COURSE OUTLINE - Northampton Community...

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COURSE OUTLINE Course Number: EARL 222 Course Title: Supporting Young Learners of Diverse Abilities CATALOG DESCRIPTION:

Students learn about and apply evidence‐based practices to support each young

child’s diverse abilities (birth through five). They examine family centered

approaches that encourage the development and full participation of each child

by building a sequence of supports and services. Students understand evidence‐

based practices for referral, assessment, and development of individualized plans. Students explain and analyze how

reciprocal partnerships with family members and professionals support the full potential of children with diverse

abilities in home, program, and community settings. They identify community resources that can support children of

diverse abilities and their families. This course is designed for early childhood education professionals in the field who

have previous early childhood coursework and/or work experience. Child Abuse Registry, Criminal Background

Check, and FBI clearances are required. Up to 10 hours of field site assignments are embedded in the course. Also

available online. This course is not applicable to any associate degree, certificate, or diploma.

PREREQUISITES: TOTAL CREDITS: 3 LECTURE HOURS: 3 LAB HOURS: 0 Prepared by Instructor: Camille Catlett Date: April 2015 Date of Original Course: April 2015 Division Dean: Elizabeth Bugaighis, Ph.D. Education & Academic Success Division Date Outline Updated: N/A

General Education Foundational Course Categories

Intellectual & Practical Skills ___ Communication ___ Computer Literacy (C) ___ Information Literacy ___ Quantitative Literacy (QL) ___ Writing Intensive (WI) ___ Critical Thinking and Problem Solving Knowledge of Arts, Cultures and the Natural World ___ AH Arts & Humanities ___ SCI Science ___ SIT Societies & Institutions over Time ___ SSHB Scientific Study of

Human Behavior ___ D Diversity and Global Awareness Honors Section Available ___ Yes ___ No

1. What are the student learning outcomes of this course? (List 3 to 8 course outcomes.)

Upon completion of this course the student will:

1. Analyze the historical, legal, and philosophical foundations for early intervention and early childhood special education. 1a. Explain and analyze the evidence for the efficacy of early intervention for supporting young children (birth through five), with, or at risk for, disabilities. 1b. Describe and explain global perspectives on rights of children with disabilities.

2. Examine the importance of using person first language in all interactions. 2a. Explain and analyze the significance of using person first language when referring to individuals of diverse abilities.

3. Demonstrate an understanding of typical/atypical development, including appropriate approaches to referrals. 3a. Identify where early childhood professionals can access information about disabilities.

3b. Explain how diverse and complex characteristics including cultural, linguistic and socio‐economic diversity in families and communities can impact the development of children with diverse abilities.

4. Examine effective approaches for collaborating with families of children with diverse abilities using evidence based practices. 4a. Explain and analyze strategies that can be used to build positive reciprocal partnerships, communication and collaboration with diverse families to support the development and learning of each child. 4b.Explain and analyze evidence based practices that consider global perspectives and approaches that address stereotypes and biases.

5. Explain, analyze, and apply the Individualized Family Service Plans (IFSPs) and Individualized

Education Program (IEP) process.

5a. Explain, analyze, and apply strategies for collaborating with families and other professionals through sharing information, making decisions, identifying outcomes, and implementing effective programs as part of the IFSP process.

5b. Explain, analyze, and apply strategies for collaborating with families and other professionals through sharing information, making decisions, identifying outcomes, and implementing effective programs as part of the IEP process.

6. Explain, and apply inclusive practices for children of diverse abilities. 6a. Explain the definition and defining features of inclusion as put forward by the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC).

6b. Explain how the national definition of inclusion might apply in diverse settings (home, program, community). 6c. Apply evidence based inclusive practices to early childhood settings.

7. Demonstrate evidence‐based practices that support access to early childhood environments including Universal Design for Learning (UDL). 7a. Apply evidence based knowledge of developmental characteristics and multiple influences to create safe, healthy, respectful, and inclusive environments and opportunities that support each child’s growth, development and learning. 7b. Apply evidence based and developmentally appropriate approaches that support access, such as Universal Design for Learning (UDL) and assistive technology.

8. Demonstrate evidence‐based and developmentally appropriate approaches that support participation, such as Universal Design for Learning (UDL), peer supports, scaffolding, and embedded instruction. 8a. Apply evidence‐based Universal Design for Learning (UDL) and developmentally appropriate approaches to supporting participation, such as peer supports, scaffolding and embedded instruction, to support the development of each child.

Link the learning outcomes to course content and learning experiences (1) Using the table below, present a recommended sequenced topical (content) outline. (2) Link the content areas to the

course learning outcomes. (3) List suggested learning experiences for students. Feel free to expand the table to accommodate the course.

Student Learning

Outcome(s) Topics to cover Suggested learning experiences/assignments/activities

1. Analyze the historical, legal, and philosophical foundations for early intervention and early childhood special education.

1a. Explain and analyze the evidence for the efficacy of early intervention for infants, toddlers, and young children with, or at risk for disabilities.

1b. Describe and explain global perspectives on rights of children with disabilities.

Definitions and foundations for the course:

What is early intervention?

Why is early intervention important?

What is early childhood special education?

What is the appropriate terminology (e.g., special needs vs. Person‐first language)? Introduce IDEA and federal legislation enacting early intervention (Part B, Part C) and state implementation.

Overview of the historical perspective of services and supports for infants, toddlers, and young children. Importance of

Discussion Forum: What historical and legal evidence do we have for the importance of early intervention?

Discussion Forum: What evidence based findings do we have on the effectiveness of early intervention? Discuss the federally‐mandated components of preschool special education, highlighting differences from infant‐toddler services. Provide a brief history of ways in which preschool age children with disabilities have been supported . Show Early Childhood Intervention: The Power of Family http://www.opensocietyfoundations.org/multimedia/early‐childhood‐intervention‐power‐family

Read and analyze concepts: How Much Could We Improve Children's Life Chances by Intervening Early and Often? http://www.brookings.edu/~/media/research/files/papers/2014/07/improve_child_life_chances_interventions_sawhill/improve_child_life_chances_interventions_sawhill.pdf The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf

The Basics of Early Intervention http://www.parentcenterhub.org/repository/partc‐module1/

Early Intervention: Then and Now http://www.parentcenterhub.org/repository/ei‐history/

One of the United Nations Millennium Development Goals Convention on

intervening early for infants, toddlers, and young children (and especially children with, or at risk for delays or disabilities).

Overview of resources on ability diversity that are available to EC students at NCC Evaluate the quality of websites.

the Rights of Persons with Disabilitieshttp://www.un.org/millenniumgoals/education.shtml

http://www.un.org/esa/socdev/unyin/documents/children_disability_rights.pdf http://www.un.org/disabilities/convention/conventionfull.shtml CLAD Resource Packet Share that several course assignments will require finding online resources, which makes it important to understand how to evaluate the quality of websites

2. Examine the importance of using person first language in all interactions

2a. Explain and analyze significance of using person first language when referring to individuals of diverse abilities

What is people first language? Importance of person first language and the expectations for it to be used in all course interactions.

Discussion Forum: Why is it important to use person first language consistently in all communication? It’s the ‘Person First’ Then the Disability http://www.pacer.org/parent/php/PHP‐c31.pdf Show and discuss new information in video, Instead of Saying https://www.youtube.com/watch?v=stT_y77EWGw

Read and analyze concepts: Same and Different: Respect for All by Kathie Snow http://www.disabilityisnatural.com/images/PDF/samediff.pdf A Few Words About People First Language by Kathie Snow http://www.disabilityisnatural.com/images/PDF/pfl‐sh09.pdf

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Student Learning Outcome(s)

Topics to cover Suggested learning experiences/assignments/activities

3. Demonstrate an understanding of typical/atypical development, including appropriate approaches to referrals.

3a. Identify where early childhood professionals can access information about disabilities.

3b. Explain and analyze how diverse and complex characteristics including cultural, linguistic and socio‐economic diversity in families and communities can impact the development of children with diverse abilities.

Definition for

What is typical/atypical

development?

What are the early learning guidelines in your state? (Birth to 2 )

How do sensory processing issues affect young

children?

What is Response to

Intervention ( RTI)?

What is PBS?

Explanation of the multiple factors that can impact the development of children with diverse abilities.

Present perspective of multiple intelligences and the view that we each have areas of strength and areas in which we benefit from supports.

Pre‐referral and referral process of children with possible developmental delays (Early Intervention EI/IFSP/IEP). How do cultural and linguistic considerations impact the referral process?

What are the key components of a state child find process?

What are state, local, and national organizations that provide information about disabilities? Overview of disabilities affecting young children (0‐5).

How children develop an awareness of differences and similarities.

Discussion Forum: Explain what the following quote from Albert Einstein means in the context of working with young children.

Discussion Forum : How would you see using the information from this week’s readings and content in your ongoing work with young children?

Show video So Many Ways to Learn (http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/SoManyWaysToLearn_SA.asp)

Read and analyze concepts: Build from the In Brief reading to explain the multiple factors that can impact the development of children with diverse abilities http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_impact_of_adversity/ Pre‐referral and referral activities (include RTI & PBS) http://www.parentcenterhub.org/repository/partc‐module3/ Early Identification: How the Child Find Process Works http://www.specialeducationguide.com/early‐intervention/early‐identification‐how‐the‐child‐find‐program‐works/

ASSIGNMENT: Getting to Know Your State Each state has early learning guidelines for what is developmentally appropriate (sometimes called foundations or standards). Find a source for your state’s guidance.

