Camille Catlett Frank Porter Graham Child Development Institute GAYCFriday, October 11, 2013 High Quality Inclusion: Evidence-based Practices that Promote Access, Participation and Supports

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

Defining Features Universal Design (UD) & Universal Design for Learning (UDL) Assistive Technology Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.

Universal Design and Universal Design for Learning UD and UDL mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).

UDL in every day use

UDL in early childhood

Three key concepts

Multiple Means of Representation Various formats : kinesthetic Visual auditory

What can it look like?

UDL: Multiple Means of Engagement

What can it look like?

UDL: Multiple Means of Expression Typing/texting

What can it look like?  Children get to choose the method/form in which they express or demonstrate their understanding (that matches the teacher’s learning goal)  There ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways  There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product)

Meet Sophia 3 years old Lives with parents, who arrived this fall from Colombia to take faculty positions at a local university Cognitive, motor, and social-emotional skills are age- appropriate Easily comforted by familiar songs sung softly in Spanish Speaks and understands Spanish Has a few English labels; rarely initiates or engages in social conversation with her English-speaking classmates Often seems very quiet or withdrawn Loves: housekeeping area, music

Supporting Sophia with UDL How might you use multiple means of representation (visual, auditory, kinesthetic) multiple means of engagement (interests, preferences, curiosity, motivation) multiple means of expression (speaking, pointing, singing, drawing, gestures) to support Sophia and children like her?

Assistive Technology (AT) Assistive technology (AT) interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Source: CONNECT Module 5: Assistive Technology

AT to Support Access to Writing

AT to Support Access to Literacy

Defining Features Embedded instruction Scaffolding Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

CONNECT Handout 1.1 Environmental ModificationsEnvironmental Modifications

CONNECT Handout 1.2 Peer Supports

Adaptations Help All Children Adaptations allow teachers to do the same things that they would do with all children—facilitate their participation in activities and routines. Adaptations can be used to: Make situations better for a particular child. Improve situations for the entire group.

CARA’s Kit Creating Adaptations for Routines and Activities - adaptations to increase children’s engagement and participation in classroom activities and routines.

Meet Drew 3 years old Lives with parents and two brothers, one older and one younger Diagnosed with autism at 30 months Cognitive skills are near age-appropriate Significant delays in social and communication skills Rarely initiates or engages in social conversation Favorite toys: trains, Disney figurines, markers Tendency to tantrum Difficult time following directions Reacts strongly when told “no”

Putting It All Together Drew can find transitions to be very challenging. With a partner, use the Adaptation Notes to think about ways in which you can help him be successful during transitions.

Defining Features Professional development Family-professional collaboration Supports – refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

Higher preschool performance and promotion to next grade More positive engagement with peers, adults, and learning Buffers negative impact of poverty on academic and behavioral outcomes Engage Families Help Their Children to Succeed

Meet Warren 4 years old Currently living with his mother and sister in a local homeless shelter Cognitive skills have tested as age-appropriate Significant delays in fine motor skills Has not had any experience with books, crayons, or other “school type” activities or materials Loves running, jumping, and other very physical activity Favorite toys: blocks, cars, trucks Has difficulty sitting still for circle or story time

Thinking about Warren Warren has a tendency to go to the same area (blocks and cars) during “choice” time. He often tantrums when asked to make a different choice. What evidence-based practices could you use to support Warren? UD/UDL? Assistive technology? Embedded instruction? Scaffolding? Peer supports?

Thinking about Warren Warren has a tendency to go to the same area (blocks and cars) during “choice” time. He often tantrums when asked to make a different choice. How might you scaffold his learning to support him in making different choices?