Optional Slides for Extended Inclusion Works in a CPIN Training

Create a Billboard Use the markers and chart paper to create a billboard to advertise the highlights of your chapter. Hang the completed billboard around the room. Walk around the room and gather ideas from other billboards. Optional activity after the slide titled: Time for Review Invite participants to use chart paper and markers to create a billboard to advertise the key highlights from the chapter they read.

Joint Position Statement Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. DEC/NAEYC Joint Position Statement Locate your copy of the Joint Position statement. “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society” (Joint Position Statement DEC/NAEYC). Provide 10 min for participants to read the joint position statement Refer to the handout, Literacy Bill of Rights.

Law and Beliefs PL94-142 (1975): Public education for all children ADA (1991): Access to full participation in society IDEA (2004): Access to education for all The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. DEC/NAEYC position statement Education for All Handicapped Children Act (PL 94-142) 1975: The first national piece of legislation mandating appropriate and free education for students with disabilities was signed into law by President Gerald Ford in November 1975. The law was to be in effect by September 1, 1978. This single piece of legislation has been the cornerstone of special education legislation for the past 25 years. PL 94-142 mandates that "To the maximum extent appropriate, children with disabilities, including children in public or private institution or other care facilities, are to be educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occur only when the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." The concept of LRE necessitates that children with and without disabilities should be educated together unless it does not meet the child's needs. "The philosophy is to move as close to the normal setting (regular classroom) as feasible for each child" (Kirk, et. al, 2000, p. 73). Due Process. Due Process is a system of checks and balances to ensure accountability and fairness for students with disabilities and their families. "Families and school districts can exercise their Fourteenth Amendment rights to due process..." (Hunt & Marshall, 1999, p. 15). SEE DEC/NAEYC Position Statement on Inclusion for more information regarding the quote.

IDEA 2004 The goal of the Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. The goal of Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. IDEA serves 6.1 million school age children and almost 1 million children ages birth to 5. Federal funding for IDEA was $10.6 billion in 2006. These funds are distributed to all states to assist with the cost of providing special education services. IDEA requires all states that accept IDEA funds to provide a free appropriate public education to all children with disabilities in the state. To achieve that goal, every state is required to: Establish a goal of providing full educational opportunity to all children with disabilities and a timetable for accomplishing that goal Identify, locate, and evaluate all children with disabilities residing in the state who are in need of special education and related services Ensure that all special education teachers are highly qualified Evaluate every child suspected of having a disability in accordance with the requirements of IDEA Annually develop an individualized education program (IEP) for each child with a disability Provide education services in the least restrictive environment — removing children from the regular education environment only when the nature or severity of their disability makes it necessary to do so Provide all procedural safeguards required by IDEA to children with disabilities and their parents Establish goals for the performance of children with disabilities that are the same as the state's definition of adequate yearly progress (AYP) and are consistent with any other goals and standards for children established by the state Include all children with disabilities in all general state and district wide assessment programs, including those assessments required by NCLB — students must be given appropriate accommodations and alternate assessments as indicated in their IEPs The special education provided to children with disabilities must be specially designed instruction to meet the unique needs resulting from the child's disability and must enable the child to be involved and make progress in the general education curriculum.

Final Reflections Think and discuss: What did we explore that you were initially interested in? Is your interest further peaked? What will you do with this new knowledge and interest?

Universal Design for Learning: Volcano Photo of teacher using multiple means of representation Recognizing that students follow different pathways to learning, this framework incorporates a concept known as universal design for learning. “Universal design provides for multiple means of representation, multiple means of engagement, and multiple means of expression…Multiple means of representation refers to providing information in a variety of ways so the learning needs of all children are met. For example, it is important to speak clearly to children with auditory disabilities while also presenting information visually (such as with objects and pictures” (PCF, Vol. 2, p. 14). “Multiple means of expression refers to allowing children to use alternative ways to communicate or demonstrate what they know or what they are feeling. For example, when a teacher seeks a verbal response, a child may respond in any language, including American Sign Language. A child with special needs who cannot speak may also respond by pointing, gazing, gesturing, using a picture system of communication, or by using any other form of alternative or augmented communication system” (PCF, Vol. 2, p. 14). “Multiple means of engagement refers to providing choices in the setting or program that facilitate learning by building on children’s interests. The information in this curriculum framework has been worded to incorporate multiple means of representation, expression, and engagement” (PCF, Vol. 2, p. 14). An intentionally designed environment can support UDL strategies for supporting vocabulary. Look at the various ways children are engaging with, representing, and expressing the concept of a volcano in these photographs. How many can you see? Extra Notes: Print and place the following article on the gallery table for those participants who are interested in learning more about UDL: “Integrating Principles of Universal Design Into the Early Childhood Curriculum.”

Special Education Services California Preschool Curriculum Framework Working Together Special Education Services Provides services for children with disabilities Occurs in a variety of settings Ensures access to regular preschool activities California Preschool Curriculum Framework Planning learning opportunities Teachable moments Routines, environments, and materials There are multiple special education handbooks that support child development. For more information go to www.scoe.net/seeds/resources/handbooks.html.

Today’s Lesson: The Circle Activity 4: Experiencing Universal Design for Learning: Geometry Presenter Remarks: Let’s pretend that I am the teacher and I have decided to teach you all to identify a circle. Trainer note: The circle will appear on the second click. As the circle appears, the trainer continues by saying, in a comical manner, “Children, this is a circle!” Ask a few audience members, “What is this?” and elicit the response, “A circle.” We will now focus on circles through the lens of Universal Design for Learning. Look around the room and find examples of circles. (See activity process for complete list of steps.) intent: Introduce the concepts of universal design for learning (UDL) in teaching and learning.   OUTCOMES: Experience how to engage, express, and represent information in multiple means through a simple teaching/learning activity. They explore how UDL principles support unique learning needs through the design of environments, materials, and teaching strategies. Materials Required: PowerPoint slide Handout 8: UDL Circle Pencil Blank pieces of paper OPTIONAL: Display of common materials that could be used to teach about circles and roundness (hoops, rings, string, jump ropes, bubble soap, balls, paper/markers, sand trays, etc.) with a multisensory approach Time: 15 minutes Process: Trainer sets the stage by saying, “Let’s pretend that I am the teacher and I have decided to teach you all to identify a circle.” (The circle will appear on the second click.) As the circle appears, the trainer continues by saying, in a comical manner, “Children, this is a circle!” Ask a few audience members, “What is this?” and elicit the response, “A circle.” Trainer transitions by saying “We will now focus on circles through the lens of universal design for learning.” Ask participants to find examples of circles around the room. Invite them to demonstrate “circles” with the four prompts on Handout 8: UDL Circle (draw one, find one, make one, show me). Using Handout 8, participants brainstorm with the materials displayed to see how many ways they can think of to draw, find, make, or show a circle. Invite each table group to take notes for a share-out. Lead a brief discussion to collectively brainstorm various ways that children can use the four prompts in the handout to engage with circles. With the entire group, focus on children with special needs. How might a teacher gather information about circles from children with each of the following: Hearing impairment? Vision impairment? Physical challenges? OPTIONS: Instead of inviting all participants to demonstrate the activity, have trainers act out the activity in front of the group. Instead of using a circle, use domain-related content to complete the activity. For example, use the idea of throwing a ball for physical development, or use a letter for writing. After the circle lesson, connect back to the foundations by asking participants to identify domains that could be addressed through this activity (e.g., math, literacy, social-emotional, physical development).