Each state has procedures for how to refer a child about whom there are concerns for evaluation and assessment. Research and describe the process for referring a child in your state.

ASSIGNMENTS: Jigsaw Activity – Divide students up and assign each pair or trio one of the following categories:

Attention‐Deficit/Hyperactivity Disorder (AD/HD)

Autism Spectrum Disorders

Blind or Visually Impaired

Deaf and Hard of Hearing

Developmental Delay

Down Syndrome

Mental Health

Challenging Behaviors

Sensory Processing Disorder

For each category, students will need to find 1) websites that identify evidence‐based practices for supporting young children

with that type of disability and 2) organizations that support families of children with that type of disability. When all of the assignments are completed, assemble the pieces of the puzzle to provide a set of resources.

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Topics to cover Suggested learning experiences/assignments/activities

4. Examine effective approaches for collaborating with families of children with diverse abilities using evidence based practices.

4a. Explain and analyze strategies that can be used to build positive reciprocal partnerships, communication and collaboration with diverse families to support the development and learning of each child. 4b.Explain and analyze evidence based practices that consider global perspectives and approaches that address stereotypes and

biases.

Definitions of family‐centered and the guiding principles:

What is collaboration?

What are partnerships?

What is inter‐agency collaboration?

What does an early intervention teacher do?

What does an occupational therapist do with children?

What does a speech therapist do with children in early intervention?

What does a physical therapist do with children in early intervention?

Family‐centered communication. Effective practices for supporting families with diverse cultures, languages, experiences and priorities. Building collaborative relationships and effective teamwork with all early intervention partners. Global perspective of children with diverse abilities.

Discussion Forum: Watch Video 4.4 from CONNECT Module 4. Comment on the family‐centered communication strategies you observed in the video. Which of these are strategies you could use in your work?

Discussion Forum: Discuss important considerations for building effective collaboration with families who are culturally and linguistically diverse

Video Illustrations: Communication Strategies Observation Checklist to be used while watching videos 3.3 – 3.5 from CONNECT Module 3

Read and analyze concepts: Asking the right questions in the right ways: Strategies for ethnographic interviewing http://www.asha.org/Publications/leader/2003/030429/f030429b.htmWork by the United Nations to change attitudes and approaches to persons with disabilities http://www.un.org/disabilities/default.asp?navid=15&pid=150 . ASSIGNMENTS: What Do You See? Watch three videos from CONNECT Module 4 (4.8, 4.9, 4.10). Complete a Communication Strategies Observation Checklist for each video. Summarize what you noticed and comment on what would have made each interaction a more effective and reciprocal interaction. Watch video of interaction that is not family‐centered (e.g., The IFSP Meeting from Delivering Family‐Centered Home Based Services) with checklist of family‐centered practices. Discuss what was not family‐centered. Watch CONNECT Video 4.4 and use the Checklist to identify ways in which this video reflects effective partnership. Watch video of interaction that is family‐centered (e.g., Jacob’s Story from Just Being Kids) with checklist of family‐centered practices. Discuss the family‐centered practices. Draw handouts, discussion guides and video clips from CONNECT Module 4 and the Special Quest Building Relationships with Families module to address effective practices for Supporting families with diverse cultures, languages, experiences and priorities. Share the Checklist of Effective Partnership with Families (Catlett, 2014) and discuss the four areas that are essential to collaboration.

Family Field Experience Locate a family who have a child with a diagnosed disability and is between the ages of six months and 4‐1/2 years. Share with the family that you will be interacting with them on several occasions to discuss their experiences in early intervention. The assignment has two parts: 1) the interview component and 2) the request component.

For the interview component, students will use a set of thoughtfully worded questions to guide their conversation with the family. Questions

should address positive and negative family experiences with

the evaluation/diagnosis process

early intervention providers and professionals

inclusion

the use of family routines in the early intervention program

finding services and supports for their child and family For the request component, students will ask their family to identify something they want more information about. It may be a type of therapy or it may be information about inclusive child care programs in the area. Students will be expected to find resources or details that will respond to the area that the family is interested in.

Backwards Brainstorming: Read the attached vignette and respond to the requests at the bottom of the page under Backwards Brainstorming. Use handouts, discussion guides and video clips from the Special Quest Collaboration and Teaming Module to address early intervention partners, building collaborative relationships, and models of effective teamwork.

Learn Your Community: Identify resources in your community to support children of diverse abilities and their families including: • accessible playground(s) • low cost or no cost interpretation and translation services • pediatricians or pediatric dentists that work with children with significant disabilities Family Support Groups • respite care a family with a child with a disability

Student Learning

Outcome(s) Topics to cover

Suggested learning experiences/assignments/activities

5. Explain, analyze, and apply the Individualized Family Service Plans (IFSPs) and Individualized Education Program (IEP) process

5a. Explain, analyze, and apply strategies for collaborating with families and other professionals through sharing information, making decisions, identifying outcomes, and implementing effective programs as part of the IFSP process

5b. Explain, analyze, and apply strategies for collaborating with families and other professionals through sharing information, making decisions, identifying outcomes, and implementing effective programs as part of the IEP process.

Definitions of IFSP/IEP and the key terms

What are IFSP/IEP?

What are the components necessary in IFSP/IEP?

When is an IFSP/IEP required?

What is the IFSP/IEP process?

Overview of demographics Evaluate your personal learning style Important questions to ask families to support their child’s learning. Importance of engaging, supporting and communicating with families in all aspects of the IFSP/IEP process, including how to address and respect their culture, language, and preferences of the family. Implementing IFSP / IEP goals What are the Transitions for children with IFSP/IEP and their families?

premature or have other developmental/medical challenges from the hospital to home

IFSP to IEP (Early Intervention to Preschool)

Preschool to Kindergarten

Screening, evaluation, and authentic assessment in Early Intervention.

Discussion Forum: Reflect what you know about yourself as a learner – how you like to learn (e.g., orally, verbally, in quiet, with music). How can insights about how you like to learn help you to each child’s learning?

Discussion Forum: Based on the information in the article Asking the Right Questions in the Right Ways, list five essential thoughtful questions every teacher should ask a family to learn key facts about how to support their child.

Discussion Forum: Watch Video 1.12: Routine in a program – rolling with friends. Some programs pull children with disabilities out of the classroom for their therapy services. Discuss the benefits for Jake of receiving integrated services? What are the benefits for Jake’s classmates of him staying with them? (perhaps put in Inclusion learning objective?)

Discussion Forum: Transitions are part of the educational process for all children (e.g., the transition from home or preschool or childcare to kindergarten). What are additional considerations to keep in mind when children with disabilities are transitioning?

Read and analyze concepts: What is the difference between and IFSP and an IEP? http://www.pacer.org/parent/php/PHP‐c59.pdf Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities http://nectac.org/~pdfs/knowledgepath/ifspoutcomes‐iepgoals/Key_Principles_IEP_Process.pdf

Share content in Preschool Inclusion: Together from the Start http://www.spannj.org/resources/SPAN_Inclusion_Mini‐conference.pdf Show videos from Special Quest to illustrate the points above.

Discuss the importance of using authentic assessment practices that include collaboration with family members. Discuss ways to use formative assessment that is informed by observation, conversation, as well as the use of formal assessment tools, as appropriate. Watch Authentic Assessment in Early Intervention to underscore these ideas. (http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/AuthenticAssessInEI_SA.asp)

Discuss screening, evaluation, and assessment procedures, using Building the Legacy for Our Youngest Children with Disabilities Module 4

Share sequence of PowerPoints, handouts, and videos from the Head Start Center for Inclusion’s IEP Module to address content on 1) what an IEP is and who is involved in creating it, 2) the link between the IEP and a child’s participation in an preschool setting, and how to use an IEP in the classroom with regard to planning activities for the child with diverse abilities. Watch Nolan’s Story from Just Being Kids) and discuss the family routines that were built upon to support Nolan’s IFSP goals and his family.

ASSIGNMENT:

State Scavenger Hunt Part 2 Find the answers to the following questions in your state.

What is 619?

Does your state have a state IEP form?

How does your state define inclusion?

How does your state define eligibility for 619 services?

Where is your state’s 619 agency located?

Who is your state’s 619 Coordinator?

Backwards Brainstorming: Watch The Assessment That Never Happened (video) from Delivering Family‐Centered Home‐Based Early Intervention Services. Based on what you have learned about effective approaches to collaboration, communication, and gathering information, list all the things you would have done differently to make this assessment effective and productive for the family.

Integrating IFSP Goals Use Classroom Matrix with a vignette to demonstrate ways to integrate IFSP goals into daily family routines

Integrating IEP Goals Use Classroom Matrix with a vignette to demonstrate ways to integrate IEP goals with classroom practices/curriculum.

