Transcript of U.S. Department of Education Office of Special Education Programs The University of Toledo These...
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- U.S. Department of Education Office of Special Education
Programs The University of Toledo These materials made possible by
grant # H325N110014 which is funded by the U.S. Department of
Education, Office of Special Education Programs. The contents are
solely the responsibility of the authors and do not represent the
official views or policies of the funding agency, nor does
publication in any way constitute an endorsement by the funding
agency.
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- Addressing Inclusion Content and Practices in Intro to ECE
Course in ECE Curriculum Webinar 5 - June 5, 2013 Guide: Bill
McInerney, Ph.D. Co-Director - The Partner Project
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- Selected content for slides to accompany this webinar have been
secured and edited from open source sites accessible via the
www
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- Including Content Related to Inclusion in ECE in an
Introduction to ECE Course
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- Sample Course Description: Introduction to ECE This
comprehensive survey course of ECE identifies the core knowledge
and competencies necessary for individuals working with all young
children. This course is designed to.
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- Introduce students to the field of ECE Provide students an
understanding of the complexity of the field and the issues around
it Develop an awareness of the diversity of the field
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- Understand the diversity of the children and populations with
whom early childhood professionals work Provide the opportunity to
apply that knowledge with young children and their families within
a variety of early childhood settings
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- Another Sample Course Description: Introduction to ECE
Introduction to child development and philosophy of early childhood
education, including developmentally appropriate practices in a
variety of child care settings. Identification of effective
multicultural and inclusive early childhood learning environments.
Recognition of the importance of integrated curriculum as teaching
strategy for young children. Introduction to role of the early
childhood teacher as facilitator, and the development of effective
family/center relationships. Observations in early childhood
education settings.
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- Course descriptions suggest that basic information relating to
inclusion should be addressed: Legal mandates for early
intervention and early education Background information describing
public agencies charged with identifying and serving young children
with special needs
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- Course descriptions suggests that this basic information
relating to inclusion should be addressed: Awareness of the scope
of early intervention and early childhood special education service
delivery options
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- Course descriptions suggest that basic information relating to
inclusion, should be addressed: Range of ability and disability
conditions of children who are eligible for enrollment in early
education programs Implications for professional practices
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- Course description suggests that this basic information
relating to inclusion, should be addressed: Range of programs in
which young children with disabilities may be expected to be
enrolled, including child care, public and private preschools,
before and after school care programs, and Head Start
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- 2010 NAEYC Standards Relevant to Introduction to ECE Course
NAEYC Standards for Initial & Advanced Early Childhood
Professional Preparation Programs
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- WHAT IS DIFFERENT IN THE 2010 NAEYC INITIAL AND ADVANCED
STANDARDS ? Revisions to NAEYCs Initial Standards (2001), Advanced
Standards (2002) and Associate Standards (2003) included a
strengthened emphasis on academic content, diversity, inclusion,
technology and early childhood focus
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- Standard 1 b Knowing and understanding the multiple influences
on early development and learning
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- Standard 1 c Using developmental knowledge to create healthy,
respectful, supportive, and challenging learning environments for
young children
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- Standard 6 d Integrating knowledgeable, reflective, and
critical perspectives on early education based upon mastery of
relevant theory and research
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- Standard 6 e Engaging in informed advocacy for children and the
profession, skillfully articulating and advocating for sound
professional practices and public policies
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- The challenge to ECE faculty in expanding and enhancing the ECE
teacher education curriculum is to: Recognize and accept the
changing landscape of ECE, and to.. Organize key curriculum
components (i.e. courses, course-related field requirements, and
practica) to systematically and developmentally address
information, skills, attitudes and values related to inclusion in
ECE
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- There are several critical aspects to this task that involve
collaborating with other ECE faculty in the ECE teacher education
program in order to determine the scope and sequence of information
and skills related to inclusion that will be introduced in the ECE
curriculum
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- Before addressing the task of curriculum enhancement, it is
important to consider a number of relevant facts. These realities
must be recognized and respected in any redesign or enhancement of
the ECE teacher education curriculum..
