September, Mainstreaming at the Preschool Level Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne  Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. responses and/or questions to: 

September, “Just as you treat your children, so will you treat Christ.” White, E. (April 6, 1903). A Call to Repentance. General Conference Bulletin, p. 89

September, Constructivist Theory of Learning We learn by constructing our own understandings based upon our experiences. We learn by constructing our own understandings based upon our experiences. We are not born as "blank slates" on which to write endless information. We are not born as "blank slates" on which to write endless information. What we learn is affected by what we already know.... What we learn is affected by what we already know.... Our experiences are unique, and therefore our understandings are unique. Our experiences are unique, and therefore our understandings are unique. To learn, we apply what we already know to a new situation. To learn, we apply what we already know to a new situation. The Summer 2004 issue of Interaction, the journal of the Canadian Child Care Federation, features a series of articles on "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning...

September, Make a list of individuals whom you personally know who have a special need. List the special need as well. For instance: Father – hearing impaired Schuyler – Spina bifida John – Asperger’s Syndrome

September, Types of Special Needs Mental Mental Retardation Retardation Learning Disabilities Learning Disabilities Exceptional Abilities Exceptional Abilities Social Social A-social A-social Anti-social Anti-social Behavioral Behavioral Emotional Emotional Neediness Disturbances Physical Physical Orthopedic Health Speech/Language Auditory Visual Spiritual

September, Special and Typical Needs Each child is unique Each child is unique Each child develops and matures at a different rate Each child develops and matures at a different rate Typical developmental milestones or characteristics help determine “special need” Typical developmental milestones or characteristics help determine “special need” Approximately 20% of all children can be considered to have a “special need” Approximately 20% of all children can be considered to have a “special need”

September, Inclusion Rationale State and Federal Laws (search web) State and Federal Laws (search web) IDEA, ADA, P.L , P.L , P.L IDEA, ADA, P.L , P.L , P.L Better role models Better role models Realistic expectations Realistic expectations Perception = Reality Perception = Reality Develops positive attitudes = empathy Develops positive attitudes = empathy

September, The Teacher’s Role Be professionally knowledgeable about child development Be professionally knowledgeable about child development Be observant Be observant Document Document Build a respectful and professional rapport with parents and families Build a respectful and professional rapport with parents and families Be familiar with and willing to use community resources for appropriate referral Be familiar with and willing to use community resources for appropriate referral Learn all you can! Learn all you can!

September, Reality Check Children with special needs need special services. Children with special needs need special services. Such services may consist of extra planning, additional training or consultation. Such services may consist of extra planning, additional training or consultation. It is often possible to provide the necessary special services within the regular setting. It is often possible to provide the necessary special services within the regular setting. The need for additional resources provides opportunities for collaboration and problem-solving. The need for additional resources provides opportunities for collaboration and problem-solving.

September, Refer to your list of individuals with special needs… Briefly describe your feelings toward the individuals on your list. Briefly describe your feelings toward the individuals on your list. Briefly describe the impact they have had on you. Briefly describe the impact they have had on you.

September, Feelings Avoidance or ignoring DiscomfortFearfulness Sadness or pity VulnerabilityDenialResentmentGuiltAngerUnpreparednessAcceptancePermission Realistic expectations Appreciation Belief in Potential

September, All Children have potential and all children are capable of learning.

September, Preparing for the Special Needs Child

September, Scenario This is Andrew’s first day at your center. This is Andrew’s first day at your center. It time for outdoor play. It time for outdoor play. Andrew cannot walk. Andrew cannot walk. What would you do?

September, AcceptancePermission Realistic expectations Appreciation Belief in Potential What are some typical developmental milestones in children?

September, The Child Meet the child and parents Meet the child and parents Encourage family & child to visit center Encourage family & child to visit center Get acquainted with the individuals Get acquainted with the individuals Collect background information Collect background information Learn about the specific disability/need Learn about the specific disability/need Remember that abilities differ Remember that abilities differ

September, Reality Check Not every challenged child can be successfully mainstreamed into a “typical” classroom.

