accept project kick-off · technical assistance center on social emotional intervention for young...

ACCEPT PROJECT

KICK-OFF

T H E AC C E P T P RO J E C T I S F U N D E D

T H RO U G H A C O O P E R AT I V E

AG R E E M E N T [ U. S . D E PA R T M E N T O F

E D U C AT I O N, O F F I C E O F S P E C I A L

E D U C AT I O N P RO G R A M S ( O S E P ) G R A N T #

H 3 2 5 ] . T H E C O N T E N T S O F T H I S

P R E S E N TAT I O N D O N O T N E C E S S A R I LY

R E P R E S E N T T H E P O L I C Y O F T H E U. S .

D E PA R T M E N T O F E D U C AT I O N A N D YO U

S H O U L D N O T A S S U M E E N D O R S E M E N T B Y

T H E F E D E R A L G OV E R N M E N T.

P RO J E C T O F F I C E R , J U L I A M A RT I N E I L E

S TA N LY C O M M U N I T Y C O L L E G E

U N C C H A R L O T T E

C O L L A B O R AT I O N

C H R I S T I E H O N E YC U T T

C H R I S T Y H O P K I N S

C Y N D I E O S B O R N E

JA I M E S H E LT O N

K A T E A L G O Z Z I N E

V I V I A N C O R R E A

R E E M M U H A R I B

AU G U S T 1 8 , 2 0 1 5

KICK-OFF

Part One

Using ACCEPT Infused Course Calendars

Part Two

Locating Resources and Developing Activities

Part Three

Creating Stanly Community College Infused Course Syllabi

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BREAKS

11:00 Assessment/Part One

12:00-12:20 Lunch/Break/Part One

1:20 Break /1:30 Part One

2:00 Part Two

2:40 Part Three/Evaluation

3:00 Thank you!

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Faculty Survey

Used by the Office of Special Education to measure the extent of

change in your perceived preparedness to teach your scholars

content and activities from the field of special education.

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Scholar Surveys

Similar surveys will be given to your scholars to measure the extent of

change in perceived preparedness to teach children with diverse

abilities.

Some scholars will be taking multiple surveys depending on how many

infused courses they take this year and that’s okay.

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Survey Distribution

Faculty member surveys will be taken at the beginning and end of

the project (August and June); scholar surveys will be taken at the

beginning and end of each semester.

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Slides are on your swivel drive. To write notes, you may pull

them up on your computer or on note paper, write the number

of the slide and comments.

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Two Truths and a Lie

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We could not implement objectives for the ACCEPT Project

without

a. Cooperation from and collaboration with N.C.

Community College Early Childhood Program faculty.

b. Liaisons from the Exceptional Children Division of DPI.

c. Funding from the Office of Special Education, U.S. Dept.

of Ed.

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The purpose of the ACCEPT project is to

a. Conduct research on the advantages of inclusive early

childhood environments in North Carolina.

b. Infuse special education content and activities

throughout existing early childhood courses.

c. Help graduating scholars promote the development and

learning of all children in early childhood inclusion

settings.

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This year Christy and Kate will

a. Interview parents of children being supported by IFSPs

and IEPs in North Carolina.

b. Plan professional development and support for the

infusion process.

c. Assess fidelity of implementation and make adjustments

based on faculty feedback.

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Input from community college instructors

a. Refines and improves ACCEPT infusion processes and

products.

b. Is disruptive to the ebb and flow of the ACCEPT Project.

c. Is helpful and should be shared with Christy.

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The Stanly Community College Course Infusion Team Information Chart presents

the following information

a. Stanly Community College Fall ECE core courses that will be infused

with special education content and activities.

b. The special education resources and activities suggested for use to

teach infused course critical concepts. .

c. The Stanly Community College lead infusion course instructor and a

UNC Charlotte infusion support specialist for each infused course.

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The Stanly Community College lead infusion course instructor and a

UNC Charlotte infusion support specialist for each infused course

a. Collaborate to choose resources and plan infusion activities for that

course.

b. Collaborate to embed infusion critical concepts within previous

content.

c. Collaborate to create separate modules as add-ons to previous course

content.

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Each course infusion team consists of

a. Stanly Community College lead infusion course instructor and a UNC

Charlotte infusion support specialist.

b. A Stanly Community College lead infusion course instructor, a UNC

Charlotte infusion support specialist, and a scholar taking the course.

c. A UNC Charlotte infusion support specialist and a Stanly Community

College lead infusion course instructor.

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Each course infusion team will communicate regularly during the

semester to

a. Chart the Panthers wins and losses.

b. Discuss resources, activities and progress on Stanly CC Infused Course

Syllabi.

c. Discuss how to embed special education concepts within the existing

course curriculum.

