Transcript Together We’re Better

Collaborative Approaches to Including Children
With and Without Disabilities
TOGETHER WE’RE BETTER
Silos of Early Childhood
Early
Intervention
Head Start
Child Care
PreK
How does it work in your state/community?
Is professional development coordinated across key sectors
(child care, Head Start, public pre-k, early intervention, health,
mental health) or organized separately within individual sectors?
An integrated professional development
system is “a comprehensive system of
preparation and ongoing development and
support for all early childhood education
professionals working with and on behalf
of young children” from birth to age 8 and
their families (LeMoine, 2008)
Definition of professional development
“Professional development is
facilitated teaching and
learning experiences that are
transactional and designed to
support the acquisition of
professional knowledge, skills,
and dispositions as well as the
application of this knowledge
in practice …”
Definition (continued)
The key components of professional development
include:
a) characteristics and contexts of the learners
(i.e., the “who” );
b) content (i.e., the “what” of
professional
development); and
c) organization and facilitation of
learning experiences (i.e., the “how”).”
A framework for professional development
Early Childhood
Inclusion: A Joint
Position Statement
of DEC and NAEYC
Definition
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.
http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Georgia: Reaping the Benefits
VISION
All early childhood personnel in Georgia will
benefit from an integrated continuum of
professional development and other systemic
supports and services that prepare them to
promote the full participation of each child,
including those with diverse abilities and
challenges, in high quality inclusive settings
GOALS
• Increase emphasis on children with disabilities
and inclusion in statewide structures and
programs
• Increase emphasis on inclusion throughout
statewide professional development efforts
• Grow the regional cross-sector professional
development system to support the entire state
Statewide Structures and
Programs
Quality Rating and Improvement System
Child Care Licensing Rules
Georgia’s Pre-K Guidelines
Early Childhood Advisory Initiatives
Content-Related PD Products
Emphasis on Inclusion in State
Professional Development
Efforts
Technical College System Curriculum
Support
NPDCI Landscape Survey
GAYC Pre-Conference Session
Regional Cross-Sector System
Georgia Regional Team System
Goals
– Increase collaboration and coordination
– Decrease duplication of efforts
– Provide targeted support to ECE
professionals
– Increase number of inclusive ECE
opportunities for all children
Why?
• Differing regional needs
• Lack of emphasis on inclusion in PD
offerings
• Limited collaboration among partners
• Duplication of efforts
Leadership
• Active support provided by Department of Early Care and
Learning, the Child Care Resource and Referral Agencies,
and members of the Georgia Quest for Quality Inclusion
State Leadership Team
• A Child Care Resource and Referral Agency
Inclusion Coordinator serves as the leader of
each regional team
• Team members are individuals with responsibility for
professional development, drawn from sectors across
the region
Membership
•
•
•
•
•
•
•
•
•
Preschool Special Education
DOE PD System leaders
Higher Education
Child Care
Head Start
Georgia’s Pre-k
Early Intervention
Private Trainers
Parents and Families
Georgia Regional Team System
• 7 current teams
• 3 being developed in 2012
• Criteria
– 0-5 population
– Numbers of providers
– Early Intervention Natural Environment
Data
– DOE LRE Data
– Areas “At Potential”
Getting Started
• Kick-Off Summit
• Regional Needs Assessment
• Focus on Child Care (center, family,
informal)
• Planning to meet identified needs
• Supported and targeted PD efforts
• Evaluation
• Ongoing sharing of PD resources and
offerings in the region
What’s Different for Communities?
• Increased focus on inclusion
• Regional partners moving out of silos
• Increase in number of Georgia Pre-K fully
inclusive classes
• Georgia Pre-K inclusion classes begun in
critical areas
What’s Different for ECE Professionals?
•
•
•
•
Leaders
Collaborative PD Offerings
Collaborative Coaching and TA
Increased Collaboration Between Child
Care and Professionals Serving Child
Evaluation of the Regional Team Approach
Surveys Sent:
50
Surveys Completed: 33
NPDCI 2/9/2011
Return Rate:
66%
Survey Dates:
Jan-Feb 2011
Evaluation of the Regional Team Approach
NPDCI 2/9/2011
Increased Collaboration:
66%
Know Resources:
63%
Continue Regional Teams:
81%
Expansion:
93%
Where do we go from here?
Resources to Support Your Work
Handout:
Research
Synthesis Points
on Quality
Inclusive
Practices
NPDCI
8 New Landing Pads Just Released!
NPDCI
Landing Pads
A sampling of evidence and resources, related
to each feature, to support your learning and
professional development needs
Find them online at
http://npdci.fpg.unc.edu/resources/qualityinclusive-practices-resources-and-landingpads
NPDCI
Guidance for the Journey
Guidance for the Journey
Guidance for the Journey
Appreciation
Thank you
for joining
us today.
Questions?