The Right Stuff

The Right Stuff:

Resources for Supporting Early Childhood Inclusion

Camille Catlett

FPG Child Development Institute

(919) 966-6635

Ways of making shift happen

A.  Infusion

B.  Extension

C.  Stand Alone

ALL AROUND RESOURCES

National Professional Development Center on Inclusion (products, wikis, blogs, discussions) http://community.fpg.unc.edu/npdci

National Professional Development Center on Inclusion (NPDCI). (2007). Research synthesis points on early childhood inclusion. Chapel Hill, NC: Author. http://www.fpg.unc.edu/~npdci/assets/media/products/NDPCI_ResearchSynthesis_9-2007.pdf

Position Statements

DEC-NAEYC Definition and Position Statement on Early Childhood Inclusion; summary

http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion/

SpecialQuest Birth-Five

Special Quest Multimedia Resource Library: Including Infants and Toddlers with Disabilities

http://76.249.171.46/specialquest/trainingmaterials/searchvolumes.lasso?-FindAll&-Database=hilton_trainingmaterials&-Table=volumes

Division for Early Childhood (DEC) Recommended Practices

Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (Eds.). (2005). DEC recommended practices: A comprehensive guide for practical application in early childhood special education. Missoula, MT: DEC.

Stayton, V.D., Miller, P.S., & Dinnebeil, L.A. (Eds.). (2003). Personnel preparation in early childhood special education: Implementing the DEC recommended practices. Missoula, MT: DEC. Listserv

Are you interested in quality materials on topics related to early childhood and early intervention? Our new listserv is one way to stay up to date with the latest free or low-cost booklets, CD ROMs, videos, Power Point presentations and other items.

Subscribe to the Natural Resources listserv and receive a weekly email announcement featuring a product that is available at little or no cost. A short description and “tips for trainers” combined with the product’s ordering information will give you the details you need to add another valuable source to your own library.

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Here are two recent items we featured:

An Administrator’s Guide to Preschool Inclusion

Ruth Wolery, Sam Odom and colleagues associated with the Early Childhood Research Institute on Inclusion (ECRII) are responsible for this great resource. The guide was developed to help administrators who are responsible for setting up, monitoring, supporting and maintaining inclusive programs for preschool children with and without disabilities. It delineates barriers and roadblocks, while at the same time offering strategies, supports and illustrations. Download at http://www.fpg.unc.edu/~publicationsoffice/pdfs/AdmGuide.pdf

Diversity in Children’s Lives: Children’s Books and Classroom Helps

Looking for quality children’s books that reflect children who have special needs? Or stories that depict capable, diverse characters? This 22-page bibliography lists books that feature positive images of children and adults who are culturally, linguistically and ability-diverse. Each entry includes title, author, diversity type and a brief explanation of content. Download at http://www.fpg.unc.edu/~pfi/pdfs/diversity_booklist.pdf

Past and present materials featured in the weekly Natural Resources listserv are listed on the Natural Allies web site at: http://www.fpg.unc.edu/~scpp/nat_allies/na_resources.cfm

Please note: the listserv will be a ONE –WAY mailing, which means that you will not get unwanted messages from others on the list.

The Natural Resources listserv is a service of the U.S. Department of Education-funded Natural Allies project. We welcome feedback and also encourage you to suggest “natural resources” you know about. Suggestions may be emailed to Camille Catlett at

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Developed by Camille Catlett July 2009 (919) 966-6635

Descriptive and ordering information for many resources mentioned in this session are available in the following database: http://www.fpg.unc.edu/~scpp/~resourceguide/