Supporting Tamiya’s Adjustment. Think about what you know about Tamiya. Now envision the setting to which she is transitioning. Think about the activities she will participate in each day – play, movement from area to area, snack, etc. Describe ways in which you would support Tamiya’s transition to the new classroom. Include materials you would use, adjustments to the environment, ways to collaborate with her family, etc. NOTE: Handout 2.13: Examples of Classroom Arrangements to Support Tamiya’s Adjustment (Tamiya is under 3) (http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT‐Handout‐2‐13.pdf) has examples that can be used to structure this assignment. Use the materials from CONNECT Module 5 to

highlight evidence‐based transition practices. Trace the dilemma faced by Tamiya’s family with regard to her upcoming transition, and use module materials to illustrate effective practices.

Student Learning

Outcome(s) Topics to cover Suggested learning experiences/assignments/activities

6. Explain, and apply inclusive practices for children of diverse abilities.

6a. Explain the definition and defining features of inclusion as put forward by the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC).

6b. Explain how the definition of inclusion might apply in diverse settings (home, program, community.)

6c. Apply evidence based inclusive practices.

Overview of the definition and applications of inclusion.

What is natural environment and routines? What is least restrictive environment?

Define access, participation and support.

Inclusion needs to be considered in home, program, and community contexts.

Importance of identifying and using routines to support children of diverse abilities and incorporate into IEP goals. Application of IFSP/IEP goals in Inclusion environments.

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Discussion Forum: Think about the Friendship, Inclusion, and Learning video. Discuss the benefits of inclusion for the self‐esteem, the learning, and the sense of belonging for Evelynn AND for Jadyn. Discuss the importance of focusing on goals that are relevant to the child and family, as well as measurable. Connect the conversation to My Other Brother Darryl. Discussion Forum: Read and discuss your reactions to How Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story http://ici.umn.edu/products/impact/221/9.html

Discussion Forum: What do you remember about children with disabilities in your elementary and high school classes? Were there any? Were they in the same classes? Different classes? What do you remember about how were they treated?

Share sequence of PowerPoints, handouts, and videos from the Head Start Center for Inclusion’s IEP Module to address content on 1) what an IEP is and who is involved in creating it, 2) the link between the IEP and a child’s participation in an preschool setting, and how to use an IEP in the classroom with regard to planning activities for the child with diverse abilities. Use materials from the CONNECT Foundations of Inclusion video Training Curriculum to provide an overview of the definition and applications of inclusion Site for A P S foundation. Ask participants to complete a True/False quiz based on research facts from Research Synthesis Points. Debrief the quiz by reviewing the synthesis points one by one.

Read and analyze: Share content in Preschool Inclusion: Together from the Start http://www.spannj.org/resources/SPAN_Inclusion_Mini‐conference.pdf Show videos from SpecialQuest to illustrate the points above Discuss the many components of inclusion that go beyond location. Show Shane’s Inspiration (http://www.shanesinspiration.org/) to underscore that inclusion needs to be considered in home, program, and community contexts. Use resources from Project TaCTICS Module 3 to support content related to identifying routines, using routines to support children of diverse abilities Use resources from CONNECT Module 1 to discuss the importance of integrating IEP goals into daily activities and routines.

Watch Video 1.16: Routine in a program – reading at circle time and discuss how a routine (book reading) became a vehicle for supporting one child’s IEP goal

ASSIGNMENTS:

Natural RoutinesPart 1. Make a list of the routines in your life. Be sure to think about both personal and professional contexts. Also think about the frequency of those routines (e.g., daily, weekly)

Part 2. Identify a classroom in your community that provides services to preschoolers. If possible, find a classroom that is inclusive. Talk with the teacher (by phone or email) to identify the routines that occur and the frequency of those routines. Arrange a time to visit at which you will be able to view several routines. Plan on staying at least an hour.

Part 3. Using the chart provided, identify the knowledge and skills that are being developed through each routine.

Part 4. Imagine that two children in the classroom have different abilities: one has difficulty producing sounds correctly and is receiving speech therapy services and one has a learning disability that makes it challenging to pay attention for an extended period of time. Use the chart provided to identify ways you might use the routines of this classroom to support each child.

Student Learning

Outcome(s) Topics to cover

Suggested learning

experiences/assignments/activities

7. Demonstrate evidence‐based practices that support access to early childhood environments for children of diverse abilities including Universal Design for Learning (UDL).

7a. Apply evidence based knowledge of developmental characteristics and multiple influences to create safe, healthy, respectful, and inclusive environments and opportunities that support each child’s growth, development and learning 7b. Apply evidence‐based and developmentally appropriate approaches that support access, such as Universal Design for Learning(UDL) and assistive technology

What is Universal Design for Learning (UDL)?What are the principles? Examples of UDL application? Connections to the definition of inclusion, practices that support access, and practices that support full participation Three components of Developmentally Appropriate Practices – Developmentally, Culturally/Linguistically, and Individually Appropriate. What is Assistive technology? How does Assistive Technology support the learning and development of all children? Considerations for children at varying range of abilities (cognitive, creative, gifted)

Review the content of ResearchSynthesis Points on Quality Inclusive Practices, highlighting the connections to the definition of inclusion, practices that support access, and practices that support full participation. CAST www.cast.org Show the dilemma videos from CONNECT Module 5 to set the stage for discussing Assistive Technology. Use CONNECT Module 5 materials to highlight evidence‐based practices, tools to support teachers and families, and the ways in which assistive technology can support children of diverse abilities.

Read and analyze: Use key points from this article to provide an overview of key UDL concepts. Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3‐13 http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf Show Building Inclusive Childcare Universal Design for Learning to underscore these points. http://www.northampton.edu/Early‐Childhood‐Education/Partnerships/Building‐Inclusive‐Child‐Care.htm ASSIGNMENTS:

Complete Activity 5.6a: Describe strategies to help children use assistive technology http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT‐Activity‐5‐6a.pdf Tots and Tech Tnt.asu.edu Resources to Support Children who

are Gifted Identify websites and programs in your area that would be helpful to a family that has a preschool age child who is gifted.

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Topics to cover Suggested learning experiences/assignments/

activities

8. Demonstrate evidence‐based and developmentally appropriate approaches that support participation, such as peer supports, scaffolding, Universal Design for Learning (UDL) , and embedded instruction 8a. Apply evidence‐based Universal Design for Learning (UDL)and developmentally appropriate approaches to supporting participation, such as scaffolding and embedded instruction, to support the development of each child

How does UDL support participation of children with diverse abilities? Evidence‐based and developmentally appropriate approaches to integrate the goals/needs of a child with disabilities in an inclusive classroom. Evidence‐based practices and tools to support teachers and families and embedding instruction to support participation for children of diverse abilities. How can Family‐centered principles support participation? , What are peer supports? What is scaffolding?

Discussion Forum: As you think about using embedded learning with a young child who has a different home language, what additional supports might you want to put in place to ensure that child’s full participation?

Discussion Forum: Think about the different evidence based practices you’ve learned about in this course related to supporting children and families. Discuss which of them you see as useful or effective for any family, including those who do not have a child with a disability.

Video Illustrations: Use the video dilemma from CONNECT Module 1 to illustrate the dilemma of integrating the goals/needs of a child with disabilities in an inclusive classroom.

Use CONNECT Module 1 materials to highlight evidence‐based practices, tools to support teachers and families, and the ways in which embedding instruction can support children of diverse abilities and their peers as well. Emphasize how environmental modifications and peer supports are important components of supporting the full participation of a child with different abilities.

Review key points from each of the previous segments of this course, including family‐centered practices, incorporating IEP goals within early childhood settings, and evidence‐based practices for supporting access to and participation in learning.

Watch the IFSP Meeting (video) from Delivering Family‐Centered Home‐Based Early Intervention Services. Based on what you have learned about family‐centered services and supports, effective communication, and productive IFSP meetings, list all the things you would have done differently to make this meeting effective and productive.

Complete UDL Checklist

Read and analyze: Developmental Disabilities Across Cultures

http://www.kidsnewtocanada.ca/mental‐health/developmental‐disability

Barriers and Solutions in Involving Culturally and Linguistically Diverse Families in the IFSP/IEP Process http://organizations.bloomu.edu/connect/Spring%202011/Barriers%20Solutions.pdf www.cast.org www.tnt.asu.edu

ASSIGNMENTS:

Using Adaptations Develop a scenario in which young children in a PreK classroom, which includes several children with learning disabilities and challenging behaviors, are pushing and shoving each other as they all move from one activity (e.g., circle) to another, such as outdoor play. Using the Adaptation Notes form from CARA’s Kit, complete all the boxes, providing strategies for adapting the environment, the instructions, etc. to yield peaceful transitions.

Supporting Rose Identify ways in which you will support Rose to be successfully included in her preschool classroom. Include strategies for supporting her access to and full participation in all the routines of a PreK classroom and strategies for how you will both communicate and collaborate with Rose’s family. For each strategy you propose, identify evidence sources from the materials in this course to support why that would be an effective practice to use.

Provide a brief (1-2 paragraphs) narrative explanation that elaborates on the content of this table. Feel free to attach a recommended course schedule/weekly agenda as an appendix.