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ACCEPT Infused Course Calendars

a. Individualize infusion resources and activities for Stanly

Community College ECE instructors and scholars.

b. Contain infusion resources and activities suggested by

UNC Charlotte infusion support specialists.

c. Can be found at http://www.acceptproject.org/1740-2/.

http://www.acceptproject.org/1740-2/

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Stanly Community College Infused Course Syllabi

a. Should include at least 12 resources and activities that

instructors were able to easily embed in their coursework.

b. Include information on learning topics, infusion resources,

resource descriptions, and matching activities.

c. Can be found at http://www.acceptproject.org/1740-2/.

http://www.acceptproject.org/1740-2/

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Stanly Community College Infused Course Syllabi will be sent

to Kate

a. At the semester’s end.

b. For advice on completion.

c. When the moon comes over the mountain.

KICK-OFF

PART ONE

USING ACCEPT INFUSED COURSE

CALENDARS

PART ONE

Objectives

1. Review critical concepts for each fall infused course.

2. Present critical concepts as scholar learning outcomes.

3. Review resources and activities on ACCEPT Infused

Course Calendars.

4. Evaluate efficacy of resources and activities.

PART ONE

Fall Courses to be Infused

Child Development I and II

Christie Honeycutt and Vivian Correa

Creative Activities

Jaime Shelton and Kate Algozzine

Child Guidance

Christy Hopkins and Vivian Correa

Curriculum Planning

Cyndie Osborne and Kate Algozzine

Children with Exceptionalities

Christy Hopkins and Vivian Correa

Child, Family and Community

Jaime Shelton and Kate Algozzine

Health, Safety, and Nutrition

Cyndie Osborne and Kate Algozzine

PART ONE

Materials

1. ACCEPT Infused Course Calendars

2. Handout #1: Resources and Activities

3. DEC Recommended Practices

http://www.acceptproject.org/http://dec.membershipsoftware.org/files/DEC_RPs_ 5-1-14.pdf

CHILD DEVELOPMENT I

Critical Concepts

Early Intervention

CHILD DEVELOPMENT I

WHAT DO WE WANT STANLY SCHOLARS

TO KNOW AND BE ABLE TO DO?

Goal: Stanly scholars will demonstrate

understanding of early intervention supports and

services provided through a routines-based

approach.

CHILD DEVELOPMENT I

Resources and Activities

Documented on the Child Development I and Infants,

Toddlers, and Twos Infused Course Calendars on the

ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/05/EDU-144-Child-Development-I-Infused-Calendar.pdfhttp://www.acceptproject.org/wp-content/uploads/2015/06/EDU-234-Infants_Toddlers_and_Twos-Infused-Calendar.pdfhttp://www.acceptproject.org/

CHILD DEVELOPMENT I


Example: Early Intervention: A Routines-Based Approach

–Part I: Traditional vs Routines

https://www.youtube.com/watch?v=OpxGC6G0HMY

CHILD DEVELOPMENT I

ACTIVITY 1

As you watch Early Intervention: A Routines-Based

Approach –Part I: Traditional vs Routines, complete the

questions for Activity 1 on Handout 1.

https://www.youtube.com/watch?v=OpxGC6G0HMY

CHILD DEVELOPMENT I

Let’s Talk

CHILD DEVELOPMENT II

Critical Concept

Teacher Role in Inclusive Setting


Inclusion: What Research Tells Us

Because there are schools and classrooms that are

successfully implementing inclusion we know what we

should see and hear in an inclusive setting.

CHILD DEVELOPMENT I

U.S. DEPARTMENT OF HEALTH AND HUMAN

SERVICES

U.S. DEPARTMENT OF EDUCATION

DRAFT POLICY STATEMENT ON INCLUSION OF

CHILDREN WITH DISABILITIES IN EARLY

CHILDHOOD PROGRAMS

May 15, 2015

http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/inclusion-policy-statement-draft-5-15-2015.pdfhttp://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/inclusion-policy-statement-draft-5-15-2015.pdfhttp://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/inclusion-policy-statement-draft-5-15-2015.pdf



In an inclusive setting, we hear teachers using person-first

language, we observe teachers using the strategies of co-

teaching, collaborative teaching, promoting social inclusion,

station teaching, universal design for learning, data-based

decision-making, and individualized teaching.



We see teachers and children using assistive technology,

and the we observe that the teachers understand their role

in serving on the IEP team and implementing its goals.


WHAT DO WE WANT STANLY SCHOLARS TO KNOW

AND BE ABLE TO DO?

Goal: Stanly scholars will apply research on best practices for

all children in an inclusive setting to real life settings.



