1. An Introduction to Inclusion

2. Within a DAP Program  Individual, small group and large group activities  Adults facilitate children's exploration  Broad range of activities based on children’s interest  Concrete, real and relevant activities  Child initiated activities  Focus on process, not product

3. Age Appropriate Individualization High Staff- Child Ratio Concrete and Relevant Experiences Small Groups Process Orientated Assessment Environmentally Based Curriculum Planning for a Broad Developmental Range Inclusion Related Services Transition Planning Collaborative IEP Monitoring Child Progress Family Centered Services

4. Video Giving Our Children the Best 18 minutes

6. Individuals with Disabilities Education Act

7. Primary Function of IDEA  Free and appropriate public education  Rights are protected  Assist states and localities  Assess and assure effectiveness of efforts

8. 13 IDEA Categories 1. Developmental Delays 2. Deaf-Blindness 3. Hearing Impairments 4. Mental Retardation 5. Multiple Disabilities 6. Orthopedic Impairments

9. 13 IDEA Categories 7. Other Health Impairments 8. Serious Emotional Disturbance 9. Specific Learning Disabilities 10. Speech and Language Impairments 11. Visual Impairments 12. Traumatic Brain Injury 13. Autism

10. Early Childhood Accomplishments in IDEA  State of the the art models  IFSPs  Effective assessment and teaching practices  National network of professionals  Collaboration to avoid duplication

11. Occurrence of Disabilities

12. Causes of Disabilities  50% of the causes are unknown  Some causes are genetic  Some causes are peri-natal  Some causes may be biological  Some causes may be environmental Often research establishes correlations and not causal connections

13. Common Terms  Handicap  Special Needs  Developmentally Delayed

14. Eligibility of Children with Special Needs  Identified type of disability within the 13 categories through one of two ways:  Educational Agency  Medical Diagnosis

15. Activity  “Say that Again”

16. Five Factors Early Childhood Educators Should Recognize

17. Factor 1 A diagnosis rarely results in precise prescription for educational practices.

18. Factor 2 Knowing the cause of the disorder rarely results in precise prescription for educational practices.

19. Factor 3 Children with special needs are very different from one another.

20. Factor 4 The various disorders do not necessarily occur in isolation.

21. Factor 5 ECE should learn about the conditions of children who are in their program.

22. Referral Process What is your referral process?