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- ECE Student Perceptions of Content Related to Inclusion in ECE
Teacher Education Programs
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- Most ECE students have had limited experience with young
children with special needs
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- ECE students who have relevant experiences (in child care,
preschool programs, Head Start, etc.) probably had unguided
experiences that did not include meaningful communication with
early intervention/early childhood special education professionals
or related services professionals (i.e. occupational therapists,
physical therapists, speech and language pathologists, etc.)
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- Some ECE students do not have a keen interest in working with
young children with special needs. They are seeking to enter the
profession to work with young children who are typically
developing. Some of these students may be resistant, at least
initially, to exposure to information and skills related to
inclusion. They also may not welcome additional elements in course
and field assignments that require students to address the
characteristics, competencies and needs of young children with
special needs
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- The focus of the ECE teacher education curriculum is effective
and supportive interaction and engagement with young children who
are typically developing however.. this is not at the exclusion of
balanced content in the ECE curriculum
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- Approximately 10-20% of young children may be expected to be
eligible for early intervention or preschool special education
services. Encountering children with special needs in child care
and early childhood education settings is likely and ECE program
graduates should become awareness of this via focused experiences
within the ECE curriculum
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- Despite the possibilities of ECE students lack of interest in
inclusion, their intent to work only with young children who are
developing typically, and/or their emerging or firm belief that
inclusion doesnt work for all children, it is incumbent upon ECE
faculty and program administrators to address the issue of
curriculum enhancement.
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- ECE faculty involved in the enhancement process must understand
that the expectations for content and skill acquisition in CC
programs are tempered by an understanding that content and skills
to be addressed are entry level. Outcome expectations are not the
same as those for a student completing a 4 year program resulting
in licensure by the Ohio Dept. of Education.
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- ECE Program Faculty Perceptions of Content Related to Inclusion
in ECE Teacher Education Programs
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- ECE faculty may evidence a range of comfort/discomfort in being
asked to include information and content related to young children
with special needs within course content, course assignments and
field assignments. This may be related to lack of academic
preparation or professional experiences relating to young children
with special needs.
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- Some ECE faculty may be uncomfortable with the task of
enhancing the ECE curriculum re: inclusion as a result of their
perception or experiences with inclusion of young children with
special needs in child care, preschool, Head Start or related
programs. In other words, some ECE faculty may have a belief system
that does not support inclusion in ECE as a positive
development
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- Position Statement Related to Addressing Inclusion Content and
Practices in the ECE Teacher Education Curriculum
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- As the models and mandates for early education, child care, and
early intervention change as the result of contemporary political,
social and legal forces, public entities charged with preparation
of professionals (i.e. community colleges and 4 year universities)
must ensure that future graduates are prepared to meet the needs of
all children, including children with special needs, children
living in poverty, children whose primary language is not English,
and children from a wide spectrum of family-living models.
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- As members of the ECE profession, we have no choice but to
inform ECE teachers of the future that awaits them, even if we
cannot fully understand that future or are uncomfortable with
emerging and projected paradigms of early care and education. This
is the challenge that must be met in the process of curriculum
enhancement in ECE teacher education
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- Curriculum Enhancement in ECE While the process is
comprehensive, it is not complex....... ECE faculty need to decide:
Scope of content and skills related to inclusion. These decisions
are driven by NAEYC and CEC-DEC guidelines for program standards in
ECE teacher education
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- The Process of Curriculum Enhancement in ECE Appropriate
sequence for introduction and refinement of content and skills
within the ECE program course and field experience sequence. In
other words, where, when and how will: Basic content and skills be
introduced? Advanced content and skills be refined and
practiced?
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- The Process of Curriculum Enhancement in ECE These guiding
questions will shape decisions about which courses will include
relevant content related to inclusion, including relevant
instructional resources and assignments, as well as opportunities
for skill practice in field and practicum placements.
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- The Process of Curriculum Enhancement in ECE ECE faculty will
need to decide Which courses in ECE program sequence (e.g. 1000
level vs. 2000 level) will focus on basic information/content and.
which course will focus on acquisition of skills and practice ?
Should inclusion content be included in courses outside the control
of ECE faculty (e.g. courses managed by other depts. such as PSY,
etc.)?
