Transcript Mainstreaming at the Preschool Level

Mainstreaming at the
Preschool Level
Including Special Needs Children
in Your Typical Preschool
Christine Gillan-Byrne and Robin Aaron
September, 2004
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Constructivist Theory of Learning
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We learn by constructing our own understandings based upon our
experiences.
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We are not born as "blank slates" on which to write endless
information.
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What we learn is affected by what we already know....
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Our experiences are unique, and therefore our understandings are
unique.
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To learn, we apply what we already know to a
new situation.
The Summer 2004 issue of Interaction, the journal of the Canadian Child Care Federation, features a series of articles on "Science and
Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning...
September, 2004
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Make a list of individuals who you
personally know that have a special
need. List special need as well.
For instance:
Father – hearing impaired
Schuyler – Spina bifida
John – Asperger’s Syndrome
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Types of Special Needs
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Mental
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Retardation
Learning Disabilities
Exceptional Abilities
Social
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Emotional
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A-social
Anti-social
Behavioral
Physical
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Spiritual
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Neediness
Disturbances
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Orthopedic
Health
Speech/Language
Auditory
Visual
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Special and Typical Needs
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Each child is unique
Each child develops and matures at a
different rate
Typical developmental milestones or
characteristics help determine “special
need”
Approximately 20% of all children can be
considered to have a “special need”
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Inclusion Rationale
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State and Federal Laws (search web)
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IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17
Better role models
Realistic expectations
Perception = Reality
Develops positive attitudes = empathy
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The Teacher’s Role
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Be professionally knowledgeable about child
development
Be observant
Document
Build a respectful and professional rapport with
parents and families
Be familiar with and willing to use community
resources for appropriate referral
Learn all you can!
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Reality Check
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Children with special needs need special
services.
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Such services may consist of extra planning, additional
training or consultation.
It is often possible to provide the necessary
special services within the regular setting.
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The need for additional resources provides opportunities for
collaboration and problem-solving.
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Refer to your list of individuals with
special needs…
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Briefly describe your
feelings toward the
individuals on your
list.
Briefly describe the
impact they have had
on you.
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Feelings
Avoid or ignore
Uncomfortable
Afraid
Sadness or pity
Vulnerability
Denial
Resentment
Guilt
Anger
Unprepared
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Acceptance
Permission
Realistic expectations
Appreciation
Belief in Potential
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All Children have potential
and
all children are capable of learning.
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Preparing
for the
Special
Needs
Child
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Scenario
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This is Andrew’s first day at your center.
It time for outdoor play.
Andrew cannot walk.
What would you do?
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Acceptance
Permission
Realistic expectations
Appreciation
Belief in Potential
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What are some
typical
developmental
milestones in
children?
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The Child
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Meet the child and parents
Encourage family & child to visit center
Get acquainted with the individuals
Collect background information
Learn about the specific disability/need
Remember that abilities differ
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Reality Check
Not every challenged child can be
successfully mainstreamed into a “typical”
classroom.
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The Classroom
Developmentally
Appropriate
Age Appropriateness
physical development
emotional development
social development
cognitive development
Individual Appropriateness
pattern and timing of growth
personality
learning style
coping skills
family background
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Making Inclusion Successful
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Purposefully plan lessons
Compare child’s performance with past
Know the present level of ability
Identify the next realistic level of ability
Observe behavior and progress
Supervise effectively
Regular activities first
Encourage independence
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Successful Mainstreaming
Physical Inclusion
• presence
Social Integration
• interaction
Children with special needs will often learn more from other
children than from adults.
Children with typical needs will also learn from children with
special needs.
Activities designed especially for the child with special needs
should include other children whenever possible.
Be balanced in your efforts.
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Children of Typical Development
Need:
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To observe supportive,
accepting adults
Have established rules
Factual information
Questions answered
Guided perceptions (books, toys,
pictures, props, misc. objects)
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Practice praising
Opportunities to explore
Pair peers
Provide interpretation
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Working with Parents
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First teachers
Compassion for challenges
Communicate and support
Collaboratively set realistic expectations
Routine enrollment process
Educate and reassure
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Working with Other Agencies
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Document and communicate
Be involved
Cooperate and collaborate
Avoid competitiveness
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Specific Strategies
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Predictability & consistency
Organization
Familiar objects and images
Collaborative
games/activities
Clearly defined play/work
areas
Duplicate materials
Soothing and relaxing
materials
Expectations for
independence
Search for volunteers
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The Project Approach
Helping Teachers Include All Children
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Include more children with special needs in their
curriculum planning
Learn how to plan for groups of mixed ability or mixed
age children
Learn new strategies for understanding and
documenting learning in nonverbal children
Learn that children with special needs are more capable
than first imagined
Learn to use more open-ended and child-centered
activities with a wide variety of materials
Increase appreciation for the diversity that children and
families bring to programs
September, 2004
Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).
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Inclusion Plan Scenarios
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Physical adaptations
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p. 156
Program adaptations
Is this inclusion plan appropriate for
this child and teacher?
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And You?
What have you done lately to make your
classroom more developmentally
appropriate?
What have you done lately, or in the
past, to make your room more
individualized?
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Thank you for our attendance and participation
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Evaluation
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I came to this training because…
I learned this new information…
The most helpful part was…
This training could be improved if…
As I leave today, I will…
In the future, please…
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