The sequence of instruction offered in this course derives from multiple sources, each of which factors directly into both the knowledge acquisition and knowledge application required of students. First, the course is organized around evidence‐based, strengths‐based, culturally responsive, and inclusive practices identified in position statements of the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children. Second, this course is grounded in guidance provided by state early learning standards (for infants/toddlers and for Pre‐K). Third, the sequence of content (concerns→ referral→ evaluation/assessment→ developing, implementing and evaluating plans) is designed to move students from the philosophical underpinnings of early intervention into practical, evidence‐based approaches to supporting each young learner in inclusive early childhood settings. Another key concept undergirding this course is the importance of developing a repertoire of evidence‐based practices for engaging families in collaborative relationships for purpose of supporting their child/children. Rather than reading articles that reinforce stereotypes about what Latino families or African‐American families are like, this course will feature weekly practice related to resolving dilemmas of daily practice. Through real experiences with families, multiple perspectives through video clips, and weekly conversations about resolving differences, students will leave with a repertoire that will be useful with many families in multiple settings.

2. cont. How will each learning outcome be assessed? Link the learning outcomes to assessment.

Student Learning Outcome Suggested Assessment Methods Analyze the historical, legal, and philosophical foundations for early intervention and early childhood special education

● Class discussion● Readings ● Discussion Forum: Evidence for Effectiveness of Early Intervention

Examine the importance of using person first language in all interactions

● Class discussion● Online ac vi es ● Readings Discussion Forum: Person First Language

Demonstrate an understanding of typical/atypical development, including appropriate approaches to referrals

● Class discussion ● Readings ● Discussion Forum: Individual Learning ● Discussion Forum: Applying the concepts ●Assignment 1: Jigsaw Activity DUE: Week 3 ●Assignment 2: State Early Intervention Definitions Scavenger Hunt DUE: Week 4 ●Assignment 3: Where are the Children? DUE: Week 4 ●Assignment 4: State Part C/619 Scavenger Hunt DUE: Week 5 ●Assignment 10: Getting to Know Your State DUE: Week 10

Examine effective approaches for collaborating with families of children with diverse abilities using evidence based practices

● Class discussion ● Readings ● Video illustra ons ● Discussion Forum: Family Centered Communication Strategies ● Discussion Forum: Building Collaborative Relationships with families who are culturally and linguistically diverse ●Assignment 5: What Do You See? DUE: Week 6 ●Assignment 6: Family Field Experience DUE: Week 13 ●Assignment 8: Backwards Brainstorming DUE: Week 10 ●Assignment 9: Learn Your Community DUE: Week 9

Explain, analyze, and apply the Individualized Family Service Plans (IFSPs) and

● Class discussion ● Online ac vi es ● Video assignments

Individualized Education Program (IEP) process

● Discussion Forum: Thoughtful Questions● Discussion Forum: Integrated Services ● Discussion Forum: Transitions ●Assignment 11: Backwards Brainstorming DUE: Week 11 ●Assignment 12: Integrating IFSP Goals DUE: Week 12 ●Assignment 13: Integrating IEP Goals DUE: Week 12 ●Assignment 14: Supporting Tamiya’s Adjustment DUE: Week 13

Explain, and apply inclusion for children of diverse abilities

● Class discussion● Online ac vi es ● Video assignments ● Discussion Forum: Friendship and Inclusion ● Discussion Forum: Dillon’s Story ● Discussion Forum: Inclusion Past and Present

●Assignment 7: Natural Routines DUE: Week 10

Demonstrate evidence‐based practices that support access to early childhood environments for children of diverse abilities including Universal Design for Learning (UDL).

● Class discussion ● Online ac vi es ● Video assignments ●Assignment 15: Activity 5.6a Assistive Technology DUE: Week 14 ●Assignment 16: Resources to Support Children Who Are Gifted DUE: Week 14

Demonstrate evidence‐based and developmentally appropriate approaches that support participation, such as Universal Design for Learning(UDL), peer supports, scaffolding, and embedded instruction

● Class discussion ● Online activities ● Video assignments ● Discussion Forum: Embedded Learning ● Discussion Forum: Evidence‐Based Practices ●Assignment 17: Using Adaptations DUE: Week 15 ●Assignment 18: Supporting Rose DUE: Week 16

1

Please include a brief (1-2 paragraphs) narrative explanation that elaborates on the content of the table above. Include which assessments would be included in the student’s final grade and the recommended percentages. The final grade will include regular participation in the discussion forum and the completion of a variety of online activities, including a self‐assessment (pre/post) and partnering with other students. Students will have opportunities to explore websites, readings, videos, and discuss content areas related to culture and diversity while demonstrating proficiency in understanding of services and supports for young children of diverse abilities and their families. Students will become aware of community resources to help support and advocate for families and children. The assignments for this course will be weighted as follows: Assignments Required and Weight of Each in Determining Final Grade:

1. State Legal Perspectives of Early Intervention – 10% 2. Family Field Experience – 10% 3. Knowledge of IFSP Process and Integrating Goals – 5% 4. Knowledge of IEP Process and Implementing Goals –5% 5. Inclusive Classrooms – 5% 6. Universal Design for Learning (UDL) Environments – 5% 7. Assistive Technology for All Children – 5% 8. Resources to support Children of diverse abilities – 5% 9. Transition Experiences – 5% 10. Video Illustration Analysis – 10% 11. Field/case study Applications – 10% 12. Weekly Assignments – 10% 13. Discussion Forum – 15%

3. Describe and explain recommended classroom methods or teaching approaches an instructor could use to facilitate student learning in this course.

Learning is connected to prior knowledge, expanded through the use of multiple perspectives and experiences, and layered across this course so students’ knowledge acquisition and knowledge application align with student learning outcomes and program standards. The Teaching and Learning Cycle sets forth a learning process that enables students to build and express knowledge using multiple perspectives, apply skills and display attitudes that reflect the program’s mission and achieve the program standards. Faculty facilitate this experience by providing a stimulating environment (in class and online) that inspires inquiry, focuses attention, creates links to prior learning, and fosters a climate of support and respect. Each instructor provides class outcomes linked to course outcomes and program standards that are linked with NAEYC, DEC and PA Para standards.

Faculty members can support student progress by asking questions to scaffold learning and require students to use professional language and supportive skills. The nature of this course also requires students to examine themselves, their personal culture, and ideas they have about others as precursors to discovering ways to be confident, comfortable and capable to support each child and their family. An example is the self‐assessment that will be administered in the beginning of the course (pre) and again at the end of the course (post) to discern growth and change.

Other teaching methods include the following:

Discussion Forum: Students are engaged in appropriate content based discussion that is facilitated by the instructor. Differing formulas (individual responses, paired responses, team responses) can yield different levels of impact. Students are encouraged to use professional and new vocabulary during discussions and the instructor extends student learning through questioning and suggest further resources for more information.

Reference Resources: Students use what they read/see in the required text, videos, articles both assigned and researched on their own, and websites explored. They apply what they have read to further their

discussions in Discussion Board and in written assignments.

Assignment Feedback: The instructor will give feedback on all assignments in the Grade Book sections of

Black Board.

4. Link the course learning outcomes to the student’s larger educational experience at NCC. Do the student learning outcomes for this course link to (select all that apply):

(A) General Education outcomes (complete section A below); (B) Program outcomes (complete section B below); x or (C) They can stand alone and do not relate to A or B (go on to #6).

Note: Some courses meet both General Education (A) and Program Outcomes (B). If so, complete (A) & (B) below. (A) General Education outcomes (Check all that apply to this course. Add course learning outcomes next to the appropriate GE outcome. A complete list of GE core outcomes can be found in the addendum attached and in the college catalog.)

Knowledge of Arts, Cultures & the Natural World

Student Learning Outcomes

ARTS & HUMANITIES Students should understand both the

creative process and how works of human imagination and thought from diverse cultures, places, and times express varieties of human experience.

SOCIAL SCIENCE Students will demonstrate knowledge

Societies and Institutions Over time (SIT) and the Scientific Study of Human Behavior (SSHB).

SCIENCE Students will demonstrate a working

knowledge of scientific principles and concepts and be able to apply them to daily situations.

DIVERSITY AND GLOBAL AWARENESS Students will demonstrate an

understanding of human diversity and an awareness of global issues through analysis of arts, histories, cultures, geographies, economics, medicine, scientific data and/or institutions

Intellectual and Practical Skills COMMUNICATION Students will present and support ideas in

an organized and coherent manner consistent with the intended audience and purpose in both speaking and writing.

COMPUTER LITERACY Students will use computer technology as

a tool for communication and productivity both professionally and personally.

INFORMATION LITERACY Students will demonstrate research skills in

gathering, evaluating, and using information.

QUANTITATIVE LITERACY Students will interpret and analyze

quantitative data to solve problems. CRITICAL THINKING AND PROBLEM

SOLVING

Students will think critically and propose solutions to open-ended problems.

(B) Program outcomes – please list as printed in the current college catalog

If this course fulfills the requirements for a particular major or area of study, then indicate how each course outcome directly links with the program‐level outcomes presented in the college catalog. Using the table below, list the specific program‐level outcomes next to each course learning outcome.

Course Student Learning Outcome Aligns with Program

Standard(s)

5. If this course is designated as a writing intensive course, complete this section. If not, proceed to section 6.

6. What instructional resources will be used? Include texts, lab manuals, study guides, software and all other required materials and supplies or library sources.