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- The Process of Curriculum Enhancement in ECE ECE faculty will
need to decide: Which courses will require complementary or
separate instructional resources (i.e. articles, text, www links,
etc.) that address content and skills related to successful
inclusion in ECE settings Which courses will include introductory
OR advanced assignments that address the needs of young children
with developmental differences
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- The Process of Curriculum Enhancement in ECE ECE faculty will
need to decide: Which course-related field hour experiences will
address content and skills related to successful inclusion in ECE
settings Which practicum or student teaching experience (s) will
address advanced skills related to successful inclusion in ECE
settings
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- The Process of Curriculum Enhancement in ECE ECE faculty will
need to decide: What information or skills need repeated exposure
and refinement and.. which do not Whether certain information or
skills needs to be addressed in a developmental sequence that
reflects the academic and professional maturation of ECE students
(in 1000 level or 2000 level course and/or the student teaching
experience)
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- LEGAL MANDATES FOR EARLY INTERVENTION AND EARLY EDUCATION
BACKGROUND INFORMATION DESCRIBING PUBLIC AGENCIES CHARGED WITH
IDENTIFYING AND SERVING YOUNG CHILDREN WITH SPECIAL NEEDS Examples
of Inclusion Content that can be be Appropriately Embedded in the
Intro to ECE Course in the ECE Curriculum
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- FEDERAL MANDATES AND STATE OF OHIO COMPLIANCE: EARLY
INTERVENTION (PART C) AND PRESCHOOL SPECIAL EDUCATION SERVICES
(PART B 619) Content Related to Policies and Program Options in
Early Childhood Special Education
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- The Promise of IDEA (2004) All children with disabilities are
entitled to: A Free, Appropriate, Public Education(FAPE) In the
Least Restrictive Environment(LRE) Pursuant to Individualized
Education Plan (IEP) or Individualized Family Service Plan
(IFSP)
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- Part C of IDEA Infants and Toddlers with Disabilities For
children under the age of 3, with some exceptions, urgent and
substantial need to recognize the significant brain development
that occurs during a childs first 3 years of life urgent and
substantial need to maximize the potential for individuals with
disabilities to live independently in society
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- Early Intervention Developmental services are : Provided under
public supervision; Provided at no cost, except where Federal or
State law provides for a system of payments by families, including
a schedule of sliding fees; Designed to meet the developmental
needs of an infant or toddler (ages birth to 3 years) with a
disability, as identified by the individualized family service plan
(IFSP) team in 1 or more developmental domains
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- Requirements for States Under Early Intervention Program (Part
C IDEA, 2004) Early intervention services based on scientific
research Timely, comprehensive, multidisciplinary evaluation of
child and family Individualized Family Service Plan (IFSP)
Comprehensive Child Find system Public awareness program focusing
on early identification Central directory that includes information
on early intervention services, resources, and experts
Comprehensive system of personnel development
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- More requirements An EI lead agency in each state A policy re:
contracting with service providers A procedure for securing timely
reimbursements A system for compiling data on program outcomes A
state Interagency Coordinating Council (ICC) Policies and
procedures to ensure that: To the maximum extent possible, services
are provided in natural environments or most appropriate setting,
as determined by the parents and IFSP team
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- Child Find Child Find requires school districts to identify,
locate, and evaluate ALL children with disabilities, including
children who are homeless, home schooled, wards of the state, and
children who attend private schools. If the child has a disability
and is eligible for special education services, the school does not
have to give the child a label before providing services.
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- Infant or Toddler with a Disability Any child under 3 years of
age who needs early intervention services because the individual is
experiencing developmental delays or has a diagnosed physical or
mental condition that has a high probability of resulting in
developmental delay.
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- Developmental Delay Extent of delay defined by each state
however, generally, a delay in 1 or more of these areas/domains of
development: Cognitive development Physical development
Communication development Social/Emotional development Adaptive
development, or A diagnosed mental or physical condition that has a
high probability of resulting in developmental delay (risk
factor).
