Sp nclusion SNI - rrnetwork.org

1

Special Needs & InclusionSNI

Module Overview

Handouts1. SNI Pre-Training Reflection2. People First Language3. One Mom4. Identifying Barriers to Inclusion5. Universal Design for Learning –

Family Child Care Program Checklist6. “Right On” Bingo7. ADA in Family Child Care8. IDEA in Family Child Care9. Child-Centered Profile10. SNI Post-Training Reflection

Sections• Philosophy, Policies, and Practices• Accessibility• Developmentally and Individually

Appropriate Practice• Collaboration with Families and

Service Providers

Activities• SNI Pre-Training Reflection• People First Language• Identifying Barriers to Inclusion• Universal Design for Learning• Special Rights: Knowing Legal

Requirements for FCC Providers• Early Intervention and Special

Education Services• Child-Centered Profiles• SNI Post-Training Reflection

2


Family Child Care providers will:

• Use People First Language, which describes a disability as what a child experiences, not who the child is.

• Support active participation in learning opportunities for all children by using easily adaptable materials and strategies.

• Facilitate children’s understanding of their own strengths and needs as well as those of other people in the children’s lives.

• Initiate discussions with families regarding inclusive practices and child development.

• Listen with an open mind to parents’ goals and vision for their children.• Understand the range of services available to children with disabilities and the ways

that service providers can be helpful.• Understand and follow the laws that apply to licensed FCC homes about caring for

and educating young children with disabilities.

Learning Objectives

• Values inclusion of all children as full participants in the FCC program. • Values collaboration with families, early interventionists, and other service providers

to meet the needs of children with disabilities. • Understands the importance for children with disabilities to play, learn, and grow

with children without disabilities.• Committed to creating inclusive environments that benefit all children in FCC.

FCC Provider Dispositions

3


• Family child care supports the development, learning, and sense of belonging of young children with disabilities and their families.

• Young children thrive in FCC homes where adults work to meet the needs of children with disabilities, just as they do with all the children in their care.

• Each child has a unique developmental path, and children are more alike than different.

• Positive early relationships with adults and other children is essential for child development, learning, and well-being.

• All young children benefit from inclusive environments, because learning to appreciate and accept different kinds of people and cultures is positive for everyone.

• Collaboration among families, all kinds of early childhood educators, and other service providers, promotes the optimal development of children with disabilities. It also supports their full participation in all types of ECE settings, including FCC homes.

Key Points

4

Resources


Engaging activities can be found in the Special Needs and Inclusion Competency area; scroll down to the “Keys” section at the bottom of this webpage: http://www.ececompsat.org/competencies/sni/sni.html

The mission of California MAP to Inclusion & Belonging; a statewide system of support, training and resources that gives all families and providers barrier-free access to inclusive child care.https://cainclusion.org/camap/map-project-resources/reports-and-useful-documents/building-a-culture-of-inclusion/

California Department of Education. (2009). The Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Disabilities. Retrieved from:www.cde.ca.gov/sp/cd/re/documents/inclusionworks.pdf

The Cooperative Extension website includes specific information and strategies that support inclusion in FCC programs. https://articles.extension.org/pages/61687/child-care-for-children-with-special-needs

People First Language

People First Language articles in English, Spanish, Simplified Chinese, Russian, and Portuguese.https://www.disabilityisnatural.com/pfl-articles.html

Universal Design for Learning

Universal Design and Outdoor Learning; an article with hands-on ideas for inclusion in outdoor spaces.http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_3_Harte.pdf

Pacer Center: Champions for Child with Disabilities. English, Spanish, Hmong, and Somali language resources. http://www.pacer.org/publications/adaqa/childcare.asp

Many assistive technology and early intervention activities use daily routines and household items in NaturalEnvironments. See here for a useful list with many low-cost, creative ideas.http://media.wix.com/ugd/67030a_2c3cf311d29243f4a5d6c00c7f7cd0a1.pdf

Let’s Participate: Assistive Technology (AT) for Young Children; Videos on AT for Communication. Short videos demonstrating the use of AT with children. http://www.letsparticipate.org/aac-videos

Integrating Principles of Universal Design into the Early Childhood Curriculum; an article that goes in-depth into UDL in ECE. https://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

5

Resources


Special Rights: Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA)

The U.S. Department of Justice, Civil Rights Division, Disability Rights Section provides in-depth information about the ADA. https://www.ada.gov/childqanda.htm

Individuals with Disabilities Education Act (IDEA) provides detailed information on the law.https://sites.ed.gov/idea/

Child Care Law Center – this California-based organization has resources specifically developed for child care providers; the “Know the Law Series,” has information about the ADA, giving medications to children in licensed child care, several of which are available in Spanish and Chinese in addition to English.http://childcarelaw.org/resources/know-the-law-series/

Public Counsel, Early Childhood Care and Education Practice Area. See the Publications tab for resources in En-glish and Spanish for child care providers in California for information about the ADA:http://www.publiccounsel.org/practice_areas/early_childhood_care_and_education

What Child Care Providers Need to Know about Disability Laws; an article from Extension that offers guidance on ADA and IDEA.https://articles.extension.org/pages/26481/what-child-care-providers-need-to-know-about-disability-laws

Early Intervention

State of California, Department of Developmental Services, Early Start, intervention services for infants and toddler with disabilities and their families are provided in a coordinated, family-centered system of services that are available statewide. https://www.dds.ca.gov/EarlyStart/WhatsES.cfm

Keilty, B. 2016. The Early Intervention Guidebook for Families and Professionals: Partnering for Success, Teachers College Press. New York.

Building the Legacy for Our Youngest Children with disabilities; a training Curriculum on Individual Family Services Plan (IFSP). Reference Module 1 for a detailed training on Early Intervention and Module 5 and 6 to learn more about the purpose of an IFSP and examples of an IFSP.http://www.parentcenterhub.org/legacy-partc/

6

Resources


Talking with Parents about Development

Talking with Parents When You Have Concerns About a Child in Your Care This PowerPoint™ and accompanying article is designed to provide a framework for caregivers (anyone providing child care or out-of-school care for children) when they have concerns that a child in their care might have a developmental delay, disability, or significant behavior problem; when preparing to share concerns with a child’s parents or family members (anyone raising the child); or in understanding differ-ent ways family members will receive and act on an expressed concern. Scroll to the middle of the web page to find this presentation. https://cainclusion.org/camap/resources-and-links/early-identification/

How to Talk with Parents about their Child’s Development; a training module for ECE providers from the Centers for Disease Control. https://www.cdc.gov/ncbddd/watchmetraining/module4.html

7


Activity Time

WelcomeSNI Pre-Training Reflection sheet

10 mins

Review Agenda and Framing Questions 10 mins

Topic 1: Philosophies, Policies, and Practices• People First Language • Video - Not Special Needs (2:00)• One Mom (A Mother’s Story, Tips for Talking, Discussion Questions)

30-35 mins

Topic 2: Accessibility• Identifying Barriers to Inclusion• Video - When is disability not "inspirational”? (3:35)• What is Universal Design for Learning?• Video - Shelley Moore: Transforming Inclusive Education (3:08)• UDL–Family Child Care Program Checklist• Special Rights: Knowing Legal Requirements for FCC Providers• ADA and IDEA in Family Child Care• “Right-On” Bingo game

15-30 mins

30-45 mins

30-45 mins

Topic 3: Developmentally and Individually Appropriate Practice• Video - The Girl Born Without a Nose (BAM Syndrome) (7:41)• Child-Centered Profiles

30-45 mins

Topic 4: Collaboration with Families and Service Providers• Reasons for Concern• Early Intervention and Special Education Services

60-90 mins

SNI Post-Training Reflection sheetClosing thoughts

10 mins

Total amount of time (minimum-maximum) 3.75-5.25 hrs

SNI Workshop Overview for Trainer (example)

SNIA C T I V I T Y

8

SNI Pre-Training Reflection

Learning OutcomeParticipants will identify their current knowledge and understanding of disabilities and inclusion.

