1. AN INCLUSIVE APPROACH (TEXT: CHAPTER 1) AND INCLUSIVE PROGRAMS (TEXT: CHAPTER 3)

2. INCLUSION:  means that ____________________________ ________________________________________  is about belonging, being valued, and having choices  is about accepting and valuing human diversity  is about providing the necessary support so that all children and their families can participate successfully in the programs of their choice  is about accepting all children and their families and supporting their participation in those programs

3. All the “Same…”  PL 94-142 (1975) Education for All Handicapped Children Act renamed to:  PL 101-476 (1990) ________________________________________ (IDEA) amended as:  PL 105-17 (1997) Individuals with Disabilities Education Act Amendment of 1997 and recently changed to:  PL 108-446 (2004) Individuals with Disabilities Education Improvement Act of 2004  This law entitles everyone with a disability (birth-age 21) to a “free and appropriate public education” (FAPE).  It also requires every child with a disability to be educated in the least restrictive environment (LRE).

4. Early intervention-services for children & families from birth to school age. Children birth through 3 years of age (infants & toddlers):  typically participate in home-based early intervention programs (i.e. the ___________________________-also includes day care centers, play groups)  professionals come to the __________ (home visits) to work with the child and family  professionals form collaborative relationships with the _________ and teach the family intervention strategies that help meet the needs of the child  ____________ is the primary decision maker for their child and themselves Children over the age of 3 years old:  typically participate in __________________________ inclusive settings (i.e. classrooms)  family & professionals form collaborative relationships that help meet the needs of the child  _____________is the primary decision maker for their child and themselves

5. Mainstreaming vs. Inclusion  The term integration has also been used to describe the inclusion of children with disabilities in programs with typically developing children.  The term mainstreaming is a little controversial. Some educators argue that there are clear-cut differences between integration and mainstreaming while others use the term interchangeably.  Both refer to children with disabilities being placed full or part time in programs designed for typically developing children. MainstreamingInclusion children with disabilities had to “be ready” to be integrated into the mainstream children with disabilities are full time members of the general education classroom child often felt like a visitor in the classroom and was actually assigned to a special education classroom child receives support so they can participate in the ongoing classroom activities child was provided help to meet the existing expectations of the classroom supports include: adaptation of the curriculum, materials or instructional practices, additional staff, specialized training for the staff, and support services (therapies) conducted in the classroom, gym, playground

6. 3 ways to view inclusion 1. ________________________ reflects the families unique history, cultural influences and relationships of that family family choice drives the inclusion process ____________________-inclusive programs must consider the uniqueness of every child and family and how it can address the child’s strengths/family’s priorities 2. ________________________ varies from child to child and family to family create a match between the program and the child and family 3. ________________________ observed and reported by the parents & teachers include developmental changes (i.e. improved communication skills), changes in social behavior and a general sense of belonging

7. 3 outcomes of inclusion 1. _______________________ a) child’s interactions with groups (i.e. being a member of the class, being a member of a small group within the class) b) other members of the group are willing to make accommodations for the child with disabilities to make him/her feel as though they belong 2. _______________________- different roles that children play in their interactions with their peers 3. _______________________ a) changes in: i. participation in classroom routines and rituals ii. social-communicative behavior iii. functional (adaptive) skills iv. pre-academic skills b) other goals that are included in the child’s IFSP (Individualized Family Service Plan)/IEP (Individualized Education Plan)

8. 4 Reasons for Inclusive Early Education 1. The _______________ Issue  children with disabilities have a right to a full life 2. The ___________________ Issue  equal social status with typically developing children  promotes ________________ which leads to greater _______________  children with disabilities will learn normal social skills 3. _______________________ Issues  acquire a broad range of basic skills in all areas of development  ______________________-points in time when a child is highly motivated and better able to acquire a particular skill; many teachable moments every day; occur during daily routines & activities  typically developing children serve as role models as children with disabilities will observe and imitate more advanced skills modeled by the typically developing child 4. The ________ Issue  an economical alternative because inclusive programs take advantage of existing programs rather than creating new ones  community should invest $$ in inclusive facilities so all children, with and without disabilities, can benefit from a quality program

