrums when asked to make a different choice. What might you try?
Putting It All Together
Drew can find transitions to be very challenging. How could you use the Adaptation Notes to think about ways in which you can help him be successful during transitions?
• Higher preschool performance and promotion to next grade
• More positive engagement with peers, adults, and learning
• Buffers negative impact of poverty on academic and behavioral outcomes
Engage Families Help Their Children to Succeed
Parting Thoughts
Please complete the reflection assignment (page 8 in your handout set) by March 13 and send it to Jacqui Carr Gouveia
Parting Thoughts
Please complete the evaluation (page 9 in your handout set) and return to Jacqui Carr Gouveia by March 13
Thank you for joining us.
The next session will be on April 3.
PowerPoints and handouts from this Elluminate session are available online at http://www.fpg.unc.edu/presentations/evidence‐based‐practices‐support‐each‐childs‐access‐learning