FormatIndividual written reflection

Instructions1. Distribute Handout 1 - SNI Pre-Training Reflection along with

pencils or pens and give the participants 3-5 minutes to complete the reflection individually.

2. Hand out note paper or index cards and ask participants to write down one question or concern they have about the topic of disabilities and inclusion. Collect them when everyone is finished for use later in the training.

Materials• Pencils or pens • Note paper or index cards

Handout1. SNI Pre-Training Reflection

Time Estimate10 minutes

Key to Reflection

Know Yourself

SNIA C T I V I T Y

9

Materials• Paper for notetaking• Pens or pencils • Computer • Projector • Screen• WiFi or download video:

Not Special Needs https://www.youtube.com/watch?v=kNMJaXuFuWQ (2:00 mins)

Handouts2. People First Language3. One Mom

Time Estimate30-35 minutes

Key to Inquiry

Consider the Child’s Point of View


Learning OutcomeParticipants will be able to define “People First Language”

FormatGroup discussionPair share

Instructions1. Distribute Handout 2 - People First Language, and have each

participant read the handout.2. Ask the large group for their impressions. The main idea is that the

right-hand column refers to a person as being their disability vs. the left-hand column which indicates how people may experience a disability.

3. Explain that People First Language describes a disability as what a child experiences, not who the child is. It centers on the child, rather than the child’s disability or needs.

4. Participants will reflect with a partner on a time that they felt they were defined by an experience they had. Ask how being labeled felt. Explain that People First Language was created by individuals who said, “We are not our disabilities, we are people first.” Using People First Language is respectful and labeling children is not.

5. Play the video, Not Special Needs6. Pass out Handout 3 - One Mom, and ask the participants to read

Part I, A Mother’s Story in pairs, discussing what comes to mind when considering the term “special needs.”

7. Review Handout 3 – One Mom, Part II, Tips for Talking with the large group.8. Then ask the group to look at Handout 3 – One Mom, Part III, Discussion Questions and talk about the

questions for 5 minutes with a partner. Ask participants to take notes on their discussion to be shared with larger group later:

9. How does the way you talk about children affect them?10. How can families teach you about their child’s needs and experiences?11. In a final whole group discussion, ask the participants to share their thoughts and the responses that

came up during the pair shares.

Trainer NoteThere is an ongoing discussion regarding the difference between People First or Identity First language. It is always best to check with people directly about their preferences – this includes asking children how they want others to communicate about them.

Philosophy, Policies, and Practices

SNIA C T I V I T Y

10

Materials• Pens or pencils• Chart paper • Markers• Computer• Projector• Wi-Fi or download video:

When is disability not "inspirational"? http://www.spectrumability.com/topics/topic1-4-when-is-disability-not-inspirational.shtml (3:35 mins)

Handout4. Identifying Barriers to Inclusion


Key to Inquiry

Seek Multiple Perspectives

Identifying Barriers to Inclusion

Learning OutcomeParticipants will be able to name the four types of barriers to inclusion in early childhood programs.

FormatGroup discussionGallery walk

Instructions1. Write the word “barrier” on chart paper. Have the group define it.

A barrier is anything that hinders one’s involvement in any aspect of life. Explain that people with disabilities experience barriers more frequently and with greater impact than people without disabilities do.

2. Next, write “attitude”, “communication”, “physical”, and “policy” on four pieces of chart paper and hang them on the walls around the room. Share with participants that these are common types of barriers for people with disabilities. Ask participants to think about the children they care for and to identify some of the barriers the children face, from the perspectives of the children. Ask the participants to walk around and write their thoughts on the chart paper under the type of barrier it applies to. Here are some examples of barriers by type: Type of Barrier Example of BarriersAttitude The mindset that children with disabilities

live sad livesCommunication Not having large enough print materials

for a child with a vision impairment to read

Physical Not enough space at the snack table in the backyard for a child who uses a wheelchair

Policy Not allowing a child with a disability to enroll in your family child care home

Accessibility

SNIA C T I V I T Y

11

Identifying Barriers to Inclusion

3. Distribute Handout 4 - Identifying Barriers to Inclusion. In small groups, review the handout. Each group should read the two scenarios, choose one of them and answer the questions about it.

4. Ask the groups to report back.5. Play the video: When is disability not “inspirational”?6. Let the group know that providers can make needed changes by removing barriers for children with

disabilities and their families in their FCC homes.

Trainer NoteAll trainers and participants must keep the confidentiality of the children and families that they work with. Let the group know that they can use examples from their own experience during their discussions, but remind training participants to protect the privacy of the families whose children they care for, by saying: “To ensure the health and safety of children with special needs, teachers, caregivers, and other program staff who interact with the children should be informed of the identities of children with special health concerns solely on a “need to know” basis”¹.

Activities should not include a “disability simulation,” such as having participants wear blindfolds as a way to “experience” visual impairment, since it is not possible to know what it is like to experience a disability through a simulation and it is not respectful of individuals who live with disabilities.

¹American Academy of Pediatrics 2002

Accessibility

SNIA C T I V I T Y

12

Materials• Pens or pencils• Computer• Screen• Wi-Fi or download video:

Shelley Moore: Transforming Inclusive Education https://www.youtube.com/watch?v=RYtUlU8MjlY&f eature=youtu.be (3:08 mins)

Handout5. UDL Checklist for FCCProviders


Key to Inquiry

Examine the Environments


Learning OutcomeParticipants will construct a plan for implementing three to five elements of Universal Design for Learning (UDL) in their family child care homes.

FormatLarge and small group discussions

Instructions1. Introduce the concept of Universal Design for Learning (UDL) by

having a short conversation about how the learning environment and practices can affect and shape how we feel and what we believe. Here are some talking points²:a. Offer kids information in multiple ways to make sure they

understand it (e.g., verbal, pictures, text, audio, video, demonstration, modeling or some combination of these)

b. Let kids show what they know in multiple ways, since kids express themselves differently

c. Find multiple ways to engage kids in learning e.g., books, projects, games, experiments, art, music, dramatic play, or some combination

2. Watch the Shelley Moore: Transforming Inclusive Education video and briefly discuss UDL in terms of implementing inclusive practices in the FCC setting.

3. Distribute Handout 5 - UDL Checklist for FCC Providers. Explain that the checklist should be a tool to understand the things we are already doing and to explore other things we can incorporate in family child care homes to enhance access for all children.

