Transcript Early

Evidence-Based
Practices That
Promote High Quality
Inclusion
Fourth International Conference and Tenth National Workshop
Madhuram Narayanan Centre for Exceptional Children
Camille Catlett
Frank Porter Graham Child Development Institute
[email protected]
Defining Inclusion
Early
Childhood
Inclusion:
A Joint Position
Statement
Defining Features of Inclusion
ACCESS
PARTICIPATION
SUPPORTS
Shifts in the Early Intervention Field
Know
Be able to do
Evidence
Evidence-Based Practices
Evidence-Based Practices That Support
Children in Inclusive Settings
●Universal Design for
Defining Features
Access – means providing
a wide range of activities
and environments for
every child by removing
physical barriers and
offering multiple ways to
promote learning and
development.
Learning (UDL)
● Assistive Technology (AT)
Universal Design for Learning
UDL means the removal of physical and
structural barriers (UD) and the provision of
multiple and varied formats for instruction
and learning (UDL).
Three Key Concepts of UDL
UDL: Multiple Means of Representation
kinesthetic
Visual
auditory
UDL: Multiple Means of Engagement
Attention
curiosity
Interests
preferences
UDL: Multiple Means of Expression
Typing/texting
Assistive Technology (AT)
Assistive technology (AT)
interventions involve a range of strategies to
promote a child's access to learning
opportunities, from making simple changes
to the environment and materials to helping
a child use special equipment.
Source: CONNECT Module 5: Assistive Technology
AT to Support Access to Writing
AT to Support Access to Literacy
AT to Support Access to Literacy
Embedded Instruction
● Peer Supports
● Scaffolding
●
Defining Features
Participation – means
using a range of
instructional
approaches to
promote engagement
in play and learning
activities, and a sense
of belonging for every
child.
EBP: Scaffolding Strategies
Scaffolding strategies are structured,
targeted approaches that can be used
with children who require more intensive
supports across a wide variety of
teaching and learning contexts, and in
combination with other approaches.
Scaffolding strategies include modeling,
response prompting, peer supports, and
corrective feedback.
Scaffolding
Professional Development
●Family-Professional
Collaboration
●
Defining Features
Supports – refer to broader
aspects of the system
such as professional
development, incentives for
inclusion, and opportunities
for communication and
collaboration among
families and professionals
to assure high quality
inclusion.
Landing Pads
Evidence-Based Practices for Children
and Youth on the Autism Spectrum