Recommended Practice: Assessment

Activities / 1.  Video observation. Show a video clip of a young child engaged in a variety of activities. Divide the group into small groups (4-6) and ask observers to record observations in one of the do-mains of development: gross motor, fine motor, cognition, and communication, social/emotional, and adaptive. After the clip, each small group discusses their observations and then shares with the larger group. Replay the video (second chance to observe). Ask each group to add to their observations and then share what they’ve added to the larger group. Build on observations to add descriptive vocabulary, make connections (e.g., is intentionality a function of communication? Cognition?). Switch groups and/or domains—use the same video or a different one.
2.  The big picture. Using a hypothetical child with a potential disability, discuss the steps through which that child could enter and participate in the early intervention/early childhood special education system in your state. Start with referral and end with placement. For each step discuss implications for honoring and supporting the culture of the child and family and incorporating early childhood partners.
Print Materials / Cook, R.J. (2004). Embedding assessment of young children Into routines of inclusive settings: A systematic planning approach. Young Exceptional Children, 7(3), 2-11
Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Paul Brookes.
Notari-Syverson, A., & Losardo, A. (2008). Assessment for learning: Teaching about alternative assessment approaches. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 161-186). Washington, DC: Zero to Three.
Ostrosky, M.M. & Horn, E. (eds.) (2002). Assessment: Gathering meaningful information. Monograph Series No. 4. Denver, CO: Sopris West.
Stayton, V.D., & Miller, P.S. (2008). Typical and atypical development. In P. J. Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 143-160). Washington, DC: Zero to Three.
Videos/
DVDs / Downloadable Video Series on Early Childhood Assessment
http://www.fpg.unc.edu/~scpp/nat_allies/na_archive.cfm?nrID=311
Drake, A., & Kubetz, D. (2003). The world of children: Developing child observation skills. Glen Ellyn, IL: Office of Instructional Design, College of DuPage.
National Association of School Psychologists. (2003). Portraits of the children: Culturally competent assessment. Bethesda, MD: Author
Pathways Awareness Foundation. (1993). Is my baby ok? Chicago, IL: Author.
The SPECTRUM Project and Project ACT of the University of Colorado at Boulder, Department of Speech, Language and Hearing. (1999). A three-way conversation. Denver: Western Media Products.
Websites / Authentic assessment toolbox
http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth Through Five
http://www.nectac.org/~pdfs/pubs/screening.pdf
Links to online resources on screening, evaluation, and assessment, including resources for early identification of specific disabilities http://www.nectac.org/topics/earlyid/earlyid.asp
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Prmtg_Pos_Outcomes_Companion_Paper.pdf

Recommended Practice: Child Focused Practices

Activities

/ 1.  Developmental milestones activity. Create a matrix that contains different ages and different developmental milestones. Participants need to match the particular milestone/skill with the age group where they think it belongs. This activity assists in discussion about different developmental growth of children and the impact disabilities may have on this growth.
2.  Design an environment. 1) Ask participants to design their ideal environment for young children. You can specify the ages of the children and you wish. They should plan as if they have an unlimited budget. 2) When the plans are completed, mention that there will be one child who uses a wheelchair and one child with a significant visual impairment. Ask participants to make any necessary modifications to support the learning of these children in the environment. 3) Ask participants to compare the first design and the second design. Which environment will better support the learning of all the children?
3.  What difference does it make? Distribute one aquarium rock (all the same color) to small groups of participants (5). Give one person in each group a different colored rock. Each group forms a circle with each person holding his/her rock. Ask them to name their rock and tell a neighbor what the rock’s name is. Ask them to think about what this rock’s past is and what future it has. Then have them put their rocks in a pile in the middle of the circle. Ask them to then find their own rock and stand back in a circle again. Ask them to share how they identified their rock. Ask how the people with special colored rock felt? Did they feel different, unique, special? Did they feel a part of the group? How can we not only recognize uniqueness, but value it?
4.  How do you learn? Place participants in several groups and give each group a task. The tasks will be varied and could include things such as an instruction booklet for how to put together a model, mixed-up puzzles to put together, an appliance that has been taken apart, handbooks describing medical health benefits, blocks or LEGOs with written description of what to create, etc. Have each group describe how they approached the task, what worked, barriers and facilitators. Ask: How does this relate to children’s different learning styles?
5.  Put yourself on the continuum. Have participants line up against the wall and explain that they should place themselves on the wall (under signs such as (5) Extremely well, (4) Well, etc.) based on their perception of how well they can complete a task (e.g., bake a cake, write a lesson plan, change a tire, change a diaper). This activity provides a good discussion of how children change in their abilities when they have instruction and how we are all different in our abilities.
6.  Apple activity. Divide participants into small groups of participants (4-6). Give each group a juicy red apple and ask them to make a list of all the possible descriptors of the apple. Take away the apple, replace it with a wax or wooden apple, and ask groups to cross off any descriptors that no longer apply. Repeat the sequence with a picture of a red apple, and finally the word apple printed in red. Debrief by talking about the power of experiential learning and how important it is for young children. Ask participants to consider how much more important experiential learning is for children with special needs.
7.  Adaptations. With any lesson/activity plan you may assign participants to complete, ask participants to add a section as to how they might adapt this lesson for children who may have a variety of special needs (i.e. cognitive delays, motor difficulties, visual impairments, etc.).
8.  Describe a kid. This activity requires participants to reframe how they think about the capabilities of an individual child. Ask participants to think of a child who has been particularly challenging to support. Now ask participants to write down two positive descriptors of that child, other than “nice smile” or “pretty eyes.” Discuss how much we need to reframe our view of each child in ways that emphasize assets instead of deficits.