4. Divide into small groups for 10-15 minutes. Groups should prioritize an area to focus on; if time permits, they can discuss more than one of the following: Strategies, Learning Outcomes, Physical Environment, or Relationships. The group will review the checklist together and discuss what things they are already doing in their FCC homes that reflects UDL values in these areas.

5. Pause the group conversations and have the participants go through the checklist individually, assessing which of the strategies they are currently using and noting strategies that they could implemented. Ask the participants to identify at least three that they will put into practice in their own FCC program (5 mins).

²Adapted from Morin. J. 2017. “3 Ways I’m Trying Out Universal Design for Learning at Home With My Kids.” My Parent Journey [ blog post]. Accessed February 7, 2019 https://www.understood.org/en/community-events/blogs/my-parent-journey/2017/10/17/3-ways-im-trying-out-universal-design-for-learning-at-home-with-my-kids

Accessibility

SNIA C T I V I T Y

13


6. Whole group discussion/questions (10 minutes): º What are some of the strengths, in terms of accessibility, of your FCC home environment? º What are some creative uses of intentionally designed learning environments? For example,

even if you do not currently have a child in your care who uses a wheelchair, in what ways can wide pathways and uncluttered spaces be advantageous to all children, and the adults in the environment? How could ramps built for accessibility be beneficial to children who use wheelchairs or walkers as well as those who don’t?

º What are some things you could do to make improvements to the accessibility of your FCC environment?

º What challenges might you have in making changes to your FCC home and what resources would it take to make them?

Trainer NoteUDL is an intentional way to create environments accessible to all kinds of children and people with a variety of abilities and ways of exploring and learning. Applying UDL principles provides each child with equal opportunities to meaningfully engage in all aspects of the family child care program.

It may be helpful to talk about what “developmentally appropriate” means, because the handout used in this activity refers to “developmentally appropriate settings” and “developmentally appropriate practices.” A developmentally appropriate approach to working with young children, supports growth and learning by paying attention to each child’s developmental level, instead of simply considering the child’s age. Children’s development is always unique to each individual child.

Accessibility

SNIA C T I V I T Y

14

Special Rights: Knowing Legal Requirements for FCC Providers

Learning OutcomeParticipants will match elements of the Americans with Disabilities Act and the Individuals with Disabilities Education Act definitions to the corresponding terminology.

FormatBingo gamePair share

Instructions1. Pass out Handout 7 – ADA in Family Child Care and Handout – 8

IDEA in Family Child Care. Ask participants to read the handout. Pass out highlighters so participants can highlight any information that they find important.

2. Have participants turn to their neighbor and share one thing they learned and one thing they have a question about.

3. Next, explain to participants that they are going to play a bingo game because it will be a fun way to recall the ADA and IDEA laws they just read about. Let the participants know that we can all help each other during the game as it takes time to understand laws and this is an introduction to new information that is important since it affects their FCC programs.

4. Hand out the “Right On” Bingos and bingo markers. 5. Instructions for Playing Bingo:

a. The facilitator takes a square from the basket and reads the question on it to the group e.g., Q: What is the abbreviation for the Americans with Disabilities Act?

b. Each participant looks for the answer on their bingo card and puts a bingo marker on the correct response e.g., ADA.

c. The participants should be encouraged to call out the answer, so that everyone is assured of getting the correct response. If no one can come up with the answer, the facilitator should call it out.

d. The facilitator then places that square on a table face up so that when a participant calls out “Bingo!” it can be determined if the participant does in fact have Bingo (i.e. the questions on five squares in a row that are covered with markers have all been answered correctly).

e. The facilitator continues to take squares out of the basket and reads the questions on them until a participant gets a Bingo.

f. The game should be played until all the squares have been read aloud so that all the ADA and IDEA content has been reviewed with the group.

Materials• Highlighters, one per

participant• Card stock • Bingo markers (pennies,

paperclips or other small items, one per participant)

• Basket• Table

Handouts6. “Right-On” Bingo 7. ADA in Family Child Care8. IDEA in Family Child Care


Key to Inquiry

Turn Questions Into Action

Accessibility

SNIA C T I V I T Y

15

Special Rights: Knowing Legal Requirements for FCC Providers

g. Materials related to the Module topic (SNI) would make great incentives for this game. h. The facilitator should make sure to encourage all the participants throughout the game, in

addition to cheering for those who get a “Bingo.”

Trainer Note• Prior to the training, print out Handout 6 - “Right-On” Bingo on card stock. The handout includes one

caller card for the facilitator and 30 different bingo cards for the training participants. Each participant will need one bingo card.

• Cut out the squares with questions from the PARTICIPANT BINGO CARD and put the squares into a basket.

Accessibility

SNIA C T I V I T Y

16

Early Intervention and Special Education Services

Learning OutcomeParticipants will be able to name at least one agency that provides early intervention or special education services locally and find out how to refer families to this agency, when this is appropriate.

FormatPanel presentationGroup discussion

Instructions1. Begin the discussion by having the panelists introduce themselves

and describe their role in Early Intervention/Early Childhood Special Education. It’s a good idea to let the panelists know in advance how much time they will have and to provide a signal for when their time is up. After introductions, you can have the panelists provide information about the Early Intervention/Early Childhood Special Education services that are available.

2. Facilitate the discussion by using chart paper or a dry erase board and markers to note questions as they are raised. You can also record any interesting points or information as panelists provide it.

3. You can use the questions the participants wrote on note cards during the first activity in the Module (SNI Pre-Training Reflection), as a starting point for the group discussion, if you think that would be useful. It may be helpful if providers can share concerns that they’ve had about a particular child when asking questions. Remind participants of the importance of confidentiality.

4. Provide an opportunity for participants to share any experiences they’ve had as parents or with parents who have gone through the process of having an IFSP or an IEP for their child, or for a child in their care.

5. To wrap up, ask participants to share something they have learned.

Materials• Pens or pencils• Note paper• Chart paper or dry erase

board • Markers• Participant questions

generated during the first activity in this Module, the SNI Pre-Training Reflection (if you’d like to use the questions during this activity)

Handouts• Reasons for Concern

brochure: https://www.dds.ca.gov/EarlyStart/docs/ReasonsForConcern_English.pdf

• Materials provided by panelists

• Materials provided by local early intervention service agencies


Key to Inquiry

Turn Questions Into Action

Collaboration with Families and Service Providers

SNIA C T I V I T Y

17

Early Intervention and Special Education Services

Trainer NotesInvite a panel of early intervention specialists or early childhood special educators from your county to participate in a panel to make presentations and answer FCC provider questions. Contact the County Office of Education (COE) and/or the Regional Center from your service area. Here are some resources for finding panelists:

Guide to County Resource Organizationshttps://cainclusion.org/camap/map-project-resources/county-specific-resources/

Regional Center Early Start Intake and Family Resource Centers https://www.dds.ca.gov/EarlyStart/ES_FRC.cfm.

You can also invite an Early Intervention professional instead of hosting a whole panel. Inquire with your Regional Center or County Office of Education about early intervention or special education resources distributed during a family intake as these resources may be beneficial for child care providers to have, too.

