Transcript Document

Goal of session: to generate ideas and
plans for creating high quality inclusion
First: share a challenge to preschool
inclusion
 § 300.114 LRE requirements. (ii) Special classes, separate schooling, or other removal
of children with disabilities from the regular educational environment occurs only if
the nature or severity of the disability is such that education in regular classes with
the use of supplementary aids and services cannot be achieved satisfactorily.
 § 300.42 Supplementary aids and services. Supplementary aids and services means
aids, services, and other supports that are provided in regular education classes,
other education-related settings, and in extracurricular and nonacademic settings, to
enable children with disabilities to be educated with nondisabled children to the
maximum extent appropriate
 § 300.119 Technical assistance and training activities. Each SEA must carry out
activities to ensure that teachers and administrators in all public agencies—
(a) Are fully informed about their responsibilities for implementing § 300.114; and
(b) Are provided with technical assistance and training necessary to assist them in this effort.
High quality inclusion benefits all children with
and without disabilities
Children with disabilities can be effectively
educated in inclusive programs using
specialized instruction
Children with disabilities do not need to be
“ready”
Families of children with and
without disabilities generally have
positive views of inclusion
Inclusion is not more expensive
Successful inclusion requires
intentional and effective
collaboration and teaming
High quality inclusive preschool =
high quality early childhood program
DEC/NAEYC (2009) joint position
statement supports inclusion:
Access
Participation
Supports
In 27 years, the practice of providing
special education and related services
in regular early childhood settings to
preschoolers with disabilities has
increased only 5.7% and many young
children with disabilities continue to be
educated in separate settings.
Increased only 5.7%
100.00%
75.00%
50.00%
25.00%
0.00%
1985
2012
Research is clear: it’s effective
IDEA is clear: it’s preferred
The profession is clear: it’s the right thing to do
Rates of inclusion have not increased by enough;
most children with disabilities are not being fully
included.
 Anything about these facts surprise you ?
 Implications for your program?
This survey focused on the following
overarching research question:
Are there challenges impacting the
inclusion of young children with
disabilities and, if so, what are the
challenges and possible solutions?
Preschool Inclusion is when children (age 3
– 5) with Individual Education Programs (IEP)
receive their special education and related
services in settings with at least 50% of peers
without IEPs.
238 people responded to the survey.
This included representation from 32 states and 1 territory.
Roles
N
%
School District Special Education Preschool
Coordinator or Child Find Coordinator
School District Special Education Director
50
21.0%
49
20.6%
School District Early Childhood Administrator
State Section 619/IDEA Preschool Coordinator
Head Start Administrator
ECSE/Sped Teacher/Consultant
State Special Education Director
School Principal
School Psychologist
38
35
24
17
10
7
3
16.0%
14.7%
10.1%
7.1%
4.2%
2.9%
1.3%
Challenge
N
%
Attitudes & Beliefs
71
29.8%
Fiscal & contracting
45
18.9%
Approval of non-public school setting
37
15.5%
Transportation
35
14.7%
Differing Curricula
35
14.7%
Personnel
27
11.3%
Program Quality
25
10.5%
Conflicting policies
23
9.7%
 Challenges and solutions have changed
very little
 Major change = attitude and belief
challenges moved from being the second
highest rated category of challenges to the
highest rated
Challenge
1993 Rank
2014 Rank
Attitudes & Beliefs
2
1
Fiscal & contracting
3
2
Approval of non-public school setting
5
3
Transportation
7
4
Differing Curricula
8
5
Personnel
1
6
Program Quality
4
7
Conflicting policies
6
8
Challenge
1993 Rank
2014 Rank
Attitudes & Beliefs
2
1
Fiscal & contracting
3
2
Approval of non-public school setting
5
3
Transportation
7
4
Differing Curricula
8
5
Personnel
1
6
Program Quality
4
7
Conflicting policies
6
8
Challenge
Lack of communication/collaboration
N
51
%
21.1
Concerns someone will lose out
Concerns related to preparedness
Awareness of the benefits of inclusion
50
44
39
20.9
18.3
16.3
Turf
Lack of respect
Other
36
29
2
15.1
12.2
0.9
• Most identified as local, then state, then federal
• 3 top categories of policy challenges:
1. Fiscal Policies (contracting; $ streams)
2. Approval of non public school programs as
sites for special education and related services
to be delivered to young children with IEPs
3. Transportation Policies
 Community programs full; no available slots
 Lack of resources for transportation for
typical kids
 Lack of resources for itinerate services
Solutions!
1.Collaboration
2.Building awareness and support
3.Policies and procedures
4.Resources
Establish interagency inclusion team
Provide shared awareness opportunities for
local administrators
Provide joint PD for district EC, ECSE, and
community personnel
Ensure support to community programs for
ECSE and behavior support
Build culture of collaborative problem
solving
Educate local administrators, families,
providers
Provide easy to read materials on benefits/laws
for preschool inclusion
Provide models of high quality inclusion for
people to visit
Provide opportunities for practitioners,
administrators and families to explore
concerns, benefits and possible solutions
Arrange meetings with teachers, parents and
administrators involved in successful inclusion
Create MOU’s and contracts with community
programs that address quality
Require co-teaching (EC & ECSE) practica for
certification
Provide training and coaching to community
programs
Provide or reimburse for transportation that
supports inclusion
Provide itinerate special education and related
services in inclusive settings
Braiding funding streams (pre-k, IDEA, Title I, etc.)
Collaboration (e.g. share resources, PD)
Redistribution (itinerate/consultative vs.
segregated)
Public awareness of the benefits=$$
Literature indicates inclusive services do not cost
more than segregated
Help public school programs to be inclusive:
• Create models, examples and incentives for local
solutions: e.g. tuition based access to district EC programs
for nondisabled children from community; model MOU’s
with community programs
• Ensure pre-k, Title I programs are inclusive
Reimbursement for parents for transportation
Create a state-level inclusion team for “barrier busting”
that responds to local concerns
State training and dissemination to districts of creative
ways to provide inclusion; examples; incentives
1. Think: about topic/challenge
2. Write: one or two strategies for
addressing that challenge
What are the implications for you……...
Report out to large group.
DEC
http://www.dec-sped.org/
ECTA Center
http://ectacenter.org/
NPDCI
http://npdci.fpg.unc.edu/