1. September, 2004 1 Mainstreaming at the Preschool Level Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne and Robin Aaron

2. September, 20042 “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

3. September, 20043 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...

4. September, 20044 Make a list of individuals who you personally know that have a special need. List special need as well. For instance: Father – hearing impaired Schuyler – Spina bifida John – Asperger’s Syndrome

5. September, 20045 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

6. September, 20046 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”

7. September, 20047 Inclusion Rationale State and Federal Laws (search web) State and Federal Laws (search web) IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17 IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17 Better role models Better role models Realistic expectations Realistic expectations Perception = Reality Perception = Reality Develops positive attitudes = empathy Develops positive attitudes = empathy

8. September, 20048 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!

9. September, 20049 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.

10. September, 200410 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.

11. September, 200411 Feelings Avoid or ignore UncomfortableAfraid Sadness or pity VulnerabilityDenialResentmentGuiltAngerUnpreparedAcceptancePermission Realistic expectations Appreciation Belief in Potential

12. September, 200412 All Children have potential and all children are capable of learning.

13. September, 200413 Preparing for the Special Needs Child

14. September, 200414 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?

15. September, 200415 AcceptancePermission Realistic expectations Appreciation Belief in Potential What are some typical developmental milestones in children?

16. September, 200416 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

17. September, 200417 Reality Check Not every challenged child can be successfully mainstreamed into a “typical” classroom.

18. September, 200418 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

19. September, 200419 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 Regular activities first Regular activities first Encourage independence Encourage independence

20. September, 200420 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.

21. September, 200421 Children of Typical Development Need: To observe supportive, accepting adults To observe supportive, accepting adults Have established rules Have established rules Factual information Factual information Questions answered Questions answered Guided perceptions (books, toys, pictures, props, misc. objects) Guided perceptions (books, toys, pictures, props, misc. objects) Practice praising Practice praising Opportunities to explore Opportunities to explore Pair peers Pair peers Provide interpretation Provide interpretation

22. September, 200422 Working with Parents First teachers First teachers Compassion for challenges Compassion for challenges Communicate and support Communicate and support Collaboratively set realistic expectations Collaboratively set realistic expectations Routine enrollment process Routine enrollment process Educate and reassure Educate and reassure

23. September, 200423 Working with Other Agencies Document and communicate Document and communicate Be involved Be involved Cooperate and collaborate Cooperate and collaborate Avoid competitiveness Avoid competitiveness

24. September, 200424 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

25. September, 200425 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).

26. September, 200426 Inclusion Plan Scenarios p. 156 Physical adaptations Physical adaptations Program adaptations Program adaptations Is this inclusion plan appropriate for this child and teacher?

27. September, 200427 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?

28. September, 200428 Thank you for our attendance and participation

29. September, 200429 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…