Transcript Early Childhood Inclusion: A Joint Position Statement of

High Quality Inclusion:
Evidence-based
Practices that Promote
Access, Participation
and Supports
GAYC
Friday, October 11, 2013
Camille Catlett
Frank Porter Graham Child Development Institute
[email protected]
Early Childhood
Inclusion: A Joint
Position
Statement of DEC
and NAEYC
•
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.
Universal Design (UD) &
Universal Design for
Learning (UDL)
Assistive Technology
Universal Design and Universal
Design for Learning
UD and UDL mean the removal of
physical and structural barriers
(UD) and the provision of multiple
and varied formats for instruction
and learning (UDL).
UDL in every day use
UDL in early childhood
Three key concepts
Multiple Means of
Representation
Various formats:
kinesthetic
Visual
auditory
What can it look like?
UDL: Multiple Means of Engagement
Attention
Interests
preferences
curiosity
What can it look like?
UDL: Multiple Means of Expression
Typing/texting
What can it look like?
 Children get to choose the method/form in which
they express or demonstrate their understanding
(that matches the teacher’s learning goal)
 There ample opportunities, materials, or guidance to
support children in expressing themselves in multiple
ways
 There are many different things children produce,
and/or a variety of observable, evaluative child
actions (differentiated product)
Meet Sophia
• 3 years old
• Lives with parents , who arrived this fall from Colombia to take
faculty positions at a local university
• Cognitive, motor, and social-emotional skills are ageappropriate
• Easily comforted by familiar songs sung softly in Spanish
• Speaks and understands Spanish
• Has a few English labels; rarely initiates or engages in social
conversation with her English-speaking classmates
• Often seems very quiet or withdrawn
• Loves: housekeeping area, music
Supporting Sophia with UDL
How might you use
• multiple means of representation (visual, auditory,
kinesthetic)
• multiple means of engagement (interests, preferences,
curiosity, motivation)
• multiple means of expression (speaking, pointing, singing,
drawing, gestures)
to support Sophia and children like her?
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
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.
•
•
Embedded instruction
Scaffolding
Handout 1.1 Environmental
Modifications
CONNECT
Handout 1.2 Peer Supports
CONNECT
Adaptations Help
All Children
• Adaptations allow teachers to do the same things
that they would do with all children—facilitate their
participation in activities and routines. Adaptations
can be used to:
• Make situations better
for a particular child.
• Improve situations for
the entire group.
CARA’s Kit
•
•
•
•
•
Creating Adaptations for
Routines and Activities adaptations to increase
children’s engagement
and participation in
classroom activities
and routines.
Meet Drew
• 3 years old
• Lives with parents and two brothers, one older and one
younger
• Diagnosed with autism at 30 months
• Cognitive skills are near age-appropriate
• Significant delays in social and communication skills
• Rarely initiates or engages in social conversation
• Favorite toys: trains, Disney figurines, markers
• Tendency to tantrum
• Difficult time following directions
• Reacts strongly when told “no”
Putting It All Together
Drew can find transitions to be
very challenging. With a partner,
use the Adaptation Notes to think
about ways in which you can help
him be successful during
transitions.
•
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.
•
Professional development
Family-professional
collaboration
Engage Families
Help Their Children
to Succeed
• Higher preschool
performance and
promotion to next grade
• More positive
engagement with peers,
adults, and learning
• Buffers negative impact
of poverty on academic
and behavioral outcomes
Meet Warren
• 4 years old
• Currently living with his mother and sister in a local homeless
shelter
• Cognitive skills have tested as age-appropriate
• Significant delays in fine motor skills
• Has not had any experience with books, crayons, or other
“school type” activities or materials
• Loves running, jumping, and other very
physical activity
• Favorite toys: blocks, cars, trucks
• Has difficulty sitting still for circle or story time
Thinking about Warren
Warren has a tendency to go to the same area
(blocks and cars) during “choice” time. He
often tantrums when asked to make a different
choice.
What evidence-based practices could you use
to support Warren?
• UD/UDL?
• Assistive technology?
• Embedded instruction?
• Scaffolding?
• Peer supports?
Thinking about Warren
Warren has a tendency to go to the same area
(blocks and cars) during “choice” time. He
often tantrums when asked to make a different
choice. How might you scaffold his learning to
support him in making different choices?