Required Resources:

How Much Could We Improve Children's Life Chances by Intervening Early and Often? http://www.brookings.edu/~/media/research/files/papers/2014/07/improve_child_life_chances_interventions_sawhill/improve_child_life_chances_interventions_sawhill.pdf

It’s the ‘Person First’ Then the Disability http://www.pacer.org/parent/php/PHP‐c31.pdf

The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf

6 Criteria for Websites http://libraries.dal.ca/using_the_library/evaluating_web_resources/6_criteria_for_websites.html

In Brief: The Impact of Early Adversity on Children’s Development http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_impact_of_adversity/

Developing multiple intelligences in young learners http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=251



7 Key Principles: Looks Like/Doesn’t Look Like http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities http://nectac.org/~pdfs/knowledgepath/ifspoutcomes‐iepgoals/Key_Principles_IEP_Process.pdf

Friendship, Inclusion and Learning http://www2.cde.state.co.us/media/resultsmatter/RMSeries/FriendshipInclusionAndLearning.asp

Family‐Centered Services: Guiding Principles and Practices for the Delivery of Family‐Centered Services https://www.educateiowa.gov/sites/files/ed/documents/Family%20Centered%20Services.pdf Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Kaczmarek, L. (2006). Supporting families of children with disabilities in inclusive programs. http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdf

Natural Environments: A Letter From a Mother to Friends, Families, and Professionals http://yec.sagepub.com/content/5/3/21.full.pdf+html .

Developmental Disabilities Across Cultures http://www.kidsnewtocanada.ca/mental‐health/developmental‐disability

Barriers and Solutions in Involving Culturally and Linguistically Diverse Families in the IFSP/IEP Process http://organizations.bloomu.edu/connect/Spring%202011/Barriers%20Solutions.pdf

Early Identification: How the Child Find Process Works http://www.specialeducationguide.com/early‐intervention/early‐identification‐how‐the‐child‐find‐program‐works/

Become Friendly with Special Education http://www.sau41.org/student_services/Become%20Friendly%20with%20Special%20Education.pdf

What is the difference between and IFSP and an IEP? http://www.pacer.org/parent/php/PHP‐c59.pdf

Asking the right questions in the right ways: Strategies for ethnographic interviewing http://www.asha.org/Publications/leader/2003/030429/f030429b.htm

Gathering and Using Information That Families Share http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/cultural‐linguistic/docs/dll_background_info.pdf

Research Synthesis Points on Quality Inclusive Practices http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI‐ResearchSynthesisPointsInclusivePractices‐2011_0.pdf

Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3‐13 http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Same and Different: Respect for All by Kathie Snow http://www.disabilityisnatural.com/images/PDF/samediff.pdf ???? A Few Words About People First Language by Kathie Snow http://www.disabilityisnatural.com/images/PDF/pfl‐sh09.pdf

Instructor Resources: See Appendix A: Course Calendar below

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APPENDIX A: COURSE CALENDAR

Supporting Young Learners of Diverse Abilities

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Topic Reading and Print

Materials Learning Experiences Assignments Instructional Resources

1

● Introduction to Blackboard and the course ● Review of expectations and responsibilities Foundations for the course

What is early intervention? And why is it important?

Terminology (e.g., special needs) Person‐first language

Importance of intervening early for infants, toddlers, and young children (and especially children with or at risk for delays or disabilities)

Overview of resources on ability diversity that are available to EC students at NCC‐ (CLAD resource packet)

How Much Could We Improve Children's Life Chances by Intervening Early and Often? http://www.brookings.edu/~/media/research/files/papers/2014/07/improve_child_life_chances_interventions_sawhill/improve_child_life_chances_interventions_sawhill.pdf

It’s the ‘Person First’ Then the Disability http://www.pacer.org/parent/php/PHP‐c31.pdf

The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf

6 Criteria for Websites http://libraries.dal.ca/using_the_library/evaluating_web_resources/6_criteria_for_websites.html

Share that several course assignments will require finding online resources, which makes it important to understand how to evaluate the quality of websites.

Discuss the importance of person first language and the expectations for it to be used in all course interactions.

Building from the readings, summarize the evidence base for the importance and efficacy of early intervention. Show Early Childhood Intervention: The Power of Family http://www.opensocietyfoundations.org/multimedia/early‐childhood‐intervention‐power‐family

Complete Give it a Go 1.1 self‐reflection (Pletcher & Youngren, p. 12)

Discussion Forum: What evidence do we have for the importance and effectiveness of early intervention?

Verify Email

Complete & Submit Student Information Form

Submit Course Expectations

Pennsylvania Early Learning Standards for Infants and Toddlers. Retrieved from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Infant%20Toddler%202010.pdf

Pennsylvania Early Learning Standards for PreKindergarten. Retrieved from http://www.pakeys.org/uploadedContent/Docs/PD/Standards/Pre‐Kindergarten%202010.pdf

Individuals with Disabilities Education Act (IDEA) http://ectacenter.org/idea/idea.asp

Chapter 4226: Early Intervention Services http://www.pacode.com/secure/data/055/chapter4226/chap4226toc.html

Chapter 14: Special Education Services and Programs http://www.pacode.com/secure/data/022/chapter14/chap14toc.html

Pletcher, L. C., & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Paul Brookes.

DEC Recommended Practices online at http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC%202014%20Recommended%20Practices.pdf

The Outcomes of Early Intervention for Infants and Toddlers with Disabilities and their Families http://www.nectac.org/~pdfs/pubs/outcomesofearlyintervention.pdf

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Learning About Different Abilities ● Viewing each young learner as exceptional ● causes of exceptionalityreconsider use of this term ● how children develop an awareness of similarities and differences ● multiple intelligences

In Brief: The Impact of Early Adversity on Children’s Development http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_impact_of_adversity/

Developing multiple intelligences in young learners http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=251

Present major causes of exceptionality and common types of disability

Build from the In Brief reading to explain the multiple factors that can impact the development of children with diverse abilities

Present how children develop an awareness of differences and similarities

Present perspective of multiple intelligences and the view that we each have areas of strength and areas in which we benefit from supports. Show video So Many Ways to Learn (http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/SoManyWaysToLearn_SA.asp)

Discussion Forum: Explain what the following quote from Albert Einstein means in the context of work with young children.

Jigsaw Activity – Divide students up and assign each pair or trio one of the following categories:

Attention‐Deficit/Hyperactivity Disorder (AD/HD)

Autism Spectrum Disorders

Blind or Visually Impaired

Deaf and Hard of Hearing

Developmental Delay

Down Syndrome

Fragile X

Learning Disabilities

Mental Health and Challenging Behaviors

For each category, students will need to find 1) websites that identify evidence‐based practices for supporting young children with that type of disability and 2) organizations that support families of children with that type of disability.

When all of the assignments are completed, assemble the pieces of the puzzle to provide a set of resources.

Pletcher, L. C., & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Paul Brookes.

Learning about Different Abilities and Fairness. In L. Derman‐Sparks & J. Olsen Edwards. (2010). Anti‐bias education for young children and ourselves. Washington, DC: NAEYC.


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Topic Reading and Print Materials Learning Experiences Assignments Instructional Resources

3

Underpinnings of early Intervention in the US (Part 1) ‐history ‐federal legislation ‐definitions ‐demographics (national, state, local)



7 Key Principles: Looks Like/Doesn’t Look Like http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

Overview of the history of services and supports for infants, toddlers, and young children (Resource 2)

Overview of the federal legislation (Resource 1)

Definitions of key terms (Resource 1)

Match Em Up Activity (Resource 1)

Overview of demographics (Resource 6)

Discussion Forum: Reflect what you know about yourself as a learner – how you like to learn (e.g., orally, verbally, in quiet, with music). How can insights about how you like to learn help you to each child’s learning?

State Scavenger Hunt Find your state’s definition/ explanation for each of the following words/phrases that are defined in IDEA:

consent

developmental delay

early intervention services

infant or toddler with a disability

multidisciplinary

native language

natural environments

prior written notice

service coordination services

Where are the children in our state? Using online resources, find 1) the number of children under age five with disabilities in your state, 2) the percentage of preschool age children who receive services in inclusive settings.

1. Module 1: The Basics of Early Intervention http://www.parentcenterhub.org/repository/partc‐module1/

2. Twenty‐Five Years of Progress in Educating Children With Disabilities Through IDEA http://www2.ed.gov/policy/speced/leg/idea/history.pdf

3. The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf

4. Parallels in Time (history of developmental disabilities) http://www.mnddc.org/parallels/index.html

5. 36th Annual Report to Congress http://www2.ed.gov/about/reports/annual/osep/2014/parts‐b‐c/index.html

7. Foundations of Early Intervention http://www.nectac.org/wamodules/foundations.asp

The IFSP Process: Referral Through Program Evaluation http://www2.ku.edu/~ksk its/ta/Packets/WritingFamily_GuidedPDF/IFSPPr

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Topic Reading and Print Materials Learning Experiences Assignments Instructional Resources

4

Underpinnings of early Intervention in the US (Part 2) ‐Section 619/ preschool

Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities http://nectac.org/~pdfs/knowledgepath/ifspoutcomes‐iepgoals/Key_Principles_IEP_Process.pdf

Friendship, Inclusion and Learning http://www2.cde.state.co.us/media/resultsmatter/RMSeries/FriendshipInclusionAndLearning.asp

Provide a brief history of ways in which preschool age children with disabilities have been supported (Resource 1)

Discuss the federally‐mandated components of preschool special education, highlighting differences from infant‐toddler services (Resource 3)

Share content in Preschool Inclusion: Together from the Start http://www.spannj.org/resources/SPAN_Inclusion_Mini‐conference.pdf

Show videos from SpecialQuest to illustrate the points above.