Print Materials

/ Blose, D. & Smith, L. (1995). Thrifty nifty stuff for little kids: Developmental play using home resources. Austin, TX: PRO-ED, Inc.
Chandler, L., & Maude, S. (2008). Teaching about inclusive settings and natural learning environments. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 207-225). Washington, DC: Zero to Three.
Cole, K. (1999). Language is the key. Seattle, WA: Washington Learning Systems.
Gould, P., & Sullivan, J. (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House.
Hemmeter, M.L., & Fox, L. (2008). Supporting teachers in promoting children’s social competence and addressing challenging behavior. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 119-141). Washington, DC: Zero to Three.
Hull, K., Goldhaber, J., & Capone, A. (2002). Opening doors: An introduction to inclusive early childhood. Boston: Houghton Mifflin.
Kemple, K. M. (2004). Let’s be friends: Peer competence and social inclusion in early childhood programs. New York: Teachers College Press.
McWilliam, R.A., & Casey, A.M. (2008). Engagement of every child in the preschool classroom. Baltimore: Brookes.
Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC. http://www.dec-sped.org
Miller, R. (1996). The developmentally appropriate inclusive classroom in early education. Florence, KY: Delmar.
Montana University Affiliated Institute on Disabilities. (1999). Child Care+ curriculum on inclusion: Practical strategies for early childhood programs. Missoula, MT: Author.
Morris, L.R. & Schulz, L. (1989). Creative play activities for children with disabilities. Champaign, IL: Human Kinetics Books.
Pierce, P., Abraham, L., Rosenkoetter, S., Knapp-Philo, J., & Summer, G. (2008). Literacy development. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 187-206). Washington, DC: Zero to Three.
Sandall, S.R., & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. 2nd ed. Baltimore: Paul Brookes.
Stott, F., & McCollum, J.A. (2008). Healthy emotional beginnings: Teaching about early relationships. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 99-118). Washington, DC: Zero to Three.
Weitzman, E., & Greenberg, J. (2002). Learning language and loving it: A guide to promoting children's social and language development in early childhood settings (2nd ed.) Toronto, Canada: The Hanen Centre.

Videos/

DVDs

/ AGH Associates. (1994). It’s really no different: Conversations with caregivers. Hampton, NH: Author.
Freeman, T., Hutter-Pishgahi, L., & Traub, E. (2004). Welcoming all children: Creating inclusive child care. Bloomington, IN: Indiana Institute on Disability and Community.
Green, T. (2006). I’m Tyler. Waterloo, IA: Ability Awareness. http://www.imtyler.org
Greenberg, J. (2002). Learning language and loving it: The teaching tape and user’s guide. Toronto, Canada: The Hanen Centre.
Habib, D. (2007). Including Samuel. Concord, NH: Author. http://www.includingsamuel.com
http://www.includingsamuel.com/resources (additional inclusion resources to download)
National Association for the Education of Young Children (NAEYC). (2000). Child care and children with special needs. Washington, DC: NAEYC.
Orlena Hawks Puckett Institute. (2002). Possibilities: A mother’s story. Morganton, NC: Winterberry Press.
Portage Project. (1995). To have a friend. Portage, WI: Author.
Positive Beginnings: Supporting Young Children with Challenging Behavior
http://pbs.fsu.edu
Project INTEGRATE. (n.d.). Integrating therapies into classroom routines. Nashville, TN: Vanderbilt Childrens Hospital. Order from Robin McWilliam
Strong, B.E., & Tweedy, J. (2005). Song of our children. Boulder, CO: Landlocked Films.
Teaching Research Division, Western Oregon State College. (1996). Giving our children the best: Recommended practices in ECSE. Monmouth, OR: Author.

Websites