1. Shift Happens Highlights of the Amazing, Winding, Obstacle-Ridden Road to Effective Early Intervention Services Camille Catlett FPG Child Development Institute University of North Carolina (919) 966-6635 camille.catlett@unc.edu

2. “Studies of the effectiveness of preschool education for the handicapped have demonstrated beyond doubt the economic and educational benefits of programs for young handicapped children. In addition, the studies have shown that the earlier intervention is started, the greater is the ultimate dollar savings and the higher is the rate of educational attainment by these handicapped children.” 1985 – Report to Congress

3. Key themes Utmost respect for families Federal “glue money” Phase-in period Flexibility Accountability Recognition that time is of the essence Grassroots involvement 1986 – P.L. 99-457 Education of the Handicapped Act Amendments

4. Family-centered practices Multi-disciplinary evaluation Individualized Family Service Plan (IFSP) Family concerns, priorities and resources Qualified personnel Service coordination New Bright Ideas for Birth - 3

5. Incorporating into policy and practice the recognition that the family is the constant in a child’s life, while the service systems and support personnel within those systems fluctuate Family-Centered Care

8. Part H became Part C EHA → IDEA → IDEIA (Individuals with Disabilities Education Improvement Act, P.L. 108-466) New Destinations Natural environments Routines-based approaches Integrated therapies IFSPs through preschool... and the journey continues

9. Family-professional collaboration Inclusion in natural environments Let’s dive into

10. The Journey to Effective Family- Professional Collaboration

11. Orientation to the whole family Child and community skills Positiveness Sensitivity Responsiveness Friendliness Research says...

12. Families want early intervention colleagues who are good at... adopting a positive attitude toward families adopting an empowerment perspective of parents and families engaging parents and families as partners in the total learning and growth process valuing and supporting the cultural and social diversity of parents and families demonstrating a commitment to effective communication a commitment from the teachers to be learners.

13. Obstacles to effective collaboration Institutional culture Differing expectations of family members and professionals Negative attitudes of family members and professionals Changing demographics & employment Lack of teacher preparation in involving family members

14. Roadside Assistance A shared vocabulary Effective communication Cultural sensitivity A shared commitment to enhancing their collaborative capability

15. The program director listened as the occupational therapist explained to the parent that her child needed R-O-M for his R-U-E. After a long explanation, the parent asked what an R-U-E was. When the therapist answered “right upper extremity,” the mother replied that in her family it was called an “A-R-M.” Feinberg, 1994

16. The Chinese characters that make up the verb “to listen” tell us something significant about communication.

17. Cultural Sensitivity

18. Use family and professional expertise to enhance collective capability

19. Name three ways that professionals can intimidate parents. 1. 2. 3. Family-Professional Collaboration Quiz

20. Are they supporting each others’ capability? Watch this brief vignette from Delivering Family-Centered, Home-based Services.

21. Are they supporting each others’ capability? Watch this brief vignette from Just Being Kids.

23. Quality Inclusion in Natural Environments What does the research say about inclusion? How do we define it? What are the defining features? What does high quality inclusion look like? Quality Inclusion in Natural Environments

24. What do you know about inclusion?

25. Inclusion: What we know Inclusion takes many different forms.

26. Inclusion: What we know Universal access to quality inclusion is far from a reality.

27. Inclusion: What we know Inclusion can benefit children with AND without disabilities, particularly in social competence with peers.

28. Inclusion: What we know A variety of factors such as policies, resources, and beliefs influence the acceptance and implementation of inclusion.

29. Inclusion: What we know Specialized instruction is an important component of inclusion and a factor affecting child outcomes.

30. Inclusion: What we know Collaboration among parents, teachers, and specialists is a cornerstone of high quality inclusion.

31. Inclusion: What we know The quality of early childhood programs that enroll young children with disabilities is as good as, or slightly better, than the quality of programs that do not enroll these children.

32. Inclusion: What we know A high quality early childhood program is not necessarily the same thing as a high quality inclusive early childhood program.

33. Inclusion: What we know Some evidence suggests that early childhood professionals may not be adequately prepared to serve young children with disabilities enrolled in inclusive programs.

34. Inclusion evidence (page 5)

35. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC What do we mean by inclusion?

36. Definition 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.

37. … desired results of inclusion 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,  development and learning to reach their full potential.

38. Additional Resources

39. What does quality inclusion look like to families? Most Valued Characteristic Program personnel ensure that children with disabilities are active participants in all classroom routines and activities (Hurley & Horn, 2010)

41. What practices support quality inclusion? ACCESS Assistive Technology Universal Design for Learning PARTICIPATIO N Adaptations Embedded Instruction Peer Supports Prompting SUPPORTS Professional Development Collaboration

42. CARA’s Kit C reating A daptations for R outines and A ctivities - adaptations to increase children’s engagement and participation in classroom activities and routines.

43. 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.

45. Putting It All Together Here’s what’s happening. Children are pushing and hitting each other when moving from one activity to the next.

46. What’s your vision for quality inclusion in your community?

48. National Center on Quality Teaching and Learning New Web Site Launch!

49. CONNECT The Center to Mobilize Early Childhood Knowledge http://connect.fpg.unc.edu/

50. Module 2: Transition Module 1: Embedded Interventions Module 3: Communication for Collaboration Module 4: Family- Professional Partnerships Module 5: Assistive Technology Interventions Module 6: Dialogic Reading Module 7: Tiered Instruction (Social emotional development & Academic learning)

52. National Dissemination Center for Children with Disabilities P2P USA

53. Early Childhood InclusionEarly Childhood Inclusion: A Joint Position Statement of DEC and NAEYC What do we mean by inclusion?

54. http://www.earlyliteracylearning.org/ General Practice Guides Especially for Parents

55. http://csefel.vanderbilt.edu/