1. Welcome to CE430 – Unit 5 Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar. If you are unable to hear try logging out and re-entering and if this does not work call Tech Help at 1-866-522-7747. Learning Through Play in the Inclusive Classroom

2. Last week in CE430 we… Discussed the difference between teacher directed activities and child directed activities. Investigated the many ways that teachers can use a child’s play to teach different developmental skills. Any questions?????????

3. Unit 5: The Evolution of Inclusion Unit 5 will focus on various aspects surrounding inclusion. You will learn about the origination of inclusion, including the legislation which led to its creation. You will also learn about the role of the Early Childhood Educator’s in an inclusive classroom.

4. Unit 5 Outcomes After completing this unit, you should be able to: Analyze the benefit of inclusion for all children. Identify the role that educators play in an inclusive classroom. Understand the ethical obligation educators have in regard to children with special needs.

5. “…the United Nations which recognized the inherent dignity and worth and the equal and inalienable rights of all members of the human family as the foundation of freedom, justice and peace in the world… has proclaimed and agreed that every one is entitled to all the rights and freedoms set forth therein, without distinction of any kind… to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children.” The United Nations (2006) What does this quote mean to you? Keep it in mind throughout seminar tonight. Think about it…

6. Individuals with Disabilities Education Act Here are a few “need to know” facts about the Individuals with Disabilities Education Act It is also known as IDEA Originally enacted by Congress in 1975 – it has been amended many times since then States that every child (starting a birth) with a disability is entitled to a free public education Birth to three year olds will be given an Individualized Family Service Plan (IFSP) to which will describe the child’s level, discuss the families needs and concerns, and plan appropriate services and developmental goals. Children ages three and up will be give an Individualized Education Program (IEP) which describes the child’s level, discusses the families needs and concerns, and plans appropriate services and developmental goals. Parent involvement is emphasized Ensures that education will take place in the least restrictive environment.

7. Americans with Disabilities Act Here are few “need to know” facts about the Americans with Disabilities Act: Also known as ADA Established in 1990 Often referred to as the “civil rights bill for people with handicaps” States that people with disabilities are entitled to equal rights in employment, state and local public services, and public accommodations Makes it illegal to discriminate based on disability It is illegal to discriminate based on disability in early childhood programs and schools.

8. So… Now that we know about the IDEA and ADA How does the IDEA and ADA impact our schools? INCLUSION! “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. 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, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.” (NAEYC & DEC, April, 2009, pg. 2)

9. Benefits of Inclusion For the students with disabilities, inclusion: Provides opportunities for friendships Increases social opportunities Provides appropriate role models for cognitive, social and language skills Gives opportunity for education in the least restrictive environment Improves self esteem Gives children motivation to succeed Increases parent involvement Better integration into the community

10. Benefits of Inclusion For the students without disabilities, inclusion: Provides opportunities for friendships Allows for a greater tolerance and acceptance of differences and diversity Brings awareness to disabilities Allows students to be role models for others Teaches compassion and empathy Prepares students for life in an inclusive society Benefits from the greater resources which are provided in the classroom

11. Developmentally Appropriate Practice Developmentally appropriate practice means that learning activities are designed to meet the correct developmental level of a child. Activities are designed to acknowledge individual children’s interests, abilities and cultures. Why is this definition important when we talk about an inclusive classroom setting?

12. Food for Thought… Why is it important to have a good understanding of the definition of inclusion when working with children with disabilities? How does the establishment of inclusion and developmentally appropriate practice impact our role as a teacher in an early childhood setting?

13. To Do List Remember class runs from Wednesday to Tuesday! And unit assignments are due Tuesdays at midnight! This week you will: Complete the readings Participate in discussion Attend seminar Complete the graded review

14. Unit 6 Project Over the past six weeks you have learned about the impact that the classroom environment and teacher/student interactions can have on a child’s ability to learn during play. Your project this week will be based on a video of four children playing with blocks. You will then write a 2-3 page essay on your observations of this video. Make sure you reference any thought you may obtain from other sources. You must include at least one reference.

15. Unit 6 Project guidelines Your 2-3 page essay should answer the following questions. 1.There were four students in this video. What different developmental levels of play did the children demonstrate? What other skills did they demonstrate in the cognitive, physical, language and social-emotional domains? 2.How was the block area set up to encourage play? What changes could you make to the environment to encourage further play and learning opportunities? 3.As a teacher in this classroom, what could you have done to help extend this child directed activity? How could you have intervened to help promote a higher level of play and other skills from each child?

16. Unit 6 Project Rubric Point Range Total: 185 points Project Grading Criteria 0-10 points Essay is 2-3 pages long and is based on the video observation 0-75 points Developmental Level Content: · Student describes the developmental levels of play of the four children in the video · Student describes other developmental skills that are evident by each child in the video 0-75 points Environment Adaptation Content: · Student discusses the block area environment · Student recommends changes to the block environment to help enhance play · Student discusses possible teacher roles in this child centered activity 0-15 points References: At least one documented reference is used and is properly cited in APA format. 0-10 points Mechanics: Grammar and spelling is correct and the essay is in APA format (including a title page, reference page, and double spacing)

17. A Final Thought “Whether they’re handicapped or healthy, homeless or affluent, safe or at-risk, children need each other to grow. Children need to be together, in a safe, warm and caring environment – to play together, learn together. They rooted and the displaced, the graceful runner and the child who’ll never walk, the sure-of-himself, easy smiler, and the child who’s afraid to risk loving again all become part, each of the other.” -Gretchen Buchenholz (in L.G. Johnson, Rogers, Johnson, & McMillan, 1993).

18. References Copple, C., & Bredekamp, S. (2008). Getting clear about developmentally appropriate practice. Young Children, 63(1), 54-55. Hendrick, J. & Weissman, P. (2010). The Whole Child – Developmental Education for the Early Years 9 th ed. New Jersey: Merrill United Nations. (2006). Convention on the rights of persons with disabilities. New York: Author.