Set-up a call or meeting with the panelists for planning:• Share the learning outcomes • Understand what each panelist will talk about so that there is no duplication of content• Ask the panelists if they have any materials that are specifically designed for family child care

providers, e.g. how to talk with families about concerns, understanding behavior and developmental delays, resources for families and child care providers

• Determine how long each panelist will speak• Decide how you will facilitate the panel to meet participants’ different learning styles• Ask the panelists if you can assist with printing their materials prior to the workshop• Share with panelists that communication in non-academic terms and giving concrete examples from

their experiences will be most helpful • Discuss what questions they might anticipate

Collaboration with Families and Service Providers

SNIA C T I V I T Y

18

Child-Centered Profiles

Learning OutcomeParticipant will create a child-centered profile, identifying at least two strengths for the child.

FormatGroup discussionIndividual writing

Instructions1. Define child-centered³ services:

a. Ensure the child with a disability is at the center of decisions, as they know their own needs best.

b. Emphasize options that are available to the child rather than attempting to “fix” or change the child.

c. Understand what a child wants and needs to live their own, personally defined, good life.

2. Watch the video: The Girl Born Without a Nose (BAM Syndrome)3. Briefly discuss reactions to the video with the group. Then prompt

the group to think about what it means to realize that all children are capable and need to be given opportunities to show their strengths.

4. Distribute Handout 9 - Child-Centered Profile. Encourage participants to think of a specific child whom they know well. Ask participants to create a profile for that child, keeping confidentiality in mind.

5. Discuss the child-centered profile as a communication tool to use with families. What does using a child-centered profile say about the competency of a child?

Trainer NotesThe Child Centered Profile is also available digitally for use by the training participants if they would like to use these with parents.

³ Adapted from: Oregon Training and Consultation (n.d.). Person-centered practices [weblog]. Accessed 1/30/2019 https://www.otac.org/expertise/person-centered-prac-tices/

Materials• Colored pencils• Computer • Screen/projector• Wi-Fi or download video: The

Girl Born Without a Nose (BAM Syndrome) (7:41)

Handout9. Child Centered Profile


Key to Inquiry

Consider the Child’s Point of View

Developmentally and Individually Appropriate Practice

SNIA C T I V I T Y

19

SNI Post-Training Reflection

Learning OutcomeParticipants will identify their current knowledge and understanding of disabilities and inclusion

FormatIndividual written reflection

Instructions1. Distribute Handout 10 - SNI Post-Training Reflection and give

participants 3 minutes to complete it on their own.2. If time allows, discuss how participant’s ideas about disabilities and

inclusion have changed as a result of this training. Collect ideas bytaking notes so you can reference the areas of growth and to helpyou plan future trainings and/or technical assistance.

3. If it would be helpful, revisit the questions/concerns raised duringthe SNI Pre-training Reflection activity at the beginning of theworkshop and make notes about if additional resources areneeded. Plan to follow-up with participants if anyone’s questionsor concerns haven’t been addressed.

Materials• Pens or pencils• Note paper or index cards

with participant questions/concerns collected duringthe first activity - SNIPre-Training Reflection (ifalready addressed duringthe Early InterventionServices activity, it may notbe useful to revisit them).

Handout10. SNI Post-Training Reflection


Key to Inquiry

Know Yourself

20


References

“ADA Q&A: Child Care Providers.” Pacer Center: Champions for Child with Disabilities. Accessed January 15, 2019. http://www.pacer.org/publications/adaqa/childcare.asp

American Academy of Pediatrics. 2002. Caring for our children; Health and Safety Performance Standards for Out-of Home Child Care Programs, 2nd edition.

Brault, Linda and Gonzalez-Mena, Janet. 2007. “Talking with Parents When Concerns Arise.” Accessed March 4, 2019. https://cainclusion.org/resources/camap/talking-with-parents/TalkingWithParentsArticle.pdf

California Department of Education. 2009. Inclusion Works! Creating Child Care Programs That Promote Belonging For Children With Special Needs. Sacramento: California Department of Education. https://www.cde.ca.gov/sp/cd/re/documents/inclusionworks.pdf

“Common Barriers to Participation Experienced by People with Disabilities.” Center for Disease Control and Prevention. Accessed March 1, 2019. https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html

Cunconan-Lahr, Robin, L., and Susan Stifel. 2007. “Questions to Consider in UDL Observations of Early Childhood Environments,” Building Inclusive Child Care Project (BICC). Bethlehem, PA: Northampton Community College.

“Guidelines for Writing and Referring to People with Disabilities.” Resource Center on Independent Living’s (REACH). Accessed March 1, 2019. https://www.reachcils.org/resources/disability/disability-rights/guidelines-writing-and-referring-people-disabilities

“Know the Law Series.” Child Care Law. Accessed January 31, 2019. http://childcarelaw.org/what-we-do/equal-access/

Koyano, Sara. 2018. “A Mother’s Story.” Class discussion, Special Rights in Early Childhood: Constructivist Perspectives at Portland State University, Portland Oregon, April 2018

Moore, Shelly. “Transforming Inclusive Education.” Published on YouTube April, 2016 by Social Science and Humanities Research Council in British Columbia, Canada, 3:08.https://www.youtube.com/watch?v=RYtUlU8MjlY&feature=youtu.be

Morin, Jon. 2017. “3 Ways I’m Trying Out Universal Design for Learning at Home with My Kids.” Understood. Accessed February 7, 2019. https://www.understood.org/en/community-events/blogs/my-parent-journey/2017/10/17/3-ways-im-trying-out-universal-design-for-learning-at-home-with-my-kids

”Not Special Needs, Just Human Needs” Published on YouTube March 2017, 2:00. http://www.notspecialneeds. com

Oregon Training and Consultation. Person Centered Practices. Accessed January, 2019. https://www.otac.org/expertise/person-centered-practices/

21


References

Robin L. Cunconan-Lahr, M.S., J.D. and Susan Stifel, M.Ed., “Questions to Consider in UDL Observations of Early Childhood Environments,” Building Inclusive Child Care Project (BICC) (Bethlehem, PA: Northampton Community College, 2007), 5-6

Snow, Kathie. “A Few Words About People First Language.” Disability is Natural. Accessed January 15, 2019. https://nebula.wsimg.

"The Girl Born Without a Nose (BAM Syndrome)." Published April 26, 2018 by Special Books by Special Kids. https://www.youtube.com/watch?v=yxcoYLqLYLk

United States Department of Justice, Civil Rights Division. “Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act.” ADA. Accessed January 31, 2019. https://www.ada.gov/childqanda.htm

“Universal Design for Learning: A Checklist for Early Childhood Environments.” Center on Technology and Disability. Accessed January 15, 2019. https://www.ctdinstitute.org/library/2017-09-12/universal-design-learning-checklist-early-childhood-environments

“What Child Care Providers Need to Know about Disability Laws.” Extension. Accessed February 21, 2019 https://articles.extension.org/pages/26481/what-child-care-providers-need-to-know-about-disability-laws

“When is disability not ‘inspirational’?: Introduction to disability (Episode 1.4).” Published in 2017 by Spectrum Ability, 3:35. http://www.spectrumability.com/topics/topic1-4-when-is-disability-not-inspirational.shtml

CCIP is funded by the California Department of Education (CDE), Early Learning & Care Division (ELCD)

SNI Pre-Training Reflection

Special Needs & Inclusion | Handout 1

Name____________________________________________________

Date_________________

Use an X to mark the box that answers each statement best for you

Strongly Disagree

Disagree Neither Agree

NorDisagree

Agree Strongly Agree

I know about the Americans with Disabilities Act and how it pertains to family child care.I am familiar with services that are available to children and families with disabilities.My family child care home has been set up using Universal Design principles.I value the inclusion of all children as full participants in my family child care home.I have heard of “People First Language”

As a family child care provider I have identified barriers to the inclusion of children with disabilities and their families.I value collaboration with families, all kinds of early childhood educators, and other service providers to meet the needs of children with disabilities.I have developed a child centered profile for children in my care.I am committed to creating an inclusive environment that is positive for all children in my family child care home.What do you hope to learn from this training?