Discussion Forum: Think about the Friendship, Inclusion, and Learning video. Discuss the benefits of inclusion for the self‐esteem, the learning, and the sense of belonging for Evelynn AND for Jadyn.

State Scavenger Hunt Part 2 Find the answers to the following questions in your state.

What is 619?

Does you state have a state

IEP form?

How does your state define

inclusion?

How does your state define

eligibility for 619 services?

Where is your state’s 619

agency located?

Who is your state’s 619

Coordinator?

1. Twenty‐Five Years of Progress in Educating Children With Disabilities Through IDEA http://www2.ed.gov/policy/speced/leg/idea/history.pdf

2. Special Quest Modules: Preschool Inclusion http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Orientation/specialquest‐training‐library/training‐library.html

Session 1 : Preschool Inclusion: Laying the Groundwork for Success

Session 2 : Samantha's Story: Preschool Inclusion Success (Option 1)

Session 3 : Samantha's Story: Preschool Inclusion Success (Option 2)

Session 4 : Drew's Family Story of Inclusion

3. What is the difference between and IFSP and an IEP? http://www.pacer.org/par ent/php/PHP‐c59.pdf

4. Special Education Guide http://www.specialeducationguide.com/pre‐k‐12/what‐is‐special‐education/the‐special‐education‐process‐explained/

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Key Values for Supporting Young Children of Diverse Abilities and Their Families: 1) Family‐centered services and supports; 2) Inclusion; 3) Natural Environments; and 4) Teamwork 1) Family‐Centered Services ● Defini ons of family‐centered (federal, state) ● Principles of family‐

centered practice ● Family‐centered communication

Family‐Centered Services: Guiding Principles and Practices for the Delivery of Family‐Centered Services https://www.educateiowa.gov/sites/files/ed/documents/Family%20Centered%20Services.pdf

Review definition of family‐centered and the guiding principles

Watch video of interaction that is not family‐centered (e.g., The IFSP Meeting from Delivering Family‐Centered Home Based Services) with checklist of family‐centered practices. Discuss what was not family‐centered.

Watch video of interaction that is family‐centered (e.g., Jacob’s Story from Just Being Kids) with checklist of family‐centered practices. Discuss the family‐centered practices.

Provide an overview of family‐centered communication. Use Communication Strategies Observation Checklist while watching videos 3.3 – 3.5 from CONNECT Module 3

Complete Benefits and Drawbacks of Early Childhood Inclusion (pre‐).

Discussion Forum Watch Video 4.4 from CONNECT Module 4. Comment on the family‐centered communication strategies you observed in the video.

What Do You See? Watch three videos from CONNECT Module 4 (4.8, 4.9, 4.10). Complete a Communication Strategies Observation Checklist for each video. Summarize what you noticed and comment on what would have made each interaction a more effective and reciprocal interaction.

Pletcher, L. C., & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Paul Brookes. (chapter 3)

Family‐Centered Services: Guiding Principles an d Practices for the Delivery of Family‐Centered Services https://www.educateiowa.gov/sites/files/ed/documents/Family%20Centered%20Services.pdf

CONNECT Module 4: Family‐Professional Partnerships http://community.fpg.unc.edu/connect‐modules/learners/module‐4

Communication Strategies Observation Checklist http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT‐Handout‐3‐2.pdf

Foundations for Infant/Toddler Services in Early Intervention (PA): Module 1 – Family‐Centered Interventions http://www.eita‐pa.org/course/foundations‐for‐infanttoddler‐services‐in‐early‐intervention/

Checklist of family centered practices created from the required reading

Jacob’s Story from Just Being Kids http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/JacobsStory.asp

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Key Values for Supporting Young Children of Diverse Abilities and Their Families: 2) Inclusion ● What research says about inclusion ● Definition and defining features of inclusion ● Legal and policy basis of inclusion ● What inclusion is; what inclusion isn’t (e.g., a location) ● Applying what you know to create high quality inclusive learning for each child

Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Kaczmarek, L. (2006). Supporting families of children with disabilities in inclusive programs. http://www.naeyc.org/f iles/yc/file/200601/Kac zmarekBTJ.pdf

Use materials from the CONNECT Foundations of Inclusion Training Curriculum to provide an overview of the definition and applications of inclusion

Ask participants to complete a True/False quiz based on research facts from Research Synthesis Points. Debrief the quiz by reviewing the synthesis points one by one.

Discuss the many components of inclusion that go beyond location. Show Shane’s Inspiration (http://www.shanesinspiration.org/)to underscore that inclusion needs to be considered in home, program, and community contexts.

Discussion Forum Read and discuss your reactions to How Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story http://ici.umn.edu/products/impact/221/9.html

Family Field Experience Locate a family who have a child with a diagnosed disability and is between the ages of six months and 4‐1/2 years. Share with the family that you will be interacting with them on several occasions to discuss their experiences in early intervention. The assignment has two parts: 1) the interview component and 2) the request component.

For the interview component, students will use a set of thoughtfully worded questions to guide their conversation with the family. Questions should address positive and negative family experiences with

the evaluation/diagnosis process

early intervention providers and professionals

inclusion

family routines and how they are/aren’t being used to support early intervention goals

finding services and supports for their child and family

For the request component, students will ask their family to identify something they want more information about. It may be a type of therapy or it may be information about inclusive child care programs in the area. Students will be expected to find resources or details that will respond to the area that the family is interested in.

Roffman, L, & Wanerman, T. (2011). Including one, including all. St. Paul, MN: Redleaf Press. (chapters 1‐2)

Richardson‐Gibbs, A.M., & Klein, M. D. (2014). Making preschool inclusion work: Strategies for supporting children, teachers, & programs. Baltimore: Brookes.

CONNECT Foundations of Inclusion Training Curriculum http://community.fpg.unc.edu/connect‐modules/instructor‐community/module‐1/Training‐Module‐on‐Early‐Childhood‐inclusion

Research Synthesis Points on Early Childhood Inclusion

http://npdci.fpg.unc.edu/resources/articles/NDPCI‐ResearchSynthesis‐9‐2007

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Key Values for Supporting Young Children of Diverse Abilities and Their Families: 3) Routines/Natural Environments

● Benefits of aligning using routines and natural environments to support develop‐ment

● Integra on of goals from IEPs and IFSPs into daily activities and routines

Natural Environments: A Letter From a Mother to Friends, Families, and Professionals http://yec.sagepub.com/content/5/3/21.full.pdf+html

Selected materials from TaCTICS Module 3 and CONNECT Module 1

Use resources from Project TaCTICS Module 3 to support content related to identifying routines, using routines to support children of diverse abilities

Watch Nolan’s Story from Just Being Kids) and discuss the family routines that were built upon to support Nolan’s IFSP goals and his family.

Use resources from CONNECT Module 1 to discuss the importance of integrating IEP goals into daily activities and routines.

Watch Video 1.16: Routine in a program – reading at circle time and discuss how a routine (book reading) became a vehicle for supporting one child’s IEP goal.

Discussion Forum: What do you remember about children with disabilities in your elementary and high school classes? Were there any? Were they in the same classes? Different classes? What do you remember about how were they treated?

Natural Routines Part 1. Make a list of the routines in your life. Be sure to think about both personal and professional contexts. Also think about the frequency of those routines (e.g., daily, weekly)

Part 2. Identify a classroom in your community that provides services to preschoolers. If possible, find a classroom that is inclusive. Talk with the teacher (by phone or email) to identify the routines that occur and the frequency of those routines. Arrange a time to visit at which you will be able to view several routines. Plan on staying at least an hour.

Part 3. Using the chart provided, identify the knowledge and skills that are being developed through each routine.

Part 4. Imagine that two children in the classroom have different abilities: one has difficulty producing sounds correctly and is receiving speech therapy services and one has a learning disability that makes it challenging to pay attention for an extended period of time. Use the chart provided to identify ways you might use the routines of this classroom to support each child.

Foundations for Infant/Toddler Services in Early Intervention (PA): Module 3 – Routines‐based interventions http://www.eita‐pa.org/course/foundations‐for‐infanttoddler‐services‐in‐early‐intervention/

Project TaCTICS Module 3: Using Daily Routines as the Context for Intervention http://tactics.fsu.edu/modules/modThree.html

Nolan’s Story from Just Being Kids http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/NolansStory.asp

Raver, S. A., & Childress, D. C. (2015). Family‐centered early intervention: Supporting infants and toddlers in natural environments. Baltimore: Brookes. – Chapter 4

Video 1.16: Routine in a program – reading at circle time http://community.fpg.unc.edu/connect‐modules/resources/videos/video‐1‐16

CONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect‐modules/learners/module‐1

A Home Visit with Kris and Kiyah A Home Visit with Brandon's Family Parents Talk About the Toy Bag

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Key Values for Supporting Young Children of Diverse Abilities and Their Families: 4) Collaborating with Diverse Families and Partners ● Cultural views of diversity ● Suppor ng families with different values and priorities ● Suppor ng families with different home languages ● Partners in early intervention: SLPs, OTs, PTs, etc. ● What does effec ve teamwork look like? ● Finding resources in each community

Developmental Disabilities Across Cultures http://www.kidsnewtocanada.ca/mental‐health/developmental‐disability

Barriers and Solutions in Involving Culturally and Linguistically Diverse Families in the IFSP/IEP Process http://organizations.bloomu.edu/connect/Spring%202011/Barriers%20Solutions.pdf

Draw handouts, discussion guides and video clips from CONNECT Module 4 and the Special Quest Building Relationships with Families module to address effective practices for supporting families with diverse cultures, languages, experiences and priorities. Share the Checklist of Effective Partnership with Families (Catlett, 2014) and discuss the four areas that are essential to collaboration.

