1. Inclusive Pre-Kindergarten P.S. 768

2. Mission We are dedicated on providing a quality of education for all children while being sensitive to children's needs and remaining true to the ethical practices established by the Division for Early Childhood (DEC). Our professional practices are responsive and sensitive to children and families, engaging in friendly and supporting relationships. Our professional staff engage in ongoing and systematic reflective inquiry and self-assessment as well as advocated for the education of young children.

3. P.S. 768 Supports Inclusion We are committed to offering meaningful and inclusive education to children with and without disabilities. Our philosophy on inclusion is aligned with the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint position statement on inclusion published in April 2009.

4. Defining 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.” (DEC/NAEYC, 2009)

5. IDEA and LRE IDEA ( Individuals with Disabilities Education Act) A law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to infants, toddlers, children and youth with disabilities. - IDEA.ed.gov LRE (LEAST RESTRICTIVE ENVIRONMENT) Under IDEA, LRE mandates that "children with disabilities are educated with children who are not disabled and special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the debility of a child is such that education irregular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (IDEA)

6. IDEA Part B - Inclusion IDEA specifies a continuum of alternative placements (CAP) available to meet the needs of children with disabilities. The removal of a child with a disability from a mainstream setting, may only occur depending of the nature and severity of the child’s disability. General Education Settings Special classes Special schools Home institutions Instruction in hospitals and institutions

7. Evidence behind Inclusion Outcomes of Inclusion Child Outcomes of belonging, participating, and forming positive social relationship reflect success of an inclusive program as based on research studies ●Engagement (Brown, Odom, Li, & Zercher, 1999) ●Social Acceptance (Odom, Zercher, Li, Marquart, & Sandall, 2006) ●Friendships (Buysse, Goldman, & Skinner, 2002) (Many IEP (Individualized Education Plan) goals also addressed these outcomes ) Special Instruction- Evidence Based Practices for inclusion classroom (Sandall, Hemmeter, Smith, & McLean, 2005) ●Embedded learning opportunities ●Activity- Based Intervention ●Peer-mediated Intervention

8. Inclusion in NYS Ensures that a continuum alternative plan is available for children with disabilities. Emphasizes the importance relevance of individualized inquiry and discourages a one size-fits-all approach. Inclusion – means that primary instruction and the appropriate special education services are provided in age-appropriate general education class or the student’s home school.

9. Facilitating Inclusion in P.S. 768 Access Access to inclusion may look different depending on the child’s need. We have implemented universal design for learning that successfully diminishes differences among learners. For instance, the school facilities are built accessible for children with physical disabilities. The school has access to technology that may enable and enhance learning, and qualified professionals that tailor the curricula to meet individual needs without compromising the quality of education.

10. Facilitating Inclusion in P.S. 768 Participation Our qualified team of professionals work cohesively to ensure every child is an active participant of their learning. We make use of multiple tools to assess children’s learning through all developmental domains. Our school community promotes healthy social emotional development between home and school to ensure every child as well as their family have a sense of belonging and contribute to the ongoing learning partnership.

11. Facilitating Inclusion in P.S. 768 Supports Families, practitioners, specialists, and administrators are continuously working together to support the role each one of these individuals play on children’s growth. Therefore, the school provides with extensive opportunities for professional development and parent education workshops.

12. Benefits of Inclusion Inclusion classrooms allows children with disabilities to be fully integrated with typically developing peers in school settings. It provides children with disabilities the opportunities to strengthen their social emotional development, including building positive social relationships, acquire communication skills and learn appropriate behaviors that will help them practice independence. Research finds that there are benefits to inclusion for both the child with a disability as well as for the typically developing child.

13. Children with Disabilities Short term benefits: opportunities to observe & imitate peers modeling appropriate behavior more likely to show positive social emotional behaviors engage in more advanced forms of play likelihood that the quality and quantity of social interactions will increase supports cognitive development/ intellectual growth ongoing opportunity to interact with peers of varying academic levels higher expectations to challenge academic skills higher achievements in academic performance increased independence increased confidence and stronger sense of self

14. Children with Disabilities Long term benefits: Social emotional development -understanding of socially acceptable behaviors -increased social interactions with all peers with or without disabilities -decreased feelings of stigmas Academic gains -higher achievement test scores -high school graduation

15. Typically Developing Children Short term benefits: positive attitudes towards and understanding children with disabilities initiate interactions negotiate sharing demonstrate fairness and equity in play academic success increased self-esteem and confidence increased autonomy and leadership skills

16. Typically Developing Children Long term benefits: increased likelihood of displaying acceptance towards children with disabilities decreased likelihood of viewing a disability as an "impairment" initiate and maintain friendships with children who are different from them provide assistance to peers who need help with school work positive behavior, positive classroom environment

17. Roles of Disciplines School leaders, such as the Principal and Vice Principal, actively lead the school in a focused effort to develop and implement an inclusive education program. Responsibilities: overseeing the educational programs for all students staff assignment student placement ensuring that a student's IEP is developed, implemented, and reviewed with appropriate revisions

18. Roles of Disciplines The role of the General Education Teacher is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Responsibilities: provide instructional schedule & long range planning information provide short range panning information read students information related documents provided by special services provide information regarding the curriculum, instructional environment, routine and rules collaborate regarding curricular modifications by prioritizing or selecting unit and lesson objectives schedule and attend planning meetings communicate regarding the progress and needs of the students in content subjects and IEP goals/objectives respect students individual abilities and use various teaching techniques to facilitate learning of all students in the classroom promote positive social relationships in the classroom collaborate with the special education teacher regarding grades and progress reports. parent conferences, etc.