One Mom


Part I: A Mother’s Story⁴

“I do not like the word ‘special’ because it has a negative connotation in our society. When we say ‘special’ we really don’t mean special; we mean different or less than and we mean those ‘others’. Examples include, ‘special’ education, ‘special’ Olympics, and ‘special’ needs. These are places and services for the other people who are not ‘normal’ or not like most of us. When we talk about ‘special’ we focus on a difference or on a problem. Using the word special creates divisions and groups rather than seeing everyone as equal. I never use the term.

I like the term ‘educational rights’ a lot and propose that we all start using this term while also moving away from the term ‘special’ as much as we can. I use the terms ‘experiences a disability or delay’ or ‘has a disability or delay.’ I never refer to my child as ‘special needs.’ The term literally makes me feel sick. I know from living with my child for the past 8 years that her needs are perfectly normal and are not special in any way.”

~Sara Koyano, mother of Carly, age 8, who experiences Down syndrome

Part II: Tips for Talking⁵

• Do not refer to a disability or condition unless it is relevant.• Avoid referring to something ordinary a person with a disability has done as “inspirational” or

“amazing.” • Do not say: “afflicted with,” “victim of,” “troubled with,” “suffering from.” • Avoid labeling persons and putting them in categories like: “the handicapped,” “the disabled,” “the

deaf,” “the retarded,” “the learning disabled.”• Do not use words such as “unfortunate,” “pitiful,” or “sad” when describing people with disabilities.

Part III: Discussion Questions

• How does the way you talk about children affect them?• How can families teach you about their child’s needs and experiences?

⁴Sara Koyano, “A Mother’s Story” (class discussion, Special Rights in Early Childhood: Constructivist Perspectives, Portland State University, Portland Oregon, April 2018)

⁵Adapted from Resource Center on Independent Living’s (REACH) “Guidelines for Writing and Referring to People with Dis-abilities,” (March 2019), https://www.reachcils.org/resources/disability/disability-rights/guidelines-writing-and-referring-peo-ple-disabilities


Identifying Barriers to Inclusion⁶

Special Needs & Inclusion | Handout 4 | Page 1 of 2

Type of Barrier Example of BarriersAttitude The mindset that children with disabilities live sad livesCommunication Not having large enough print materials for a child with a vision

impairment to readPhysical Not enough space at the snack table in the backyard for a child who

uses a wheelchairPolicy Not allowing a child with a disability to enroll in your family child care

home

Instructions: Read the scenarios below. Choose one scenario and answer the questions.

Scenario 1:Marta cares for six children in her FCC home. Makayla, now nearly eight months old, was enrolled by her parents Maurice and Rosa when she was six months old. Makayla was their first child and is a very happy, contented baby. However, she seems almost too content to Marta. While awake, she just stays on a blanket on her back for hours without fussing. She can roll over, but hasn’t shown much interest in moving by herself. When Marta asked Maurice or Rosa how things were going, they seemed very thankful for such a “good” baby. Marta wondered if she should say anything about her worries. Maybe Makayla is just a “good” baby.⁷

Scenario 2:All the children go out to play around 10 a.m. Austin uses a wheelchair and he goes outside but then the other kids don’t include him in their activities. He spends a lot of outdoor time by himself, sitting in his chair.

What types of barriers might the child be experiencing (see types of barriers above)?


Identifying Barriers to Inclusion⁶


Are there things that could be done to support full inclusion for Makayla/Austin?

Is there anything particularly challenging about the environment?

What types of adaptions/modifications could be used?

⁶Centers for Disease Control and Prevention, “Common Barriers to Participation Experienced by People with Disabilities,” (March, 2019) https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html

⁷Adapted from Brault, Linda and Gonzalez-Mena, Janet. 2007. “Talking with Parents When Concerns Arise.” Accessed March 4, 2019. https://cainclusion.org/resources/camap/talking-with-parents/TalkingWithParentsArticle.pdf


Universal Design for Learning – Family Child Care Program Checklist


Access and meaningful participation for young children happens because of flexible and creative approaches within a developmentally appropriate setting. The goal of this checklist is to help family child care providers discover what they already doing to use UDL and to discover how to increase UDL policies and practices in their programs.

Rate the following in your FCC home using this scale: 1 (few) 2 (some/sometimes) 3 (many/often)

Adult-Child InteractionsPartnerships between FCC providers, families, early interventionists, and therapists are vital to supporting child growth and development and to building positive relationships between everyone who cares for children with disabilities.

⃣ Regular communication between the FCC provider and family (talking together, texts, phone calls, sharing videos of the child’s activities, daily log, in the family’s home language whenever possible)

⃣ Regular meetings to discuss each child’s goals and progress with the family ⃣ Knowledgeable and trained provider and assistants ⃣ Collaboration between all caregivers (FCC provider, assistants, families, and other professionals

serving the child) ⃣ FCC provider and other caregivers perform hygiene and self-care tasks with/for child as needed ⃣ Warm and positive interactions among FCC providers/children/families, including humor and

laughter, are much in evidence ⃣ Acknowledging and expressing emotions is respected and encouraged ⃣ Different kinds of social interactions (“high five” greetings, finger play, sign language)

The FCC Home EnvironmentAll children can safely enjoy play and learning opportunities

Physical Space ⃣ Quiet space for rest and therapy ⃣ Safe and accessible areas indoors and outside (wide pathways, clutter-free floors, appropriate floor

and ground coverings) ⃣ Both active and quiet areas are provided (quiet spaces should have a low noise level with visual

stimulation minimized) ⃣ Accessible activities and equipment provided, as needed ⃣ Different kinds of seating options (floor, mat, cushion, bean bag, chair)

Resources ⃣ Adaptable, safe, creative materials (easy-grip crayons/pencils/scent-free markers, textured balls,

paperclip page turners)


Universal Design for Learning – Family Child Care Program Checklist


⃣ Inclusive curriculum materials (variety of toys, books, music, with diverse cultures, languages, and abilities represented

⃣ Technology (computer, assistive technology devices such as Touch Screens and switches)

Strategies for FCC providersCurriculum must be responsive to the needs of children and is individualized for the diverse needs of the children in the FCC home.