Watch the IFSP Meeting from Delivering Family‐Centered Home‐Based Services. Use the Checklist to identify ways in which this video does not reflect effective partnership. Then watch CONNECT Video 4.4 and use the Checklist to identify ways in which this video reflects effective partnership.

Use handouts, discussion guides and video clips from the Special Quest Collaboration and Teaming Module to address early intervention partners, building collaborative relationships, and models of effective teamwork.

Discussion Forum: Discuss important considerations for building effective collaboration with families who are culturally and linguistically diverse

Backwards Brainstorming Read the attached vignette and respond to the requests at the bottom of the page under Backwards Brainstorming. Learn Your Community Identify resources in your community to support children of diverse abilities and their families including: • accessible playground(s) • low cost or no cost interpretation and translation services • pediatricians or pediatric dentists that work with children with significant disabilities • respite care for families who have a child with a disability

CONNECT Module 3: Communication for Collaboration http://community.fpg.unc.edu/connect‐modules/learners/module‐3/

CONNECT Module 4: Family‐Professional Partnerships http://community.fpg.unc.edu/connect‐modules/learners/module‐4

Family‐Professional Collaboration Landing Pad http://npdci.fpg.unc.edu/family‐professional‐collaboration

Special Quest Modules: Building Relationships with Families; Collaboration and Teaming http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Orientation/specialquest‐training‐library/training‐library.html

CONNECT Video 4.4 Starting a Relationship http://community.fpg.unc.edu/connect‐modules/resources/videos/video‐4‐4

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Checklist of Effective Partnerships with Families

What Should You See? Did You See It?

YES NOEnhanced Communication Asking families open‐ended questions about the people, places, and activities that are important

to them

Listening to families’ perspectives without sharing your own opinions first

Learning about how families prefer to communicate (e.g., phone, email, in person)

Using an interpreter to support interactions with family members who speak another language

Learning and using key words and phrases in the languages of the children

Seeking families’ input on topics when there are differences that need to be openly addressed

Being persistent about communicating with each family, even when they have not been

responsive thus far

Demonstrating how disagreements or differences of opinion do not interfere with your

commitment to the family and child

High Expectations Asking families what they see as their child’s strengths

Focusing on the child’s strengths and not just the child’s needs

Asking families about goals for their child

Involving families in all decisions about their child

Celebrating with families as children meet new milestones

Respect Asking families what is important to know about their culture, language(s), celebrations, and

customs and showing genuine interest

Listening to families with particular attention to insights and information about cultural and

linguistic preferences and priorities

Asking how you should address members of the family

Asking families how they have been involved in their child’s program in the past and how they

would like to be involved in the future

Reflecting the cultures and languages of families in each classroom or program

Commitment Holding meetings at times and places suited to the families’ needs and availability whenever

possible

Reflecting the cultures, language(s), celebrations, customs and values of the families in

environments, interactions, and curriculum

Discussing ways to find options that are responsive to families’ cultural values

Developing and using a process for regularly soliciting and implementing input from families to

inform program decisions

Catlett, 2014. Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents

http://teachatb.org/partneringwithparents/; Language Castle http://www.languagecastle.com/2014/09/fast‐5‐

gamechangers‐really‐get‐parents‐dlls‐engage/; NCLR Core Qualities for Successful Early Childhood Education

Programs

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Vignette

A family sought political asylum and arrived, with official immigration documents, from a Central American country with their 18 month old son with Down syndrome. The family lived in a one room, dirt‐floored garage in Los Angeles. The garage had one overhead light bulb, but no running water or cooking facilities. They had very little furniture, bedding, or clothing. They arrived from El Salvador with only what they could physically carry.

The family learned about a local early intervention program through the church they joined. The family was monolingual (Spanish). With the help of a translator from the church, they completed the necessary steps and paperwork to enroll their son in the early intervention program. They had never seen a program like this before. In their country, they had received no special services for their son. They were especially pleased to meet other parents of children with Down syndrome and to learn what their new country had to offer their son.

The child was enrolled in a daily program; the family received monthly home visits. Initially the mother, father, and child participated in each home visit. As a result of the sessions, the staff of the early intervention program became concerned about the family’s living conditions. They began bringing the family furniture, clothes, bedding, extra food, etc. They also place the family on a priority list for publicly funded housing. They were committed to helping this family have a better physical existence.

Gradually, the father began to come less frequently to the home visit sessions. Within three months, the child was not on the bus when it arrived at the program. At about four months, the child’s teacher went out to make a home visit at the regularly scheduled time and no one was home. She continued to stop by the house for the next two weeks when she was visiting other families in the area. She persisted because she had a sense that the family’s decision to discontinue the program was not related to the quality of services they had been receiving for their son.

Backwards Brainstorming 1. List the reasons for the family’s decision to discontinue services.

2. Identify all the things you would have done differently to support the full

participation of this child and the engagement of this family. For each

example, identify an evidence source, drawing from readings, handouts, and

other materials in this course.

Adapted from Vincent, L.J. (1992). Families and early intervention: Diversity and competence. Journal of Early Intervention, 16(5), 166‐172.

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How Does Early Intervention Work? ● typical/atypical ● ac ng on concerns ● Child Find/referral

Early Identification: How the Child Find Process Works http://www.specialeducationguide.com/early‐intervention/early‐identification‐how‐the‐child‐find‐program‐works/


Discuss frameworks for developmentally appropriate development, including considerations for cultural, linguistic, and individual differences

Discuss pre‐referral and referral activities using Building the Legacy for Our Youngest Children with Disabilities Module 3

Discuss the key components of a state child find process

Discussion Forum: How would you see using the information from this week’s readings and content in your ongoing work with young children?

Getting to Know Your State Each state has early learning guidelines for what is developmentally appropriate (sometimes called foundations or standards). Find a source for your state’s guidance.

Each state has procedures for how to refer a child about whom there are concerns for evaluation and assessment. Research and describe the process for referring a child in your state.


Raver, S. A., & Childress, D. C. (2015). Family‐centered early intervention: Supporting infants and toddlers in natural environments. Baltimore: Brookes. – Chapter 3

Building the Legacy for Our Youngest Children with Disabilities modules 3. Pre‐Referral and Referral Activities http://www.parentcenterhub.org/repository/partc‐module3/ 4. Screening, Evaluation, and Assessment Procedures http://www.parentcenterhub.org/repository/partc‐module4/ 5. Content of the IFSP http://www.parentcenterhub.org/repository/partc‐module6/


The IFSP Process: Referral Through Program Evaluation http://www2.ku.edu/~ksk its/ta/Packets/WritingFamily_GuidedPDF/IFSPPr

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Reading and Print Materials

Learning Experiences Assignments Instructional Resources

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How Does Early Intervention Work II ● Gathering information ● Sharing findings with families

What is the difference between and IFSP and an IEP? http://www.pacer.org/parent/php/PHP‐c59.pdf

Asking the right questions in the right ways: Strategies for ethnographic interviewing http://www.asha.org/Publications/leader/2003/030429/f030429b.htm

Gathering and Using Information That Families Share http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/cultural‐linguistic/docs/dll_background_info.pdf

Discuss the importance of using authentic assessment practices that include collaboration with family members. Discuss ways to use formative assessment that is informed by observation, conversation, as well as the use of formal assessment tools, as appropriate. Watch Authentic Assessment in Early Intervention to underscore these ideas (http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/AuthenticAssessInEI_SA.asp)

Discuss screening, evaluation, and assessment procedures, using Building the Legacy for Our Youngest Children with Disabilities Module 4

Discuss the importance of engaging, supporting and communicating with families in all aspects of the process, including how that communication may vary with the cultures, languages, and preferences of the family

Discussion Forum: Based on the information in the article Asking the Right Questions in the Right Ways, list five essential thoughtful questions every teacher should ask a family to learn key facts about how to support their child.

Backwards Brainstorming: Watch The Assessment That Never Happened (video) from Delivering Family‐Centered Home‐Based Early Intervention Services. Based on what you have learned about effective approaches to collaboration, communication, and gathering information, list all the things you would have done differently to make this assessment effective and productive for the family.

Pletcher, L. C., & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Paul Brookes. (chapters 5‐7)

Module 3: Developing Initial and Continuing Individualized Family Service Plans http://www.nectac.org/wamodules/moduleifsp.asp

The IFSP Process: Referral Through Program Evaluation http://www2.ku.edu/~kskits/ta/Packets/WritingFamily_GuidedPDF/IFSPPr ocess.pdf

Building the Legacy for Our Youngest Children with Disabilities modules 4. Screening, Evaluation, and Assessment Procedures http://www.parentcenterhub.org/repository/partc‐module4/ 5. Content of the IFSP http://www.parentcenterhub.org/repository/partc‐module6/

Initial and ongoing formative assessment http://ectacenter.org/wamodules/functional.asp

Finley’s Parent‐Teacher Conference http://www2.cde.state.co.us/media/resultsmatter/RMSeries/FinleysParent‐TeacherConference_SA.asp

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How Does Early Intervention Work III ● Developing and implementing plans in inclusive settings ‐IFSPs ‐IEPs

My Other Brother Darryl

Share sequence of PowerPoints, handouts, and videos from the Head Start Center for Inclusion’s IEP Module to address content on 1) what an IEP is and who is involved in creating it, 2) the link between the IEP and a child’s participation in an preschool setting, and how to use an IEP in the classroom with regard to planning activities for the child with diverse abilities.

