Evidence-based Practices and Resources to Support Inclusion
InclusionActivities / · 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?
· Giving directions. Put participants into pairs and give them similar manipulatives (LEGOs, blocks, etc.). Have one person build a structure. The other person does not look. The person who built the structure must describe the structure and their partner tries to duplicate it. Debrief on what they learned about communication. Ask: How does this relate to working with all families, including those with children with disabilities?
· 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?
· 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.
· 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.
· Fishbowl activity. Have participants form three groups and put chairs into two concentric circles. One group sits on the inside circle and the other two groups sit on the outside circle. Pose questions about anything (i.e. use of technology with young children and the role of assistive technology for children with special needs, pull-ups vs. diapers). The inside circle discusses while the other two circles observe. Then move the second group into the inside circle and repeat; finally third group comes into the inside circle.
Inclusion
Evidence / · DEC-NAEYC Definition and Position Statement on Early Childhood Inclusion
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion/
· Head Start Center for Inclusion http://depts.washington.edu/hscenter/
· Hurley, J.J., & Horn, E.M. (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32(5), 335-350.
· National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://community.fpg.unc.edu/npdci
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.
· 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
· 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.
Inclusion
Free
Audiovisual / · Building Inclusive Child Care: Universal Design for Learning
http://webapp.northampton.edu/video/bicc.wmv
· Bus Stop Tours of Inclusive Classrooms with Assistive Technology http://www2.edc.org/NCIP/tour/Bus_stops.html
· CONNECT Module 1: Embedded Interventions
http://community.fpg.unc.edu/connect-modules/learners/module-1
· CONNECT Module 3: Communication for collaboration
http://community.fpg.unc.edu/connect-modules/learners/module-3
· CONNECT Module 4: Family-Professional Partnerships
http://community.fpg.unc.edu/connect-modules/learners/module-4
· Finley’s Parent Teacher Conference http://www.cde.state.co.us/media/resultsmatter/RMSeries/FinleysParent- TeacherConference_SA.asp
· Green, T. (2006). I’m Tyler. Waterloo, IA: Ability Awareness. http://www.imtyler.org
· Head Start Center for Inclusion http://depts.washington.edu/hscenter/
· IEP Basics http://eclkc.ohs.acf.hhs.gov/hslc/resources/cinema/iep%20Video%20clips/IEPBas ics.htm
· Inclusion Matters podcast series http://www.inclusivechildcare.org/podcast.cfm#10
· Sharing Video Documentation with Families http://www.cde.state.co.us/media/resultsmatter/RMSeries/SharingVideoDocu mentationWithFamilies_SA.asp
· Special Quest Multimedia Training Library: Including Infants and Toddlers with Disabilities
http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/teaching/Disabilities/Staff%20Support%20and%20Supervision/
Orientation/specialquest-training-library/specialquest-multimedia-training- library.html
· Strategies for including children with disabilities in classroom activities http://eclkc.ohs.acf.hhs.gov/hslc/resources/cinema/Video%20Presentations/
StrategiesforIn1.htm
Other Audiovisual / · AGH Associates. (1994). It’s really no different: Conversations with caregivers. Hampton, NH: Author.
· Chasnoff, D. (Director), & Cohen, H. S. (Executive Producer). (2000). That’s a family! San Francisco: Women's Educational Media.
· Chen, D., & Brekken, L. (1997). CRAFT (Culturally Responsive Family-focused Training). Van Nuys, CA: Child Development Media.
· Early Connections for Infants, Toddlers and Families, Colorado Department of Education. (1998). One of the family. Denver: Western Media Products.
· Edelman, L. (1991). Delivering family-centered, home-based services. Baltimore: Kennedy Krieger Institute.
· Edelman, L. (2001). Just being kids: Supports & services for infants and toddlers and their families in everyday routines, activities & places. Denver: Western Media Products.
· 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.
· Project INTEGRATE. (n.d.). Integrating therapies into classroom routines.. 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.
· WV Documentary Consortium & Spectra Media, Inc. (1997). Freedom of speech. South Charleston, WV: Author.
Web Sites / · An administrator’s guide to preschool inclusion
http://www.fpg.unc.edu/~publicationsoffice/pdfs/AdmGuide.pdf
· Circle of Inclusion http://www.circleofinclusion.org/
· CONNECT Modules 1-4 (see above)
· Creating Teaching Tools for Young Children with Challenging Behavior
http://challengingbehavior.fmhi.usf.edu/tools.html
· Devard, S.K. (2010). Delaware MAPS (Meaningful Access Participation Supports): A guide to high quality inclusion of children with disabilities for families and their communities. Dover, DE: DE Early Childhood Center; Birth to Three Early Intervention System; DE Dept of Health and Human Services; and DE Dept of Education.
http://community.fpg.unc.edu/resources/community-contributed- content/Inclusion-Toolkit-1-2011-3.pdf
· Early Childhood Research Institute on Inclusion http://www.fpg.unc.edu/~ecrii/
· Family Guided Approaches to Early-Intervention Training and Services (FACETS)
http://www.facets.lsi.ku.edu/
· Head Start Center for Inclusion http://depts.washington.edu/hscenter/
· Inclusion in Least Restrictive Environments http://www.nectac.org/inclusion/Default.asp
· Making Friends: Assisting Children’s Early Relationships
http://www.fpg.unc.edu/~snapshots/snap55.pdf
· Partnerships for Preschool Inclusion: Self-evaluation Tool
http://www.nectac.org/~pdfs/calls/2009/sec619/nh_self_eval_tool.pdf
· Play and friendship for children with disabilities
http://raisingchildren.net.au/articles/disabilities_play_and_friendship.html
· Positive approaches to challenging behavior for young children with disabilities
http://ici2.umn.edu/preschoolbehavior/
· Preschool Inclusion Connection http://www.truecoaching.com/pic/index.cfm
· Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources http://www.nectac.org/~pdfs/pubs/quailtyindicatorsinclusion.pdf
· SpecialLink: The National Centre for Child Care Inclusion
http://www.specialinkcanada.org/home_en.html
· A Thinking Guide to Inclusive Childcare
http://www.disabilityrightswi.org/wp-content/uploads/2008/02/thinking-guide-to- inclusive-child-care.pdf
· Tots-n-Tech Research Institute http://tnt.asu.edu/
Just the Facts, Ma’am: An Inclusion Quiz
Please indicate whether you think each statement is true or false.
1. High quality inclusive programs adhere to a single national standard. True False
2. Families of young children with disabilities can find inclusive programs in their community if they look hard enough.
True False
3. Inclusion can benefit children with and without disabilities, particularly the area of social development.
True False
4. A variety of factors (policies, resources, beliefs) influence the implementation of inclusion. True False
5. Partners with specialized knowledge and skill are not an important component of quality inclusive programs.
True False
6. Collaboration among parents, teachers, and specialists is a cornerstone of inclusion. True False
7. The quality of early childhood programs is negatively impacted when they include children with disabilities.
True False
8. Most teachers feel comfortable and confident about including young children with disabilities.
True False
9. There is no national definition of inclusion. True False
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Developed by Camille Catlett April 2011 (919) 966-6635
What do you see? / Access / Participation / SupportsWhat would you like to see? / Access / Participation / Supports
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Developed by Camille Catlett April 2011 (919) 966-6635