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- At Risk Infant or Toddler Any child under 3 years of age who
would be at risk of experiencing a substantial developmental delay
if early intervention services were not provided
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- Indicators of Risk and Qualification for EI Services Generally
accepted definitions of Risk status Birth weight under 1,500 grams
(3.3 lbs) Neonatal intensive care unit treatment Born to chemically
dependent mother And referred by doctor and parent Seriously abused
and/or neglected As substantiated and referred by Children &
Youth protection agency
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- Individualized Family Service Plan (IFSP) Legal requirements
similar to IEPs (ages 3-22), but including a family-directed
assessment of the familys resources, priorities, and concerns. New
requirement that the IFSP must include measurable results or
outcomes expected to be achieved including pre-literacy and
language skills Usually used for infants and toddlers, but may be
used w preschoolers/older children
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- The IFSP IFSP: Individualized Family Service Plan Services must
be free of cost and be based on evaluation and assessment
data/reports Created by a team of individuals: Parent of
infant/toddler A Service Coordinator A Person directly involved in
the evaluation Persons who will provide EI services to
infant/toddler
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- The IFSP (cont.) What is included in the IFSP? Current levels
in the 5 developmental areas (& results of family assessment,
if consented to) List of Major outcomes child should achieve &
how to measure child s progress Name of service coordinator
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- The IFSP (cont.) IFSP: Individualized Family Service Plan
Services child/family will receive How often Where: In natural
environment (including home, community settings); if not. IFSP must
explain why not in natural setting Whether service is directly
provided to the child or will be provided via consultation with
another adult who will work with the child
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- Early Intervention Requires that intervention agencies use
proven methods of teaching and learning based on replicable
research. Provided in natural environments, including the home, and
community settings to the maximum extent possible.
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- Part C Services in Ohio: Help Me Grow Agencies
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- http://www.ohiohelpmegrow.or/
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- Who Refers Children to EI/ECSE Programs? The greatest number of
referrals are from: Parents Child care provider recommendations
(via parents) Preschool teachers (via parents) Physicians Head
Start/EHS (via parents) Child Advocacy agencies
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- How are children served? Home visits Parent training
Parent-Toddler classes Consultation Specialized preschools
Inclusive preschools Community preschools Service Coordination
Related Services EI/ECSE Programs
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- Early Intervention Services Family training and counseling Home
visits Special instruction Speech-language pathology and audiology
services, occupational therapy, physical therapy, psychological,
etc.
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- Early Intervention Services Service coordination services
Medical services only for diagnostic or evaluation purposes
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- Early Intervention Services Early identification, screening,
and assessment services Health services necessary to enable the
infant or toddler to benefit from the other early intervention
services
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- Early Intervention Services Social work services Vision
services
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- Early Intervention Services Assistive technology devices and
assistive technology services Transportation and related costs that
are necessary to enable an infant or toddler and their family to
receive another service.
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- Early Intervention Services Types of services (to child/family)
also include: Service Coordination Facilitate assessments,
development and review of IFSPs, and transition to pre-school
services Coordinate/monitor delivery of EI services & more
(even if services are not the responsibility of EI).
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- Early Interventionists and Related Services Professionals
Special educators Speech/language pathologists Audiologists
Occupational therapists Physical therapists Psychologists Social
workers Nurses Registered dieticians Family therapists Vision
specialists, including optometrists and ophthalmologists
Orientation and mobility specialists Pediatricians and other
physicians
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- Is EI Effective? EI improves developmental and educational
gains for the child EI improves the functioning of the family
Children in EI need fewer special education services later, and
level of services (and costs) may be reduced Following EI, children
are retained in early grades less often
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- Part B Section 619 of IDEA Part B Section 619 governs special
education and related services for children with disabilities
between the ages of 3 and 5 (preschool special education)
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- The Special Education Process Child must be referred to be
evaluated for possible special education services Initial
evaluation is usually conducted by a school psychologist Parent may
wish to submit information from treating physician to supplement
evaluation IEP Team -- parent & relevant school personnel make
decisions about eligibility and childs individualized education
program
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- What is an Individual Education Plan (IEP)? IEP (like an IFSP)
is a guide for a childs special education Includes annual goals
Specifies what kind of special education the student will receive
and the frequency/intensity of services Specifies the setting in
which the services will be delivered Specifies accommodations child
will need to participate in LRE
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- Who is Responsible for Providing Special Education Services to
3-5 Year Olds in Ohio? The local school district in which the child
lives is responsible for the screening, assessment and
identification of preschool ages children (3-5) who have special
needs. There are approximately 614 local school districts in the 88
counties in Ohio Some school districts choose to contract for
preschool special education services with regional Education
Service Centers (ESCs) or County Boards of Developmental Disability
versus providing the service through the local school district
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- What Special Education Services are LEAs Responsible for
Providing 3-5 Year Olds in Ohio? The local school districts are
responsible for providing educational, developmental and related
services to a 3-5 year old child with special needs as stipulated
in the childs IEP. The IEP specifies the nature and intensity of
specialized services to be provided. The IEP team determines the
content of the IEP. Representatives of school districts or LEAs who
provide special education services must be licensed or validated by
the Ohio Department of Education. Preschool special education
teachers usually hold the Early Childhood Interventions Specialist
(ECIS) license or the Preschool Special Needs validation
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- How are Special Education Services Provided for 3-5 Year Olds
in Ohio? Children with IEPs are served via 3 primary service
delivery options: Preschool classroom under the direction of a
licensed/validated preschool special needs teacher employed by the
LEA. Related services also may be provided if included in the IEP.
