Promoting Inclusive Practices: Part 2 SST Region 11 - Columbus, OH November 20, 2009

Promoting Inclusive Practices: Part 2

SST Region 11 - Columbus, OH

November 20, 2009William McInerneyLaurie DinnebeilUniversity of Toledo / Judith Herb College of Education

Agenda

9-10:30—Follow up to 10-30-09 questions 10:30-10:45—Break 10:45-11:30—Embedding Instruction 11:30-12:30—Lunch 12:30-2:00 —Embedded Instruction (cont.) 2:00-2:15—Break 2:15-3:00—Embedded Instruction (cont.) -

Determining Intensity of Instruction 3:00-3:30—Tour of Website Resources

Questions from 10-30 Discussions How do teachers and administrators in different agencies work

together to promote inclusion and collaboration so children receive consistent services?

How do we identify community-based partners or early childhood programs that are willing (and excited) to include children with disabilities?

How do we build a model of effective and efficient collaboration that works to support children’s success?

What are the roles and responsibilities of teachers and administrators involved in collaborative processes?

How do we promote inclusive practices for related services?

Criteria for Inclusion

Steps towards inclusion…

Finding good partners Eager to work with young

children who have special needs

Programs reflect best practices Step Up to Quality NAEYC Accreditation

Are responsive to families’ needs

Finding Good Partners Eagerness to work with

young children who have special needs…

Have history of inclusion Are welcoming of all

children Interested in partnering

with others Welcome new

opportunities Are “includers”

Where to find partners…

Region 9 CCR&R

Finding good partners

Commitment to quality - Indicators

Step Up to Quality Rating

NAEYC Accreditation

Step Up To Quality is Ohio's voluntary quality rating system for ODJFS-licensed child care programs. Step Up To Quality recognizes early care and education programs that exceed quality benchmarks over and above Ohio's licensing standards. Supports and awards are available to assist programs in achieving and maintaining a Star Rating.

Search for Programs

SUTQ Grove City

Collaboration

How do we build a model of effective and efficient collaboration that works to support children’s success?

Roles and Responsibilities Understanding the roles

and responsibilities of all individuals involved in an inclusive program General education

teacher: Lead & Assistant Itinerant ECSE teacher ECSE classroom teacher Administrators Related service providers Parents

Who Does What in Collaborative Relationship?

Monitoring of Child Progress

Analysis of Learning

Environment

Feedback/Partner Progress

Prioritizing Child IEP Objectives

Transfer of Knowledge, Skills, Attitudes & Values

Administrative Support

Interpersonal Communication

Skills

Communication with Families

Self-Advocacy & Professional Development

Who does what in a Consultative Model? Responsibility/ Task

Itinerant Teacher /

H.S. Disability Coord.

ECE Partner Teachers

Administrators - LEA/H.S./ECE

Program

Related Services

Professionals(SLP, OT, PT)

Parents

Providing Instruction or Intervention

Curriculum Planning

Monitoring of Progress of Child

Other?

Roles of Consultant

Adapted from Lippett & Lippett (1986)

Observer/‘ Reflector’• raises issues for partner reflection. ‘What if………’

Fact Finder• gathers child ‘data’ and intervention support

Problem Solving Partner• offers alternatives and participates in decisions

Trainer/Educator • ‘teaches’ partner specific SPED strategies

Expert• recommends partner practice options or strategies

Advocate (child and partner)• ‘lobbies’ for supports for child and partner

Consultation Objectives and Outcomes Assist partner in acquiring a new skill

• Use of systematic prompting Introduce new resource

• Use of PECS system Adapt materials

• Use of microswitch to activate spin art Modify environment

• Relocate literacy area to decrease auditory distraction Reframe perspective of partner

• Explain implications of ADHD re: child compliance Modify routines or schedules

• Children required to ‘plan’ prior to choice of activity

Adapted for Hanft and Place (1996)

Outcomes of Consultation

Improved comfort level of consultee• Consultee may feel less isolated and in greater

control of situation after working with consultant

Outcomes of Consultation continued… Increased skills or knowledge of consultee

• Consultee has a “bigger tool box” to use when dealing with challenging situations.

• Consultee understands function of child’s challenging behavior and changes the way she interacts with the child

• Consultee is able to provide IEP-based instruction BETWEEN itinerant visits.

• Consultee can better engage in problem-solving to address difficult issues

Outcomes continued

Children’s development is enhanced:• Children are better able to participate in routine

activities throughout the day.

• Children’s interactions with others (adults and peers) are improved.