⃣ Quiet verbal & nonverbal communication (gestures, visual cues, sign language) ⃣ There are lots of opportunities to explore and play with materials and ideas ⃣ Non-verbal transitions (lights, music, timer) ⃣ Child and adult-initiated activities are balanced ⃣ Different kinds of prompts are used by the FCC provider (spoken, modeling, physical) ⃣ Children’s home languages are used throughout the day, whenever possible ⃣ Many opportunities for children to “show what they know” ⃣ More than one kind of positive guidance is provided ⃣ Images of routines posted/available (pictures, symbols, photos) ⃣ Developmentally appropriate practices are used ⃣ Varied group activities (whole group, small group, peer, one-on-one) ⃣ All children have equal access to learning areas and activities ⃣ Activity pacing is responsive to children’s activity levels, health needs, and thought processes ⃣ Songs, pictures, stories, dramatic play and art are used to express emotions ⃣ Content is presented in a culturally relevant way (puppets, dolls, dress up clothes, musical

instruments, foods, cooking items, etc.) ⃣ Multi-sensory experiences (pictures/photos, puppets, objects, acting out) are used to present content

to young children ⃣ Children can begin a project and return to it later ⃣ Content is always presented in more than one way

Supports for Customized Learning

⃣ The same activity with different areas of focus for different children ⃣ Different kinds of responses are welcomed ⃣ Individual accomplishments are acknowledged ⃣ Scaffolding is provided to support each child’s learning of new concepts ⃣ Diverse assessment methods are used ⃣ Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) goals and objectives

are implemented


“Right On” Bingo


BINGO CALLER CARD

This is the abbreviation for

the Americans with Disabilities Act

(ADA)

These are the two federal laws that you must follow

regarding children with disabilities

(ADA & IDEA)

This is the abbreviation for

the Individual with Disabilities Education Act

(IDEA)

You must accept children into

your FCC home regardless of their

______(abilities)

Storing these safely in original

containers refers to what?

(medications)

Provide activities that can be ______

to meet the development of all

children(modified)

It is illegal to ______ against someone with a disability (discriminate)

It is illegal to _____ parents more for the care of their disabled child

(charge)

Make sure all areas of your home used for your family child

care program are ______

(accessible)

Visual schedules, equipment adapted

for play/learning, and large-print

books are examples of _____.

(auxiliary aids)

You must provide these, unless they create an undue

burden.(auxiliary aids and

services)

Before deciding if an architectural

change in your home is too costly

research______(tax deductions)

The Americans with Disabilities Act is a

federal ___ ___ law (civil rights)

The Americans with Disabilities Act applies to all

child care programs including _____(family child care

providers)

You can identify reasonable

modifications by talking with ___ ___

about the child’s needs.

(Parent(s) orLegal

Guardian(s))Under IDEA, children and

families may receive free ____

(screening, consultation and early intervention

services)

Under IDEA ____ agencies serve

children ages 0-2. (local)

Under IDEA ______ schools serve children ages

3 and up(public)

This is the abbreviation for Individualized

Family Service Plan (IFSP)

This is the abbreviation for Individualized Education Plan

(IEP)

Individualized Education Plans serve children of

what age? (3 years +)

Individualized Family Service plans

serve children of what age?

(0-2 years old)

Early intervention services are

supposed to occur in the child’s ____

(NaturalEnvironment)

A specialist coming to assist a child at your home may ____ to help you

provide appropriate care

(teach you skills)

FCC providers can serve on a child’s

___ team (IFSP/IEP)


Teach You Skills ADA & IDEA Charge Medications IFSP

Discriminate Abilities Accessible Auxilliary Aids IEP

Tax Deductions Civil Rights Family ChildCare Providers

Parent(s) orLegal

Guardian(s)

Screening,Consultation &

EarlyIntervention

Services

Local Public Modified Auxiliary Aids& Services 3 years +

0-2 years old NaturalEnvironment ADA IFSP/IEP IDEA



PARTICIPANT BINGO CARD


0-2 Years Old ADA Medications IFSP Discriminate

3 years + ADA & IDEA NaturalEnvironment

Family ChildCare Providers IEP

Tax Deductions Abilities Local Auxiliary Aids Auxiliary Aids& Services

Public IFSP/IEP


EarlyIntervention

Services

Civil Rights Charge

Parent(s) orLegal

Guardian(s)Modified IDEA Accessible Teach You Skills





NaturalEnvironment Accessible ADA & IDEA 0-2 years old Public

3 years + Abilities IDEA Tax Deductions IFSP

Auxiliary Aids& Services Charge Modified Auxiliary Aids


EarlyIntervention

Services

IEP ADA Local IFSP/IEP Medications

DiscriminateParent(s) or

LegalGuardian(s)

Teach You Skills Family Child Care Providers Civil Rights





IDEA Family Child Care Providers

NaturalEnvironment Charge


EarlyIntervention

Services

Teach You Skils IFSP Civil Rights ADA Local

Abilities Accessible 0-2 years old Auxiliary Aids ADA & IDEA

Parent(s) orLegal

Guardian(s)

TaxDeductions IFSP/IEP Public Auxiliary Aids

& Services

Discriminate Medications 3 years + IEP Modified





Local Medications TaxDeductions IEP Accessible

Auxiliary Aids Family ChildCare Providers Discriminate Auxiliary Aids

& ServicesNatural

Environment

0-2 years old IDEA Civil Rights Abilities Modified

Charge Public IFSP Teach You Skills 3 years +

ADA & IDEA ADA


EarlyIntervention

Services

IFSP/IEPParent(s) or

LegalGuardian(s)





Medications IEP Local Abilities IFSP/IEP

Public NaturalEnvironment ADA & IDEA Auxiliary Aids Teach You Skills

Civil Rights ADA Auxiliary Aids& Services 3 years +


EarlyIntervention

Services

IFSP Modified Family ChildCare Providers Charge 0-2 years old

Parent(s) orLegal

Guardian(s)Tax Deductions IDEA Accessible Discriminate





Medications ADA 0-2 years old IFSP Civil Rights

Modified ADA & IDEA Abilities Accessible NaturalEnvironment

Family ChildCare Providers IFSP/IEP IDEA Discriminate


EarlyIntervention

Services

Public Tax Deductions Local Auxiliary Aids& Services 3 years +

Charge Teach You Skills IEP Auxiliary AidsParent(s) or

LegalGuardian(s)





Auxiliary Aids & Services Modified Discriminate Tax Deductions Civil Rights

Parent(s) orLegal

Guardian(s)

NaturalEnvironment ADA & IDEA IFSP


EarlyIntervention

Services

Abilities IDEA 3 years + Auxiliary Aids Family ChildCare Providers

Medications Accessible Charge IFSP/IEP Local

0-2 years old Public IEP Teach You Skills ADA





Auxiliary Aids& Services 0-2 years old Public 3 years + IFSP/IEP

Modified Local Auxiliary Aids Medications IEP

NaturalEnvironment IDEA Family Child

Care Providers Abilities IFSP

Teach You Skills ADA Civil Rights


EarlyIntervention

Services

Discriminate

ChargeParent(s) or

LegalGuardian(s)

ADA & IDEA Accessible Tax Deductions





Public Charge Accessible Tax Deductions Auxiliary Aids

Medications IEP IFSP


EarlyIntervention

Services

0-2 years old

IDEA Family Child Care Providers

Auxiliary Aids & Services Abilities ADA & IDEA

Teach You SkillsParent(s) or

LegalGuardian(s)