Preschool classrooms in Head Start, private for profit (i.e.
Montessori) or not-for-profit preschool programs. Services are
provided by an Itinerant teacher who visits children with IEPs in
these programs and provides services to the child as well as
consultation services to the lead teacher and other adults in the
classroom. The Itinerant teacher is required to hold an appropriate
license or validation. Related services also may be provided if
included in the IEP. Itinerant services are specified in the IEP.
Visits to the child in his home by an Itinerant teacher and/or
related services professional (e.g. speech pathologist,
occupational therapist, physical therapist, etc.) as specified in
the IEP.
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- EARLY CHILDHOOD SETTINGS IN WHICH INCLUSION IS SUPPORTED
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- What is the Least Restrictive Environment or LRE ? The LRE is
the setting in which children with disabilities can be educated
with typical children to the maximum extent possible. LRE options
in preschool services might include local preschool centers,
inclusive preK classrooms operated by local school districts,
County Bd of DD preK classrooms, Head Start, and other options
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- Head Start Open door policy ALL children who met the economic
requirement, regardless of developmental status, were included in
Head Start.
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- Head Start 1972 10% of enrollment reserved for children with
developmental disabilities, even children with severely handicapped
children. Since Head Start began in 1965, more than 23 million
children have attended. Today, more than 12.5% of children who
attend have an identified disability.
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- Head Start Act Requires...no less than 10 % of the total number
of enrollment opportunities in Head Start programs in each state
shall be available for children with disabilities and that services
shall be provided to meet their special needs. Such policies and
procedures shall require Head Start agencies to coordinate
programmatic efforts with efforts to implement Part C and Section
619 of the Individuals with Disabilities Education Act
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- Head Start Disability Resources Head Start Center for Inclusion
- University of Washington depts.washington.edu/hscenter/ Children
with Disabilities in Early Head Start: Research to Practice...
www.acf.hhs.gov Office of Planning, Research & Evaluation
Office of Planning, Research & Evaluation
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- Technical Assistance Contacts National Early Childhood
Technical Assistance Center (NECTAC) www.nectac.org www.nectac.org
National Child Care Information Center (NCCIC)
http://nccic.org/itcc http://nccic.org/itcc Regional Resource
Centers for Special Education http://www.dssc.org/frc/rrfc.h tm
http://www.dssc.org/frc/rrfc.h tm National Head Start Training and
Technical Assistance Resource Center www.hsnrc.org www.hsnrc.org
Head Start Regional Disabilities Services TA Providers
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- Integrated Activities and Instruction in Inclusive
Settings
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- Definition of Inclusive Environments 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.
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- Curriculum Content is: EMBEDDED INTERVENTION Weaving Teaching
and Intervention into Routine Activities
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- Embedded Interventions Embedded Interventions are specially
designed practices that are used to promote childrens engagement,
learning, and independence in everyday activities, routines, and
transitions in the classroom, home, and community. Source: CONNECT
Module 1: Embedded Interventions
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- A Routines-Based or Activity-Based Model for Intervention:
Embedded Instruction - Focuses on a childs daily routines or
activities like snack, playtime, circle time, dramatic play as a
context for learning and OPPORTUNITY for EMBEDDING - Teachers give
children opportunities to practice targeted IEP or IFSP goals or
activities during these daily routines or activities instead of
creating special instructional time.