• Children have the consistent support they need to access the general curriculum

Outcomes of Consultation continued… Changes in child’s environment

• The child’s classroom is rearranged to promote active exploration and interaction

• Materials and expectations may be modified in accord with children’s skills

Outcomes of Consultation continued… Improvements in service delivery systems

• The child’s Speech Pathology schedule is modified so the child can be observed by the SLP in an informal, play-based activity to determine response to peer communication attempts

Factors that Influence the Effectiveness of the Consultation Process Time Demands (e.g. caseload, travel, planning time)

• Create released time (volunteer relief, university students, subs)• Schedule meetings• Establish consultation logs / information exchange (e.g. listserv)

Administrative Support• Letters of Introduction• ‘Contract’

Partner’s Expectations for ‘Consultation’• Ask….

Partner’s Understanding and Expectation re: Consultation• Identify and determine (e.g Self-Assessment tool . . .)

Characteristics of Effective Consultants 10. Good Communicator

9. Understands the System

8. Trustworthy

7. Confident

6. Effective in Establishing Rapport

Characteristics of Effective Consultants

5. Approachable

4. Knowledgeable

3. Demonstrates Respect for Others

2. Maintains Confidentiality

1. Practices in an Ethical MannernKnoff, McKenna and Riser (1991)

Functional IEP/IFSP Objectives? Top 10 ... Least Heard Phrases

By Colleen F. Tomko

10. I hate to brag, but my kid can grasp and maintain grasp during activities.

9. I love my husband because he can comb his hair.

8. Its really nice the way you cross your mid-line plane.

7. My mother is a wonderful person, she can count change.

6. You're a great friend, you can really isolate your index finger.

5. If I couldn't vacuum, why life wouldn't be worth much.

4. My sister is really cool, she can take pennies out of theraputty.

3. Every time I hear this song, it reminds of when I first reciprocal stepped up stairs.

2. Man, if only "I" could tolerate a vestibular board like she does.

1. From the moment I first saw his pincher grasp, I knew we were going to have a good meeting.

Surfin’ the Web

Head Start Center on Inclusionhttp://depts.washington.edu/hscenter/ Special Questhttp://www.specialquest.org/ National Early Childhood Center on

Transitionhttp://www.hdi.uky.edu/NECTC/Home.aspx CONNECThttp://community.fpg.unc.edu/connect

http://depts.washington.edu/hscenter/

http://www.specialquest.org/

http://www.hdi.uky.edu/NECTC/Home.aspx

Surfin’ continued

OCALI & Autism Internet Moduleshttp://www.ocali.org/ Autism Speakshttp://www.autismspeaks.org/ Circle of Inclusionhttp://www.circleofinclusion.org/ TACTICShttp://tactics.fsu.edu/

http://www.ocali.org/

http://www.autismspeaks.org/

http://www.circleofinclusion.org/

Embedding Instruction Opportunities for Young Children with Special Needs

EMBEDDED INTERVENTION

Weaving Teaching and Intervention into Routine Activities

Material taken from Project Open House,

Drs Dinnebeil and McInerney

Recipe for Embedding Instruction for Children with Special Needs

Functional learning goals and objectives Opportunities for children to learn and

practice functional skills or behaviors across the curriculum and across daily activities

Developmentally appropriate routines and activities



A Routines-Based ApproachWhat’s the best way to address

children’s learning goals and objectives?

Most experts in early childhood and early childhood special education will agree that a “routines-based approach” works best (Bricker, Pretti-Frontzcak, & McComas, 1998; Sandall & Schwartz, 2002).

What are Routines?

Activities that are predictable (may occur at the same time of the day or in same sequence every day)

Examples of Routines

Family / Home Wake up Eat meals Church on Sunday Laundry on Mon. & Weds

Classroom Snack Outside Play Circle Time Centers



A “Routines-Based” or “Activity-Based” Model for Intervention: Embedded Instruction- Focuses on a child’s daily routines or

activities like snack, playtime, circle time, dramatic play as a context for learning and OPPORTUNITY for EMBEDDING

- Teachers give children opportunities to practice targeted IEP or IFSP goals or activities during these daily routines or activities instead of creating special instructional time.



Daily Routines and Activities Provide Opportunities for Learning for Young Children

Play time! Blocks, dramatic play, outside play, manipulatives, art materials

Reading! Reading alone or being read to individually or in groups

Singing songs! Participating in group songs or fingerplays

Eating! Breakfast, snack, lunch or dinner

Resting! Napping, sleeping, spending quiet time alone

Taking care of oneself! Bathroom, washing, getting dressed

Transitioning! Coming to school and going home, changing activities during the day

Others?? Are there other routines or daily activities that occupy the time of children you know?



Why does a “Routines-Based” approach help young children learn?

1. Children learn best when they’re interested and motivated.

2. Children learn best when opportunities to learn and practice skills occur throughout the day, instead of just during one period of time.

3. It’s difficult for busy early childhood teachers to take time out of the classroom schedule to provide special instruction to meet children’s learning needs.



How do I use a “Routines-Based” approach?