September, The Classroom Developmentally Appropriate Age Appropriateness Age Appropriateness physical development emotional development social development cognitive development Individual Appropriateness Individual Appropriateness pattern and timing of growth personality learning style coping skills family background

September, Making Inclusion Successful Purposefully plan lessons Purposefully plan lessons Compare child’s performance with past Compare child’s performance with past Know the present level of ability Know the present level of ability Identify the next realistic level of ability Identify the next realistic level of ability Observe behavior and progress Observe behavior and progress Supervise effectively Supervise effectively Put regular activities first Put regular activities first Encourage independence Encourage independence

September, Successful Mainstreaming Physical Inclusion presence presence Social Integration interaction interaction Children with special needs will often learn more from other children than from adults. Children with typical needs will also learn from children with special needs. Activities designed especially for the child with special needs should include other children whenever possible. Be balanced in your efforts.

September, Children of Typical Development Need: To observe supportive, accepting adults To observe supportive, accepting adults To have established rules To have established rules To have factual information To have factual information To have questions answered To have questions answered To have guided perceptions (books, toys, pictures, props, misc. objects) To have guided perceptions (books, toys, pictures, props, misc. objects) To have practice in praising To have practice in praising To have opportunities to explore To have opportunities to explore To pair with peers To pair with peers To have interpretation provided To have interpretation provided

September, Working with Parents Children’s first teachers Children’s first teachers Compassion for challenges Compassion for challenges Communication and support Communication and support Collaboratively-set realistic expectations Collaboratively-set realistic expectations Routine enrollment process Routine enrollment process Education and reassurance Education and reassurance

September, Working with Other Agencies Document and communicate Document and communicate Be involved Be involved Cooperate and collaborate Cooperate and collaborate Avoid competitiveness Avoid competitiveness

September, Specific Strategies Predictability & consistency Predictability & consistency Organization Organization Familiar objects and images Familiar objects and images Collaborative games/activities Collaborative games/activities Clearly defined play/work areas Clearly defined play/work areas Duplicate materials Duplicate materials Soothing and relaxing materials Soothing and relaxing materials Expectations for independence Expectations for independence Search for volunteers Search for volunteers

September, The Project Approach Helping Teachers Include All Children Include more children with special needs in their curriculum planning Include more children with special needs in their curriculum planning Learn how to plan for groups of mixed ability or mixed- age children Learn how to plan for groups of mixed ability or mixed- age children Learn new strategies for understanding and documenting learning in nonverbal children Learn new strategies for understanding and documenting learning in nonverbal children Learn that children with special needs are more capable than first imagined Learn that children with special needs are more capable than first imagined Learn to use more open-ended and child-centered activities with a wide variety of materials Learn to use more open-ended and child-centered activities with a wide variety of materials Increase appreciation for the diversity that children and families bring to programs Increase appreciation for the diversity that children and families bring to programs Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).

September, Inclusion Plan Scenarios p. 156 Physical adaptations Physical adaptations Program adaptations Program adaptations Is this inclusion plan appropriate for this child and teacher?

September, And You? What have you done lately to make your classroom more developmentally appropriate? What have you done lately, or in the past, to make your room more individualized?

September, Thank you for your attendance and participation  Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. responses and/or questions to:

September, Resources Chandler, Phyllis. (1993). A Place for Me. Early Childhood Training Center, 6949 S. 110th St., Omaha, NE ; Ph: or CHILD Chandler, Phyllis. (1993). A Place for Me. Early Childhood Training Center, 6949 S. 110th St., Omaha, NE ; Ph: or CHILD Mary Donegan, Seong Bock Hong, Mary Trepanier- Street, & Caryn Finkelstein. (2005). "Exploring How Project Work Enhances Student Teachers’ Understanding of Children with Special Needs." Journal of Early Childhood Teacher Education, 26, (1). pp Mary Donegan, Seong Bock Hong, Mary Trepanier- Street, & Caryn Finkelstein. (2005). "Exploring How Project Work Enhances Student Teachers’ Understanding of Children with Special Needs." Journal of Early Childhood Teacher Education, 26, (1). pp IDEA 2004 News, Information and Resources News, information and resources on the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), the nation's law that works to improve results for infants, toddlers, children and youth with disabilities: IDEA 2004 News, Information and Resources News, information and resources on the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), the nation's law that works to improve results for infants, toddlers, children and youth with disabilities:

September, Resources, cont m m m m

September, Evaluation 1. I came to this training because… 2. I learned this new information… 3. The most helpful part was… 4. This training could be improved if… 5. As I leave today, I will… 6. In the future, please…