Discuss the importance of focusing on goals that are relevant to the child and family, as well as measurable. Connect the conversation to My Other Brother Darryl. Discussion Forum: Watch Video 1.12: Routine in a program – rolling with friends. Some programs pull children with disabilities out of the classroom for their therapy services. Discuss the benefits for Jake of receiving integrated services? What are the benefits for Jake’s classmates of him staying with them?

Integrating IFSP Goals Use Classroom Matrix with a vignette to demonstrate ways to integrate IFSP goals into daily family routines

Integrating IEP Goals Use Classroom Matrix with a vignette to demonstrate ways to integrate IEP goals with classroom practices/curriculum

Pletcher, L. C., & Younggren, N. O. (2013). The early intervention workbook: Essential practices for quality services. Baltimore: Paul Brookes. (chapters 5‐7)

Project TaCTICS Module 2: Linking Assessment to Intervention Through Team Planning http://tactics.fsu.edu/modules/modTwo.html

Head Start Center for Inclusion IEP module http://depts.washington.edu/hscenter/iep‐training‐modules

Classroom Matrix http://depts.washington.edu/hscenter/sites/default/files/01_15m_inclusion_inservice/02_iep_basics/documents/training_module/handouts/Handout%20%2311%20Classroom%20Activity%20Matrix.pdf

Aidan’s Parent Teacher Conference http://www2.cde.state.co.us/media/resultsmatter/RMSeries/AidensParent‐TeacherConference.asp

Video 1.12: Routine in a program – rolling with friends http://community.fpg.unc.edu/connect‐modules/resources/videos/video‐1‐12

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Print Materials Learning Experiences Assignments Instructional Resources

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How Does Early Intervention Work IV ● Transitions ‐‐ from NICU ‐‐from early intervention ‐‐ to kindergarten Role of advocacy in supporting young children of diverse abilities and their families

Selected handouts, readings, and videos from CONNECT Module 5

Discuss considerations for families of the transition for babies who are premature or have other developmental/medical challenges from the hospital to home. Show the video An Unexpected Journey to share family perspectives on this topic, then discuss ways in which to support families in these transitions. Use the materials from CONNECT Module 5 to highlight evidence‐based transition practices. Trace the dilemma faced by Tamiya’s family with regard to her upcoming transition, and use module materials to illustrate effective practices.

Discussion Forum: Transitions are part of the educational process for all children (e.g., the transition from home or preschool or childcare to kindergarten). What are additional considerations to keep in mind when children with disabilities are transitioning?

Supporting Tamiya’s Adjustment. Think about what you know about Tamiya. Now envision the setting to which she is transitioning. Think about the activities she will participate in each day – play, movement from area to area, snack, etc. Describe ways in which you would support Tamiya’s transition to the new classroom. Include materials you would use, adjustments to the environment, ways to collaborate with her family, etc. NOTE: Handout 2.13: Examples of Classroom Arrangements to Support Tamiya’s Adjustment (http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT‐Handout‐2‐13.pdf) has examples that can be used to structure this assignment.


CONNECT Module 2: Transition http://community.fpg.unc.edu/connect‐modules/learners/module‐2

Center for Parent Information and Resources Module 8: The Transition Process and Lead Agency Notification to the LEA and SEA http://www.parentcenterhub.org/repository/partc‐module8/

Module 9: Development of the Transition Plan http://www.parentcenterhub.org/repository/partc‐module9/

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Supporting Each Child’s Abilities I: ● Evidence‐based practices that support access ● Resource for supporting children who are talented and gifted and their families


Selected materials from CONNECT Module 5

Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3‐13 http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Review the content of Research Synthesis Points on Quality Inclusive Practices, highlighting the connections to the definition of inclusion, practices that support access, and practices that support full participation.

Remind participants of the three components of Developmentally Appropriate Practices – Developmentally, Culturally/Linguistically, and Individually Appropriate.

Show the dilemma videos from CONNECT Module 5 to set the stage for discussing Assistive Technology. Use CONNECT Module 5 materials to highlight evidence‐based practices, tools to support teachers and families, and the ways in which assistive technology can support children of diverse abilities.

Use key points from the Dinnebeil, Boat, and Bae article to provide an overview of key UDL concepts. Show Building Inclusive Childcare Universal Design for Learning to underscore these points. http://www.northampton.edu/Early‐Childhood‐Education/Partnerships/Building‐Inclusive‐Child‐Care.htm

Complete Activity 5.6a: Describe strategies to help children use assistive technology http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT‐Activity‐5‐6a.pdf Resources to Support Children who are Gifted Identify websites and programs in your area that would be helpful to a family that has a preschool age child who is gifted.

Foundations of an Inclusive Classroom (video) http://depts.washington.edu/hscenter/disabilities‐coordinator‐01a‐strengthening‐foundation ● How do you set up an inclusive classroom?; how are visual cues used?; how do you engage children in play?; etc.

CONNECT Module 5: Assistive Technology http://community.fpg.unc.edu/connect‐modules/learners/module‐5

Assistive Technology Landing Pad http://npdci.fpg.unc.edu/assistive‐technology

Universal Design for Learning Landing Pad http://npdci.fpg.unc.edu/universal‐design‐ud‐universal‐design‐learning‐udl

About Specific Disabilities http://www.parentcenterhub.org/repository/specific‐disabilities/

Conn‐Powers, M., Cross, A.F., Traub, E.K., & Hutter‐Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web. http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf

Supporting Early Literacy Through Universal Design & Assistive Technology http://depts.washington.edu/hscenter/family‐literacy‐2

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Supporting Each Child’s Abilities II: ‐Evidence‐based practices that support participation ‐embedded instruction


Selected materials from CONNECT Module 1

Use the video dilemma from CONNECT Module 1 to illustrate the dilemma of integrating the goals/needs of a child with disabilities in an inclusive classroom.

Use CONNECT Module 1 materials to highlight evidence‐based practices, tools to support teachers and families, and the ways in which embedding instruction can support children of diverse abilities and their peers as well. Emphasize how environmental modifications and peer supports are important components of supporting the full participation of a child with different abilities.

Complete Give it a go 1.1 self‐reflection (Pletcher & Youngren, p. 12)

Discussion Forum: As you think about using embedded learning with a young child who has a different home language, what additional supports might you want to put in place to ensure that child’s full participation?

Using Adaptations Develop a scenario in which young children in a PreK classroom, which includes several children with learning disabilities and challenging behaviors, are pushing and shoving each other as they all move from one activity (e.g., circle) to another, such as outdoor play. Using the Adaptation Notes form from CARA’s Kit, complete all the boxes, providing strategies for adapting the environment, the instructions, etc. to yield peaceful transitions.

CONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect‐modules/learners/module‐1

Project TaCTICS Module 4: Involving Care Providers in Teaching and Learning http://tactics.fsu.edu/modules/modFour.html

Embedded Instruction: Doing What Comes Naturally http://dec.membershipsoftware.org/files/REVISED%20EI%20Handout%20Packet.pdf

Embedded Instruction for Early Learning http://www.embeddedinstruction.net/

Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/elo

Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore: Brookes.

Center for Early Literacy Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

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Putting It All Together

Review key points from each of the

previous segments of this course, including family‐centered practices, incorporating IEP goals within early childhood settings, and evidence‐based practices for supporting access to and participation in learning.

Watch the IFSP Meeting (video) from Delivering Family‐Centered Home‐Based Early Intervention Services. Based on what you have learned about family‐centered services and supports, effective communication, and productive IFSP meetings, list all the things you would have done differently to make this meeting effective and productive.

Complete Benefits and Drawbacks of Early Childhood Inclusion (pre‐). Compare results with pre‐ scores.

Discussion Forum: Think about the different evidence based practices you’ve learned about in this course related to supporting children and families. Discuss which of them you see as useful or effective for any family, including those who do not have a child with a disability.

Supporting Rose Identify ways in which you will support Rose to be successfully included in her preschool classroom. Include strategies for supporting her access to and full participation in all the routines of a PreK classroom and strategies for how you will both communicate and collaborate with Rose’s family. For each strategy you propose, identify evidence sources from the materials in this course to support why that would be an effective practice to use. .

Milbourne, S. A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Los Angeles, CA: Division for Early Childhood.

Scaffolding Strategies Landing Pad http://npdci.fpg.unc.edu/scaffolding‐strategies Rose’s IEP video http://studio.stupeflix.com/v/M8FHT7JW6u/?autoplay=1

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Wrap‐Up

Reflect on differences in scores on Give it a go1.1 self‐reflection. Discuss what might have contributed to changes in the answers. (Pletcher & Younggren, p. 12)

Watch To Have a Friend. Discuss any connections you see between this film and the content of this course.

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