Discriminate Modified 3 years +

IFSP/IEP NaturalEnvironment ADA Civil Rights Local





Local Tax Deductions Discriminate ADA Modified

ADA & IDEAParent(s) or

LegalGuardian(s)

Abilities Auxiliary Aids IFSP/IEP

Accessible Civil Rights 0-2 years old Charge NaturalEnvironment


EarlyIntervention

Services

Auxiliary Aids& Services Medications Teach You Skills IEP

3 years +ADA IDEA Public IFSP Family ChildCare Providers





ADA Teach You Skills 0-2 years old Auxiliary Aids IFSP

Family ChildCare Providers Public Medications Accessible Natural

Environment

Parent(s) orLegal

Guardian(s)

Auxiliary Aids& Services Discriminate Civil Rights


EarlyIntervention

Services

ADA & IDEA IDEA Tax Deductions Modified Local

IFSP/IEP Abilities IEP 3 years + Charge






LegalGuardian(s)

Family ChildCare Providers ADA Abilities

Charge Accessible 3 years + Teach You Skills IFSP


EarlyIntervention

Services

NaturalEnvironment Auxiliary Aids Civil Rights Auxiliary Aids

& Services

Medications Local 0-2 years old Public Modified

IFSP/IEP IDEA Discriminate Tax Deductions IEP





NaturalEnvironment Civil Rights IEP Public Charge

Accessible Modified IFSP Auxiliary Aids& Services

Family Child Care Providers

ADA & IDEA Tax Deductions 0-2 years old AbilitiesParent(s) or

LegalGuardian(s)

IFSP/IEP Discriminate Auxiliary Aids 3 years + Local

ADA


EarlyIntervention

Services

Medications Teach You Skills IDEA





Charge Civil Rights IEP


EarlyIntervention

Services

Accessible

Modified NaturalEnvironment IDEA 3 years + Family Child

Care Providers

Abilities Teach You Skills ADA & IDEA IFSP/IEP Medications

Discriminate Auxiliary Aids Local IFSP Tax Deductions

0-2 years old Auxiliary Aids& Services Public

Parent(s) orLegal

Guardian(s)ADA





Parent(s) orLegal

Guardian(s)Public Medications ADA & IDEA ADA

IDEA Local Accessible IFSP Auxiliary Aids

Family ChildCare Providers IEP Tax Deductions Natural

Environment 0-2 years old

Civil Rights 3 years + Abilities Auxiliary Aids& Services IFSP/IEP

Teach You Skills Modified Discriminate


EarlyIntervention

Services

Charge





Auxiliary Aids Family ChildCare Providers


EarlyIntervention

Services

Auxiliary Aids & Services Abilities

Local Teach You Skills NaturalEnvironment Civil Rights Accessible

IDEA Discriminate IFSP/IEP Medications Charge

ADA & IDEA 0-2 years old 3 years + Public Tax Deductions

IEPParent(s) or

LegalGuardian(s)

ADA IFSP Modified





Medications Family ChildCare Provider IFSP Auxiliary Aids

& Services Civil Rights

IEPParent(s) or

LegalGuardian(s)

ADA Tax Deductions Public

Charge Accessible IFSP/IEP 3 years + ADA & IDEA


EarlyIntervention

Services

Modified Teach You Skills Discriminate IDEA

0-2 years old Local Auxiliary Aids Abilities NaturalEnvironment






EarlyIntervention

Services

ADA IFSP/IEP IEP NaturalEnvironment

Accessible 0-2 years old Family ChildCare Providers Discriminate IDEA

Local Medications 3 years + Charge Public

Tax Deductions AbilitiesParent(s) or

LegalGuardian(s)

IFSP Modified

Auxiliary Aids ADA & IDEA Teach You Skills Auxiliary Aids& Services Civil Rights





Abilities 3 years + Civil Rights


EarlyIntervention

Services

Charge

Modified Public IEP Accessible Discriminate

IDEA Auxiliary Aids& Services 0-2 years old IFSP Tax Deductions


LegalGuardian(s)

NaturalEnvironment Auxiliary Aids IFSP/IEP

Medications Teach You Skills Family ChildCare Providers Local ADA





Accessible Tax Deductions Abilities Family ChildCare Providers IFSP/IEP

ADA & IDEA DiscriminateParent(s) or

LegalGuardian(s)

Medications ADA

Civil Rights Teach You Skills 3 years +


EarlyIntervention

Services

Public

NaturalEnvironment Modified Local Auxiliary Aids

& Services IDEA

Auxiliary Aids Auxiliary Aids IEP Charge 0-2 years old





Tax Deductions Discriminate Family ChildCare Providers

Parent(s) orLegal

Guardian(s)0-2 years old

IDEA Medications Local IEP Auxiliary Aids

Modified IFSP Auxiliary Aids& Services Civil Rights Charge

ADA & IDEA NaturalEnvironment IFSP/IEP Accessible


EarlyIntervention

Services

Abilities ADA 3 years + Teach You Skills Public






EarlyIntervention

Services

IFSP/IEP IEP Charge Discriminate

Medications ADA & IDEA ADA Public Auxiliary Aids

Auxiliary Aids& Services

NaturalEnvironment Teach You Skills 3 years + 0-2 years old

Modified Accessible Tax Deductions IFSPParent(s) or

LegalGuardian(s)

Local Civil Rights IDEA Family ChildCare Providers Abilities





3 years + Charge IFSP/IEP ADA & IDEA Modified

Tax Deductions Auxiliary Aids& Services IDEA Local Public

NaturalEnvironment


EarlyIntervention

Services

AbilitiesParent(s) or

LegalGuardian(s)

Civil Rights

Accessible Teach You Skills Discriminate Family ChildCare Providers IEP

IFSP 0-2 years old Auxiliary Aids ADA Medications





Teach You Skills IDEA Abilities ADA 3 years +

Discriminate Family ChildCare Providers Civil Rights Local Medications

AccessibleParent(s) or

LegalGuardian(s)

IEP


EarlyIntervention

Services

Public

ADA & IDEA IFSP/IEP Modified Charge IFSP

0-2 years old Tax Deductions Auxiliary Aids NaturalEnvironment

Auxiliary Aids& Services





IDEA Accessible Local IEP Modified

Public


EarlyIntervention

Services

IFSP/IEP Charge Auxiliary Aids& Services

3 years + Family ChildCare Providers ADA Tax Deductions Teach You Skills

NaturalEnvironment Civil Rights IFSP 0-2 years old Discriminate

Parent(s) orLegal

Guardian(s)Medications ADA & IDEA Auxiliary Aids Abilities IFSP/IEP





IFSP/IEPParent(s) or

LegalGuardian(s)

Charge NaturalEnvironment Abilities

Auxiliary Aids Auxiliary Aids& Services


EarlyIntervention

Services

Tax Deductions 3 years +

IEP ADA & IDEA Medications Modified Discriminate

IDEA Teach You Skills Accessible Civil Rights Family ChildCare Providers

0-2 years old Public ADA IFSP Local





MedicationsParent(s) or

LegalGuardian(s)