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- Environmental Modifications
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- 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.
- Slide 93
- Peer Supports
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- DIVERSITY OF YOUNG CHILDREN: DEVELOPMENTAL DISABILITIES IN
EARLY CHILDHOOD
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- Incidence of Developmental Disability in Childhood An estimated
12-16% of children have a developmental and/or behavior disorder
Approximately 30% are identified before school entrance Those
detected after school entrance have missed out on early
intervention services proven to have long term benefits
Pediatricians, child care providers and preschool teachers are the
primary professionals with whom families have contact during a
child s first five years of life Early identification by primary
care providers of developmental delays leads to early referral for
evaluation and treatment
- Slide 96
- Under IDEA, can public schools choose not to provide education
for some students with disabilities ? Federal legislation specifies
that to receive federal funds, every school system must provide a
free, appropriate education for every student regardless of any
disabling condition or the extent/degree of impairment Exceptional
Children
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- Under IDEA, the student with a disability must be placed in the
least restrictive environment (LRE). Is the LRE always the regular
or general education classroom? The law does require the student
with a disability to be placed in the LRE however, the LRE is not
always the regular classroom. What the LRE does mean is that the
student shall be separated as little as possible from home, family,
community, and the regular class setting while appropriate
education is provided. In many, but not all instances, this will
mean placement in the regular classroom. Exceptional Children
- Slide 98
- Is Disproportionate Representation of ethnic minorities in
special education still a problem under IDEA (2004) ? Some ethnic
minorities are still underrepresented or overrepresented in certain
special education categories. For example, African American
students, especially males, are overrepresented in programs for
students with emotional or behavioral disorders and
underrepresented in programs for gifted and talented students.
Multicultural & Bilingual Aspects
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- Is disability ever related to ethnicity? Some disabilities are
genetically linked and therefore more prevalent in some ethnic
groups. For example, sickle cell disease (a severe, chronic,
hereditary blood disease) occurs disproportionately in children
with ancestry from Africa, Mediterranean and Caribbean regions,
Saudi Arabia, and India.
- Slide 100
- Special Education Eligibility Categories Speech/Language/Co
mmunication Impairment Autism Spectrum Disorder (ASD) Emotionally
Impaired Cognitive Impairment Developmentally Delayed (preK use)
Physically Impaired Other Health Impaired (includes ADHD) Hearing
impaired Multi-handicapped Visually Impaired ** Learning Disability
is a school-age category (ages 6-22)
- Slide 101
- Communication Disorders
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- Do children with language disorders always have speech
difficulties as well? It is possible for a child to have good
quality speech; however, most children with language disorders have
speech disorders, as well. Communications Disorders
- Slide 103
- Do individuals with communication disorders always have
emotional or behavioral disorders or mental retardation? Some
children with communication disorders experience typical cognitive,
social, and emotional development. Communications Disorders
- Slide 104
- Are disorders of phonology (or articulation) ever very serious,
or are these problems always easy to correct? Disorders of
phonology can make speech unintelligible; it is sometimes very
difficult to correct phonological or articulation problems,
especially if the individual has cerebral palsy, mental
retardation, or emotional or behavioral disorders. Communications
Disorders
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- Is there much overlap between language disorders and learning
disabilities? Problems with verbal skills-- listening, reading,
writing, speaking-- are often central features of learning
disabilities. The definitions of language disorders and several
other disabilities overlap. Communications Disorders
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- Can children who learn few language skills before entering
kindergarten easily pick up all the skills they need, if they have
good peer models in typical classrooms? Early language learning is
critical for later language development; a child whose language is
delayed in kindergarten is unlikely to learn to use language
effectively solely by observing peer models. More explicit
intervention is typically required. Communications Disorders
- Slide 107
- Autism Spectrum Disorder (ASD)
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- Autism Spectrum Disorders Autism Spectrum Disorders (ASD)
Neurodevelopmental disorders characterized by impairments in three
domains: Socialization Communication Behavior Includes: Autistic
disorder Asperger disorder Rhett s disorder Childhood
Disintegrating disorder Pervasive developmental disorder, not
otherwise specified (PDD-NOS)
- Slide 109
- ASD Autism Spectrum Disorders Occurs in ~1 in 80 to 1 in 150
children Increasing incidence since 1970sdue to increased
awareness/changes in definition CD/MR /seizures commonly associated
w ASD Causes not completely understood Overwhelming evidence does
not support association of ASD with childhood immunizations
- Slide 110
- Autism Spectrum Disorder (ASD) For the preschool child, Autism
signifies a developmental disability affecting the processing,
integrating, and organizing of information that significantly
impacts communication, social interaction, and developmental
progress. Autism is a spectrum disorder. The symptoms and
characteristics of autism present themselves in a wide variety of
combinations, from mild to severe.
