2. Blended Practices for Teaching Young Children in Inclusive Settings Jennifer Grisham-Brown, Ed.D. Mary Louise Hemmeter, Ph.D.

3. Current Trends Related to Inclusion 1. Movement toward inclusive programs 2. NAEYC/DEC Partnerships 3. Blended Teacher Preparation

4. Guiding Themes Inclusion Families Diversity Outcomes Collaboration and Teaming

5. Linked System Approach Collecting Information Observations Direct Tests Report Summarizing Information Child Goals Family Outcomes Monitoring Weekly Quarterly Annual Assessment Individualized Plans Intervention Curricular Approach Activity-Based Intervention Evaluation

6. Curriculum Components Assessment Procedures (curriculum-based, checklists) –Determine child’s current strengths, interests, and emerging skills (i.e., present level) Scope and Sequence –Developmental areas and Content areas –Specific behaviors Activities and Accommodations –Learning opportunities during daily activities –Instructional methods/strategies –Accommodations and modifications Progress Monitoring Procedures –Daily/weekly data collection related to individual goals –Quarterly updates related to overall development

7. Assessment Measurement framework Link to Prek standards Using program planning data for accountability purposes

8. Measurement Framework Program Accountability Program Planning Progress Monitoring Grisham-Brown, Hemmeter, & Pretti-Frontczak (2005)

12. What to Teach Broad outcomes Individual behaviors

13. Terminology Standard: –General statement that represents the information, skills, or both that a child should know or be able to do. Benchmark: –A subcomponent of a standard that translates the standard into what a child should understand or be able to do at a specific developmental level; –much more specific than a standard. –Not listed in any specific order, either by importance or in development.

14. Developmental Continuum: –Predictable but not rigid sequence of accomplishments which describes the progressive levels of performance in the order in which they emerge in most children, based on current research. Example Behaviors: –Observable “samples” of what children might do as they demonstrate accomplishments at each level of the developmental continuum, but not a definitive list of what a child might demonstrate a specific accomplishment nor an exhaustive inventory. –LINK TO EXAMPLE FROM PRE-K STANDARDSLINK TO EXAMPLE FROM PRE-K STANDARDS

15. Logic for Linking Standards and Individual Plans (IEPs for children with disabilities) Need to have the same standards for children with and without disabilities… Having the same standards for all learners ensures children with disabilities will have access to general curriculum… Access to the general curriculum will lead to progress in the general curriculum

16. LINKING PRESCHOOL STANDARDS TO INDIVIDUALIZED PLANS Identify general preschool standards that all children need to learn; Identify specific range of skills that represent the critical function of the standard; Assess the child using an assessment that is linked to standards; Determine the critical skills individual children need to participate in the general curriculum (i.e., daily activities at home, school, and within the community).

17. Curriculum Development Activities Intervention Plans

18. Aspects of Curriculum An organized framework Delineates –Content children are to learn –Process through which children achieve identified goals –Context in which teaching and learning occur Curriculum should guide (1) what to teach, (2) how to teach, (3) where to teach and (4) how to know if instruction was successful.

19. High Quality Curriculum Should Include: Disciplines (subject matter; content) Conceptual organizers (themes, units, projects) Evidence of child development knowledge (across domains) Opportunities for continuum of development & learning (within a group) Opportunities to individualize instruction for all children Adapted from: Bredekamp & Rosegrant, 1995

20. Integrated Curriculum Means: Authentic assessment Interesting topics Concepts applied across disciplines Generative processes Bredekamp & Rosegrant, 1995

21. Parts of the Curriculum Plan: Goals/Objectives/Target Skills/Outcomes –Broad Goals –Individual children Activities Materials Classroom modifications

22. The Teaching Pyramid Designing Supportive Environments Building Positive Relationships Teaching Strategies Individualized Intensive Interventions

23. Individualizing Instruction Identify child characteristics and needs –Processing abilities –Response time –Sensory abilities –Interests –Physical abilities

24. Individualizing (cont.) Select instructional supports and determine how to use them –Verbal supports –Gestures –Modeling –Physical support –Pictorial cues Determine the type of feedback child needs

25. Monitoring Progress

27. Selecting a Data Collection Strategy Identify the behavior Decide upon the aspect of the behavior that you are concerned with –Fluency –Accuracy –Frequency –Temporal (latency v. duration) –Intensity –Generalization –Maintenance (use)

28. Example of Selecting a Measurement Strategy Behavior Numerical dimension Discrete Event Recording Discrete or Continuous High frequency Interval Recording Moderate frequency Time Sampling Temporal dimension Prior to response initiation Latency Recording Time between response initiation and termination Duration Recording

29. “ Although this book offers much help to teachers who are working in inclusive settings, the continuing challenges cannot be denied. Teachers who learn to implement blended and effective practices using resources like this book - and with high quality preparation, support, and mentoring - are morel likely to be competent and confident teachers. However, the expectations reflected in the books’ content underscore how truly complex and challenging is the work of being an effective early childhood educator…..Much work needs to be done at the policy level to ensure that all early childhood teachers have access to resources that support their ability to learn and enact the practices described in this book.” …. Mary Lou Hyson & Pamela Winton

30. The World According to Fred Rogers…. “Imagining something may be the first step in making it happen, but it takes the real time and real efforts of real people to learn things, make things, turn thoughts into deeds or visions into inventions.”