Auxiliary Aids& Services Local Accessible

Tax Deductions Auxiliary Aids IFSP/IEP Civil Rights Teach You Skills

IEP IDEA

Screening, Consultation

& Early Intervention

Services

Modified 0-2 years old

Public Discriminate Family ChildCare Providers Charge 3 years +

ADA ADA & IDEA NaturalEnvironment IFSP Abilities





3 years + 0-2 years old Auxiliary Aids& Services ADA & IDEA Abilities

Tax Deductions Teach You Skills Local IFSP/IEP Family Child Care Providers

Modified IDEA NaturalEnvironment Charge Public

IEP ADAParent(s) or

LegalGuardian(s)

IFSP Accessible

Civil Rights Discriminate Auxiliary Aids


EarlyIntervention

Services

Medications





3 years + ADA Teach You Skills IFSP/IEP IEP

Parent(s) orLegal

Guardian(s)Auxiliary Aids Modified


EarlyIntervention

Services

Public

Accessible Family ChildCare Provider Civil Rights Local Abilities

IDEA NaturalEnvironment Tax Deductions IFSP Auxiliary Aid

& Services

Discriminate ADA & IDEA 0-2 years old Charge Medications





ADA in Family Child Care⁸,⁹,¹⁰


The content of this handout is intended solely for informational purposes andis not a determination of your legal rights or responsibilities under the ADA.

The Americans with Disabilities Act (ADA)

As you develop policies and make decisions regarding enrollment for your FCC program, it is important to know that you are required to follow the Americans with Disabilities Act guidelines.

The ADA is a federal civil rights law passed in 1990. It was designed to break down the barriers that people with disabilities face to ensure that everyone can lead a full and productive life. The ADA prevents discrimination against people with disabilities. It applies to all child care programs, including FCC homes.

What You Need to Know About the ADA

• State & Local Governments (Title II): Additional protections for people withdisabilities are required for providers who receive child care subsidies orvouchers

• Public Accommodations (Title III): As a FCC business owner, you must provide aprogram, services, and a facility that are accessible to everyone

How can you meet ADA requirements?

• Update your FCC policies and procedures so they are inclusive of all children and families º Accept children into your program regardless of their abilities* º Use of medication

» Medications must be in their original containers and be stored safely» Keep written documentation on file, such parent consent and verification of training

completed to administer medication º Provide activities that can be modified to meet the developmental needs of all children º Identify reasonable modifications by talking with the parent(s) or legal guardian of a child about

their child’s needs and the accommodations they are looking for. º It is illegal to charge a family more for the care of their disabled child, or to discriminate against

someone with a disability. º Additional program expenses that come from accommodating children with disabilities should

be considered part of the cost of doing business. It can be factored into the cost of care for all families, and may be tax deductible.


ADA in Family Child Care⁸,⁹,¹⁰


• Make sure all the areas of your home used for your family child care program are accessible (e.g.,bathrooms, doorways, hallways, bedrooms, sidewalks)**

• Auxiliary aids and services must be provided to assist with communication unless this creates an“undue burden” (i.e. significant difficulty or expense).

º A few examples of auxiliary aids are: visual schedules, equipment adapted for play/learning, andlarge-print books

• FCC providers need to hire people of all abilities

*Unless the child’s presence would pose a direct threat to the health or safety of others or meeting theirneeds would mean a fundamental alteration of the program.

**Architectural barriers must be removed if “readily achievable.” This means that barriers can be accom-plished easily and carried out without much difficulty or expense. You can research tax deductions be-fore you decide a project is too costly. Here's an example that may make the laws clearer: making minor changes to toys or equipment would probably not be an undue burden, but hiring a full-time staff person to provide extra assistance could be.

⁸The ADA is updated periodically and should be checked on the ADA website at: https://www.ada.gov/. The Department notes that the ADA uses outdated language regarding persons with disabilities.

⁹The U.S. Department of Justice, Civil Rights Division, Disability Rights Section provides more in-depth information about the ADA. Accessed Jan. 31, 2019 https://www.ada.gov/childqanda.htm

¹⁰Extension.org, “What Child Care Providers Need to Know about Disability Laws” which offers guidance on ADA and IDEA. Accessed Feb. 21, 2019 https://articles.extension.org/pages/26481/what-child-care-providers-need-to-know-about-disability-laws


IDEA in Family Child Care¹¹


The Individuals with Disabilities Education Act (IDEA)

IDEA Services• Early intervention and special education services are available in every

community• Families can request a free evaluation and assessment from qualified specialists• FCC providers and parents can visit the CDC Learn the Signs website for

information at:• https://www.cdc.gov/ncbddd/actearly/index.html• If you have concerns about the development of a child in your care, talk with the

parents• Call (800) 515-BABY for Early Start services in your area

Supporting children and families under the IDEA

• Children and their families may receive free screening, consultation and services º Infants and toddlers (ages 0-2) receive early intervention services through local agencies. º Preschool aged children (ages 3+) are served through local public schools

• Individualized Family Service Plan (IFSP) º For a child aged 0-2 who is eligible for assistance, parents meet with a team of specialists to create

a written plan for early intervention services. º An IFSP is an individualized plan for a child and family. The IFSP sets outcomes for the child and

family and includes the services that will be provided to attain those outcomes.

• Individualized Education Plan (IEP) º For a child over the age of 3 who is eligible for assistance, an IEP is developed. º An IEP is an individualized statement of an educational plan. The IEP sets reasonable learning

goals for a child and includes the services the school district will provide for the child.

• Child care providers can serve on the team that creates and implements the IFSP or IEP. º Because child care providers spend many hours with children, they can offer information and

support for children as part of an IFSP or IEP team. º Early intervention and special education services for children are supposed to occur in the child’s

natural setting whenever possible. A child’s natural setting is wherever that child would be if he or she did not have a disability.

If a child in your family child care program has a disability, the plan may specify that a specialist come to your home to assist the child. The specialist may also teach you skills to help you provide appropriate care and early education for that child

¹¹Extension.org, “What Child Care Providers Need to Know about Disability Laws” which offers guidance on ADA and IDEA. Accessed Feb. 21, 2019 https://articles.extension.org/pages/26481/what-child-care-providers-need-to-know-about-disability-laws


Child-Centered Profile


Child's Photo

Child’s interests, strengths, and skills:

What strategies work best for supporting this child?

Which strategies are not helpful for this child?

Values and goals the family and/or child would like to share.

Child's Name:

What are the family's dreams for this child?


SNI Post-Training Reflection


Name____________________________________________________

Date_________________

Use an X to mark the box that answers each statement best for you

Strongly Disagree

Disagree Neither Agree

NorDisagree

Agree Strongly Agree

I know about the Americans with Disabilities Act and how it pertains to family child care.I am familiar with services that are available to children and families with disabilities.My family child care home has been set up using Universal Design principles.I value the inclusion of all children as full participants in my family child care home.I have heard of “People First Language”

As a family child care provider I have identified barriers to the inclusion of children with disabilities and their families.I value collaboration with families, all kinds of early childhood educators, and other service providers to meet the needs of children with disabilities.I have developed a child centered profile for children in my care.I am committed to creating an inclusive environment that is positive for all children in my family child care home.What is the main thing you got out of this training?

Describe at least one thing you will now do differently to support the children in your care:

Sp nclusion SNI - rrnetwork.org

Documents

Transcript of Sp nclusion SNI - rrnetwork.org