- Slide 111
- Diagnosis of ASD Delays or abnormal functioning in at least one
of the following areas, with onset before 3 years old: (1) social
interaction, (2) language as used in social communication, or (3)
symbolic or imaginative play. The disturbance is not better
accounted for by Rett's Disorder or childhood disintegrative
disorder.
- Slide 112
- Characteristics of Children with ASD Qualitative impairments in
communication as manifested by at least one of the following: Delay
in, or total lack of, the development of spoken language (not
accompanied by an attempt to compensate through alternative modes
of communication such as gesture or mime) In individuals with
adequate speech, marked impairment in the ability to initiate or
sustain a conversation with others
- Slide 113
- Characteristics of Children with ASD (cont.) Qualitative
impairments in communication as manifested by at least one of the
following: Stereotyped and repetitive use of language or
idiosyncratic language Lack of varied, spontaneous make-believe
play or social imitative play appropriate to developmental
level
- Slide 114
- Characteristics of Children with ASD (cont.) Restricted
repetitive and stereotyped patterns of behavior, interests, and
activities, as manifested by at least one of the following:
Encompassing preoccupation with one or more stereotyped and
restricted patterns of interest that is abnormal either in
intensity or focus Apparently inflexible adherence to specific,
nonfunctional routines or rituals
- Slide 115
- Characteristics of Children with ASD (cont.) Restricted
repetitive and stereotyped patterns of behavior, interests, and
activities, as manifested by at least one of the following:
Stereotyped and repetitive motor mannerisms (eg, hand or finger
flapping or twisting, or complex whole-body movements) Persistent
preoccupation with parts of objects
- Slide 116
- ASD Early Indicators of ASD and/or Communication and
Interaction Disorders Often suspect the child may be deaf. Doesnt
have typical startle response. Doesnt turn when you come into the
room. Seems unaware of sounds in the room, etc. Extremely good
babies seldom cry, are not demanding, seem very content to be alone
or very fussy, colicky babies-cry a lot, sleep problems, not easily
comforted. Engage in an excessive amount of rocking May hand gaze,
look at lights through fingers or have other self-stimulatory
behavior. Often very fussy eaters. Become upset with the change
from pureed baby foods to junior baby foods. Prefer only salty
foods or only sweet foods, etc.
- Slide 117
- ASD Lack of molding the baby just doesnt feel right when you
pick him up. Often feels stiff, arches his back, etc. Does not have
anticipatory response. Doesnt put up his arms to be picked up.
Doesnt seem to want to be held. Seems to actively avoid looking at
people. Lack of eye contact. Seems to tune out a lot. Isnt aware of
what is happening around him Prolonged tantrums up to two hours in
duration or more. Often it is difficult to figure out what set the
child off. Wants things to stay the same. May have difficulty
adapting to winter coat or boots. Wants to wear the same clothes.
Doesnt want furniture or toys to be out of place.
- Slide 118
- ASD Doesnt play typically with toys is more likely to spin
wheels on truck rather than move truck across the floor. Will line
things up rather than play. Does not begin to talk or use words in
a communicative way at the appropriate age. Fails to develop
language or uses echolalic speech (echoing) without really
understanding the meaning of the words. Often seems to be a
perfectionistic. Wants everything to be just right. If he tries to
make something work and it doesnt, he gets upset and will quit or
get angry and wont try the activity again.
