Supporting Inclusion in Classroom Routines

Presenter Information •Robin McWilliam –Professor and Department Head –Special Education and Multiple Abilities –The University of Alabama •Cami Stevenson –Administrator –Multnomah Early Childhood Program –Portland, OR Facilitator to read

Disclosure Nothing at this time Presenter to populate

Learning Objectives Participants will learn What integrated therapy is What collaborative consultation to child care is What teachers can do to take best advantage of their consultants We also hope for story telling and sharing from our audience again today. Please feel free to ‘raise your hand’, comment, and share.

Outline Reflections on incidental teaching Integrated therapy From integrated therapy to CC2CC How to take advantage of people!

Homework Choose a child to teach during a classroom routine. Complete our form to guide your reflection In what routine/area of the classroom did this teaching occur? What was the child engaged with? What specific interest of his or hers did you follow? What did you (try to) get the child to do, beyond his or her initial engagement? Did he or she do it? Was the interaction fun for the child?

Integrated Therapy Integrating Therapy Into the Classroom McWilliam & Scott (2001) Individualizing Inclusion in Child Care Project

Video Physical therapist Occupational therapist Rolling with friends Expanded play with OT

From Integrated Therapy to CC2CC Collaborative Consultation to Child Care From Integrated Therapy to CC2CC

Evolution of My Thinking Watching each other Talking to each other

Reacculturation of OT in Early Intervention About the Role of Specialists “The introduction of more and more controversial practices goes hand in hand with a pernicious slide toward the overspecialization of early intervention (see McWilliam et al., 1996).” Winnie Dunn in Bringing Evidence into Everyday Practice (2008; p. 333)

Process of Consultation The Process of Consultation Buysse and Wesley (2005, p. 18) describe an 8 stage process within CONSULTATION: Stage 1: Gaining Entry Stage 2: Building the Relationship Stage 3: Gathering Information Through Assessment Stage 4: Setting Goals Stage 5: Selecting Strategies Stage 6: Implementing the Plan Stage 7: Evaluating the Plan Stage 8: Holding a Summary Conference IMHO, “Stages” 3-7 are continuous and flowing, occurring in most visits.

Collaborative Consultation

Collaborative Consultation to Child Care (CC2CC) Visiting TEACHING STAFF/CAREGIVERS In their context Conjoint behavioral consultation 11/5/2015 R. A. McWilliam (2015)

Collaborative Consultation Expert Decide on the problem together Consultant decides what the problem is Decide on the solution together Consultant decides what the solution is Evaluate the solution together Consultant evaluates whether the solution has worked

Why Not Just Give Suggestions? Your input should be added value… So you need to know background You should not be the hero of the visit Think about feasibility and implementation Partners work together

1. Who Visits Classrooms? Early interventionists/itinerant ECSEs/special instructors OTs PTs Speech-language pathologists Psychologists, behaviorists, etc. Others

3. What’s This Like for Teachers? Teachers’ expectations Where did these come from? What frustrates teachers about professionals? Violation of expectations, of course Interventions unlikely to work Interventions not feasible No added value Attitude

When Everything Clicks, Teachers Like Being part of the assessment Being part of the solution finding Being part of the evaluation of the solution Communication Their Visiting Professional

Are Classroom Consultants Prepared to be Classroom Consultants? Typically, no Insufficient knowledge of Classroom management Engagement Room arrangement + other environmental factors Organization of adults But then they’re not trained to be individual-child consultants either!

They Don’t Follow Through “Follow through” = Do as I say Collaborative consultation doesn’t work that way Joint solution finding Hoosiers Rule (next slide)

“How many times we gonna pass the ball before we shoot?” “Four!”

“How many questions we gonna ask before we make a suggestion?” “Four!”

5. What Does the Research Say? Teachers and therapists communicate 4x more with in-class Relationship is important to implementation by teachers Individualized within routines is most effective Consultants have to add value Teachers prefer in-class, when they know what it is

6. What Key Practices Should Teachers Use Receiving Consultation/Integrated Therapy Checklist Available at www.mcwilliamconsulting.com This might be your most valuable hour of the week. Treat it as such!

Concepts Integrated therapy/services Collaborative consultation Individualized within routines Making an in-class session as relevant as possible Collaborative consultation Joint solution finding Moving from working with the child to working with the adult

For Teachers Insist on Assessing needs together Developing interventions together Evaluating interventions together Communication during session Help with classroom management

References McWilliam, R. A., & Bailey, D. B. (1994). Predictors of service delivery models in center-based early intervention. Exceptional Children, 61, 56-71. McWilliam, R. A. (1995). Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children 7(4), 29-38. McWilliam, R. A., & Sekerak, D. (1995). Integrated practices in center-based early intervention: Perceptions of physical therapists. Pediatric Physical Therapy, 7, 51-58. Roberts, J. E., Prizant, B., & McWilliam, R. A. (1995). Out-of-class vs. in-class service delivery in language intervention: Effects on communicative interactions with young children. American Journal of Speech-Language Pathology, 4(2), 87-93. McWilliam, R. A., Young, H. J., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics in Early Childhood Special Education, 16, 348-374. Wolery, M., & McWilliam, R. A. (1998). Classroom-based practices for preschoolers with disabilities. Intervention in School and Clinic, 34, 95-102, 117. Scott, S. M., McWilliam, R. A., & Mayhew, L. (1999). Integrating therapies into the classroom. Young Exceptional Children, 2(3), 15-24. McWilliam, R. A. (Ed.) (1996). Rethinking pull-out services in early intervention: A professional resource. Baltimore, MD: Paul H. Brookes. (Note: Out of print. Available from editor) McWilliam, R. A. & Casey, A. M., (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes Co.