9. Responsibilities of Teachers in the Inclusive Programs

10. Benefits of Inclusion 1. ___________________________  significantly increased gains in social competence, social play and in other developmental domains  curriculum activities are based on child’s strengths & preferences  opportunities to observe, interact and imitate children who have higher-level skills; opportunities to learn directly from other children  environment is a more demanding, motivating, stimulating, and responsive  greater demands for appropriate social interactions  research shows that children with disabilities engage in higher levels of play when they are with typically developing children (Guralnick, 1990) 2. _____________________________  progress is not adversely affected by placement in inclusive classrooms  no difference in teacher attention  helps to develop sensitivity to understand differences in others  peer tutoring-one child instructing or helping another (both children benefit) promotes social interactions among all children promotes acceptable play behaviors promotes appropriate & enhanced use of materials

11. Benefits of Inclusion (cont’d) 3. _____________  attitudes increased as experience with inclusion increased  typically developing children were more accepting of differences  less discomfort with people with disabilities and people who looked/behaved differently from the way they did 4. ______________  an increased tolerance to those with disabilities (awareness=acceptance)  a greater understanding and respect for those who are less able  increased acceptance  less likely to make negative judgments & comparisons

12. It is ____________________for private early childhood programs to refuse to serve a child because of a disability, according to the Americans with Disabilities Act. REMEMBER: INCLUSION IS THE LAW!!!

13. Evolving trends in the Early Childhood Special Education field include:  __________________________________settings  emphasis on _________________________________  relationship-focused interventions  _______________________________________  interdisciplinary collaboration  increased cultural competence  coordinated, comprehensive services  standards- and evidence-based practices  ______________________________________________ According to Adapting Early Childhood Curricula for Children with Special Needs, 7th ed, (Cook, Klein and Tessier, 2008)

14. Inclusive Programs (text: chapter 3)  An inclusive program is any educational, child care, community, or recreation program that ______________________________ (Allen & Cowdery, 2009).  _______type of program that is appropriate for young children can be appropriate for young children with disabilities (Allen & Cowdery, 2009).  An essential component is that the program makes ___________________________to ensure the development of ______ children.

15. NAEYC’s guidelines for a high quality program include: (National Association for the Education of Young Children) responsiveness to cultural and linguistic diversity acknowledgment of the influence of the setting on evaluating what is appropriate

16. Types of Inclusive Early Childhood Programs 1. ____________________ a. family child care-child care in the provider’s home; less than 6 children (licensed in some states) b. center child care-child care provided in a separate setting (similar to a school), usually cares for large numbers of children c. corporate child care-run by businesses for their employees’ children; usually on site 2. _____________-usually designed for 3-5 yr olds; usually run for less than 4 hours/day (different than a child care center due to the amount & type of planned activities & length of program day) a. public school preschool programs-usually in elementary schools or community centers b. community-based programs-run by the community with heavy parent participation; often associated with churches, temples, and religious community centers

17. Types of Inclusive Early Childhood Programs (cont’d) 3. _____________-developed in 1965 as a compensatory education program for young children who are disadvantaged (also includes Early Head Start for very young children) 4. School-age children-kindergarten and older; attend public/private __________ and/or home schooling 5. _________________-organized art, dance, gymnastics, swim, sports and scouting programs

18. Inclusive Programs (Birth to Age Two) (text pg 73)  Goal=  Environment focuses on providing a setting that includes:  daily routines  play activities  responsiveness of the caregiver  intervention procedures that are geared to the infant’s skill levels  ___________________________-environment that supports a child’s efforts to explore and discover through interactions with other individuals, play materials and activities.

19. How to create reciprocal relationships with parents/family: share important information with parents/families about their children demonstrate respect for a family’s cultural, language, values & beliefs have appropriate information relating to child development & available community resources respond respectfully to parents’ questions, comments, concerns

20. Inclusive Programs (Ages Three to Five)  Goal=  Emphasizes creating a community of learners that work on:  social relationships  collaboration between children & adults  respect for every individual in the class  support & respect members from different cultures

21. Teaching strategies include: self-directed problem solving & experimentation designing learning environments that provide carefully matched opportunities and contexts for children with diverse abilities use of ______________________ (teaching in which the environment & teacher responses are arranged to prompt/encourage a child’s response) to take advantage of teachable moments throughout the day supporting children’s independence, self-determination and creativity

22. Inclusive Programs (Ages Six to Eight)  Goal=  These programs are part of the elementary school.  Constructing an appropriate curriculum includes:  physical, social, emotional and intellectual goals  individualized planning and instruction  promoting self-esteem  using an ____________________-lessons that include, in a single activity, content from more than one domain (teaching around themes, experiences and projects that include skills from many areas)