19. Roles of Disciplines The Special Education teacher's role is to provide instruction and support which facilitate the participation of students with disabilities in regular education classroom Responsibilities: responsible for the development, implementation, and evaluation of the student IEPs complete and maintain IEP and other assigned special education records keeps an updated list of which teachers have students with IEPs in their classroom inform teachers and assistants with instructions regarding student modifications, accommodations, goals maintain communication with teachers provide specialized instruction as identified by IEP monitor student progress and complete IEP progress reports to parents gather data for use in planning instructional program, modifying programs and communicating with others

20. Roles of Disciplines Paraprofessionals and assistant teachers assist and enhance the educational process of all students in both instructional and non- instructional activities. Responsibilities: lead small group instruction designed by the teacher gather and prepare materials for student use Provide assistance for personal care and other physical needs assist students in completing directions given by teacher facilitate interactions between students adapting lessons under the teachers guidance

21. Roles of Disciplines Related Service Providers or support personnel important to the team come from inside or outside the school may include: Guidance Counselor, Speech/Language Therapist, Physical Therapist, Occupational Therapist, Adapted Physical Education Teacher, and Medical Personnel/School Nurse. They will provide expertise in their respective area of knowledge and serve as a resource person in aiding the student’s participation in inclusion. Responsibilities: collaborate monthly with both regular teacher and special education teacher. assist in classroom management and instruction. provide direct/related services as needed on an individual or group basis. communicate with educators the effective use of assistive devices and or technology. observe students and suggest modifications to enhance lesson attainment. provide and encourage many opportunities for the student to interact with adults and other students. make sure verbalization, directions, instructions, and conversations with the child are directed to his or her level of understanding

22. Family Concerns “Will my child begin to imitate the behaviors of the special needs children?” “Will my child be harmed or injured by the other children?” “Does an inclusive classroom hinder my child’s learning?”

23. Addressing Concerns There is no evidence that shows that inclusion decreases academic, social, or life skills. Evidence suggests that inclusion does not injure typically developing children nor are they at a disadvantage. Research finds that typical peers grow as a result of the interactions with children who are different. They learn to be more understanding and willing to help out their classmates. They learn to actively initiate and engage their peers. Typically developing children strengthen their social and communication skills through their actions and problem solving.

24. Addressing Concerns Children who are typically developing will not imitate behaviors they see. Instead, they act as exemplary models, modeling appropriate positive behaviors. They take on leadership roles and may serve as the teacher's helpers or tutors. This will also help typically developing children to increase their knowledge and become experts in academic subjects when they explain course contents to their peers. The typically developing child will feel important thus leading to boosted confidence and self-esteem.

25. Meet the Staff MS SYEDA JUHA EDUCATIONAL COORDINATOR B.A.- Psychology - Queens College Current Graduate Student at HUnter College- Early Childhood Special Education- MSed SJUHA@INCLUSIVEPREK.EDU SJUHA@INCLUSIVEPREK.EDU

26. Meet the Staff MS SUHAD MOHAMED-SHEHATA LEAD TEACHER B.S. IN EARLY CHILDHOOD EDUCATION SMSHEHATA@INCLUSIVEPREK.EDU SMSHEHATA@INCLUSIVEPREK.EDU

27. Meet the Staff MS MARIA REYES-CAMPBELL LEAD TEACHER B.S. IN EARLY CHILDHOOD EDUCATION MRCAMPBELL@INCLUSIVEPREK.EDU MRCAMPBELL@INCLUSIVEPREK.EDU

28. Meet the Staff MS HELEN SONG SPECIAL EDUCATION TEACHER B.S. IN EARLY CHILDHOOD EDUCATION HSONG@INCLUSIVEPREK.EDU HSONG@INCLUSIVEPREK.EDU

29. http://spede768.weebly.com/

30. Please tell us your thoughts by filling out our online Parent Feedback Form https://www.surveymonkey.com/s/L5GSCDT

31. References DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. DEC. (2009). Code of ethics of the Division for Early Childhood. Gupta, S. S., Henninger IV, W. R., & Vinh, M. E. (2014). How Do Children Benefit from Inclusion?. Odom, S., Buysse, V., & Soukakou, E. (2011). Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives. Journal of Early Intervention, 344-356.