- Slide 119
- ASD Often has splinter skill in areas like music or can do
puzzles extremely well or has excellent gross motor skills or is
very interested in numbers and letters. Seems to have an excellent
memory. Knows exactly where cookie jar is in a home he hasnt
visited for several months, etc. Likes to watch things go around
such as record players, tops, etc. May bang his head or engage in
other self-injurious behaviors May have very high tolerance for
pain. He may get hurt but not come to an adult for comfort. Changes
in routine are very upsetting.
- Slide 120
- ASD Does not spontaneously imitate the play of other children.
May have difficulty generalizing information from one setting to
another May not experience separation anxiety at the typical age of
8 12 months. May experience extreme auditory sensitivity. May use
an adults hand like a tool for accomplishing a task.
- Slide 121
- Attention Deficit- Hyperactivity Disorder (ADHD)
- Slide 122
- ADHD/ADD Early Indicators: The following list should serve as a
guideline to determine if further medical examination is warranted.
Not all children with ADD will exhibit these behaviors and not all
children with these behaviors will have ADD/ADHD. A good
developmental screening is important when considering any further
evaluation. If a child has had inconsistency in parenting, has
experienced traumatic events, or has delays in language development
they may exhibit many of the symptoms listed in the following
slides.
- Slide 123
- ADHD/ADD Infancy/Late Infancy Problems sleeping through the
night Short, sporadic naps during the day Excessive crying/colic
Ear infections/allergies/asthma Not interested in being held
Content when put down Difficulty bonding Cries when held Rapid or
delayed milestones Irritable in high stimulus settings Irritable
when routines change
- Slide 124
- ADHD/ADD Toddler Does not respond to normal behavioral controls
Difficulty in sharing/taking turns Inability to sit still or
sustain attention High incident of falling or accidents Clumsiness
Can be destructive with toys Trouble with playing with other
children, higher incident of biting, kicking, or pushing playmates
Does not like to be read to Fidgets when restrained or help for
more than a few minutes Can act as if driven by a motor
- Slide 125
- ADHD/ADD Preschool Always in motion Inability to sit sill or
sustain Clumsiness Coordination problems or delays Difficulty
following directions Seem as if they are not paying attention
Impulsive: grabs toys, acts before thinking Difficulty sharing and
taking turns Trouble waiting turn or standing in line Inappropriate
touching, poking of other children or intruding on others personal
space
- Slide 126
- ADHD/ADD Preschool Interrupts often Can be aggressive: hitting,
kicking or biting playmates Forgetful
http://add.about.com/cs/adhdinpreschool/a/earlyindicators.htm
- Slide 127
- Summary ADHD/ADD ADD/ADHD is a medical diagnosis, not an
education diagnosis (similar to ASD as a medical diagnosis) Many
children with ADD/ADHD do not require special education and may not
meet requirements for eligibility for special education
services
- Slide 128
- Cognitive Impairment/ Developmental Delay
- Slide 129
- Developmental Disability/Delay (DD) Developmental
Disability/Delay (DD) is present when functional aspects of a child
s development in one or more domains (gross/fine motor,
speech/language, cognition, social/personal, and activities of
daily living) are significantly delayed compared to the expected
level for age (25% from the expected rate or a discrepancy of 1.5
to 2 standard deviations from the norm)
- Slide 130
- Global or General Developmental Delay (GDD) Global or General
Developmental Delay (GDD) is a subset of DD defined as significant
delay in 2 or more developmental domains (reserved for children
less than 5 years old)
- Slide 131
- Cognitive Delay or Intellectual Impairment Mental Retardation
(MR)-a state of functioning beginning in childhood characterized by
limitations in intelligence and adaptive skills. Prevalence of
CD/MR in general population is 1-3% DSM-IV Criteria for MR (current
DSM V just released.2013): Significant sub-average intellectual
functioning Adaptive functioning deficit or impairment Onset before
18 years of age Cognitive impairment requires IQ testing (accurate
ages 5 yrs.) Mild50 to 70 IQ ( 70 is 2 SD from normal100)
Moderate40 to 50 Severe20 to 40 Profound