Find good times to help children learn about and practice new skills or behaviors. Good times are times when children usually use certain skills. For example,

Taking turns during a board game Using names of objects when playing

in the housekeeping area Requesting things during a meal



Using a “Routines-Based” approach:

Know what children are interested in, what gets their attention or what motivates them

Favorite activities…going down the slide, being read to, playing with blocks

Favorite foods…apple juice, graham crackers, pizza

Favorite people…Ms. Susan, friend Tommy, next door neighbor Mr. Gray.



Finding Time to Help Children Practice

Once teachers have identified some times that children naturally use skills, they can devise learning opportunities embedded within the routine or activity.

. . . Some examples?



Let’s help Justin practice following directions…..

Justin is 5 and has trouble following 2-part directions (like “Put away the truck and come sit down.”)

It’s important that Justin learns how to follow directions because he’s going to kindergarten next year.



Tom’s PlanTom is Justin’s teacher and knows that

Justin really likes to look at books after lunch.

He decides to use clean-up after lunch (and before books) as a time to help Justin practice following directions.



More About Tom’s Plan… Once Justin is through with lunch, Tom

gives him a chance to practice following directions by saying… “Justin, when you’re done with lunch,

throw your cup away and push in your chair.”

He helps Justin follow the direction if Justin needs help.



Planning for Ashley Ashley is 4 and has a language delay

and problems in communication that often cause her to have difficulty interacting with other children. Her IEP includes the following objectives:

Engage in conversations with other children

Use words to describe common objects

Take turns playing with toys and materials



What about Ashley?

Ashley needs help naming common objects…how could her teacher use one or more of the “creating interest” strategies to create an interesting learning opportunity for Ashley?



How would you help Ashley?

Using Ashley’s MATRIX, identify WHEN and HOW her teacher can help with her IEP objectives during the activities or routines marked with an “X”.



Ashley’s Activity MatrixIEP Objectives Free Play Snack Outside Bathroom Circle

Engage in conversations with other children

x x

Use words to describe common objects

x x x

Take turns playing with toys and materials

x x



How about these strategies? Add novel materials to the room that are objects

that Ashley is familiar with—for example, new dolls, a new kind of toy animal, ball, etc.

Sabotage a situation by leaving out an essential item (that’s a common object) that Ashley needs to complete a task.

“Violate expectations” by giving Ashley and some others an inappropriate substitute for an item (e.g., blocks for snack).

Let Ashley choose between two types of a common object (e.g., red cups or blue cups for snack).



How about kids like Robert who have learning objectives such as “Will walk, unassisted, for 10 feet” ? Set up furnishings in the classroom so that it’s easy to

mark 10 feet—from the snack table to the bookcase. During daily classroom activities, Robert’s teacher can

easily keep track of how far he walked (e.g., halfway from the snack table to the book case—about 5 feet).

Remember that Robert’s teacher has to make sure that he has opportunities to walk unassisted and a good reason to go from one place to another.



What about kids like Todd?

Finding interesting activities and other children’s favorites during the day isn’t a problem for most children. However, for children like Todd, finding interesting opportunities to practice skills can be challenging.



Do you know kids like Todd?Todd is 3 and is in Maria’s preschool

classroom. He doesn’t seem to be interested in anything. He spends most of his day wandering around the room, rarely playing with toys or engaging in activities. How can Maria help Todd practice skills during daily routines if Todd’s not interested?



Setting Up Opportunities to Get Children Interested

Here are some ways that Todd’s teacher can get Todd interested in the activities around him…

Provide interesting or novel materials in the classroom. Consider cycling toys or materials that children are tired of and adding novel toys / mateials that can spark Todd’s interest.



Setting Up Opportunities to Get Children Interested Place a desired toy or object within Todd’s

view but out of his reach. Todd might become motivated to ask for help so he can get the toy or the object.

Provide “just a little” bit of a preferred material or activity so Todd has a chance to ask for more. For example, Todd’s teacher might just give the children one cracker so they’ll have a chance to ask for more.



More tricks to interest children …

Todd’s teacher might provide Todd and others a chance to make choices between activities or materials. For example, providing different drinks during snack (milk or juice) requires him to make a choice and tell the teacher what he wants.



And…..More tricks interest children…

“Sabotage” an activity by “forgetting” to provide all of the materials that Todd wants or needs. For example, “forgetful” teachers can give children paintbrushes and paper, but no paint! Children love to remind the teacher what they’ve forgotten!



Yet, more tricks to interest children.. Set up an absurd or silly situation that

violates a child’s expectations. For example, Todd’s teacher might decide to serve the children blocks and plastic animals for snack and wait to see their reactions!CAUTION: When using these “tricks of the

trade” remember not to single a child out. Todd would feel badly if he was the only child who always had to ask for “more”.

Promoting Inclusive Practices: Part 2 SST Region 11 - Columbus, OH November 20, 2009

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Transcript of Promoting Inclusive Practices: Part 2 SST Region 11 - Columbus, OH November 20, 2009