Documented on the Child Development I and Child

Development II Infused Course Calendar on the ACCEPT

website.

http://www.acceptproject.org/wp-content/uploads/2015/05/EDU-144-Child-Development-I-Infused-Calendar.pdfhttp://www.acceptproject.org/wp-content/uploads/2015/06/EDU-145-Child-Development-II-Infused-Calendar.pdfhttp://www.acceptproject.org/



Examples: DEC Recommended Practices in Early

Intervention/Early Childhood Special Education, 2014

and SWIFT Domains and Features at Henderson School

http://www.dec-sped.org/rpvideoshttps://www.youtube.com/watch?v=NRR67_osT-Q


DEC Recommended Practices in Early Intervention/Early

Childhood Special Education, 2014

Will help scholars understand that preparing an

inclusive environment is not limited to changing

materials and the physical space.

http://www.dec-sped.org/rpvideos




Cover environmental practices but also research based

practices related to leadership, assessment, working

with family, team collaboration, instruction,

interaction with students, and preparing for transition.





Videos





Focus is on teaching.

Helps scholars quickly move from talking about a

problem or issue to finding a solution involving how

they teach or interact.



DEC Recommended Practices in Early Intervention/Early Childhood Special

Education, 2014

Helps de-personalize your interactions with scholars.

Example:

Scholar: “Parents just don’t care!”

DEC RP Family 1: Practitioners build trusting and respectful partnerships with

the family through interactions that are sensitive and responsive to cultural,

linguistic, and socioeconomic diversity.



ACTIVITY 2

As you review the DEC Recommended Practices

DEC and view SWIFT Domains and Features at

Henderson School complete the questions for Activity

2 on Handout 1.

http://dec.membershipsoftware.org/files/Recommended Practices/DEC 2014 Recommended Practices.pdfhttp://www.dec-sped.org/rpvideoshttps://www.youtube.com/watch?v=NRR67_osT-Q


Let’s Talk

CHILD GUIDANCE

Critical Concepts

Teacher Role in Promoting Social-Emotional

Outcomes of All Children

Evidence-Based Child Guidance Interventions for

Children Needing Additional Support

CHILD GUIDANCE

Research tell us that

The teacher’s role in promoting social-emotional development of all

children starts with creating an inclusive setting and demonstrating

DEC Recommended Practices. That alone will reduce the amount of

children communicating through challenging behavior.

CHILD GUIDANCE

Excerpt from the Division for Early Childhood (DEC) and the National

Association for the Education of Young Children (NAEYC) joint

statement of inclusion and inclusionary practices:

…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.

http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

CHILD GUIDANCE

Research tells us that

The teacher’s role in promoting social-emotional development of all

children involves teaching behavior using the same evidence-based

practices used for teaching math, reading, science, and social studies.

Explicit teaching of rules and procedures and “how to do school”

reduces the amount of children communicating through challenging

behavior.

CHILD GUIDANCE

When we look at behavior instruction, we can divide it into four components:

⇒ Content: What are we going to teach?

⇒ A Positive Environment: How are we going to create a place where students are

receptive to learning?

⇒ Monitoring: How are we going to determine how well students are learning the

content we are teaching them?

⇒ Modification: If students aren’t learning, how are we going to change what we do to

support them and help them learn?

CHILD GUIDANCE

WHAT DO WE WANT STANLY SCHOLARS TO

KNOW AND BE ABLE TO DO?

Goal: Stanly scholars will demonstrate understanding of

how to promote social-emotional outcomes of all

children and will be aware of evidence-based practices

designed for children needing additional support.

CHILD GUIDANCE


Documented on the Child Guidance Infused Course Calendar

on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/05/Child-Guidance-Infused-Calendar.pdf

CHILD GUIDANCE


Example: Technical Assistance Center on Social

Emotional Intervention for Young Children

(TACSEI)

http://challengingbehavior.fmhi.usf.edu/index.htm

CHILD GUIDANCE

Technical Assistance Center on Social Emotional Intervention for Young

Children (TACSEI)

There is no activity that accompanies the Technical Assistance Center on

Social Emotional Intervention for Young Children. We did not include

activities for our more comprehensive websites because we didn’t want to

restrict you—there is so much to explore.

http://challengingbehavior.fmhi.usf.edu/index.htm

CHILD GUIDANCE

ACTIVITY 3

Go to the Homepage and scroll down under What do you want to do?

to Browse Resources. Click on Videos and then Giving Expectations

Individually.

As you review the Giving Expectations Individually, complete the

questions for Activity 3 on Handout 1.

https://www.youtube.com/watch?v=gv25iBZSw7ohttps://www.youtube.com/watch?v=gv25iBZSw7o

CHILD GUIDANCE

Let’s Talk

CHILDREN WITH

EXCEPTIONALITIES

Critical Concepts

Implementing DEC Recommended Practices

Advocating for the Educational and Social Inclusion

of Individuals with Disabilities

CHILDREN WITH

EXCEPTIONALITIES

Implementing DEC Recommended Practices

These practices remind us of the promises made to

children and their families when special education

services were recommended.

CHILDREN WITH

EXCEPTIONALITIES

Advocating for the Educational and Social Inclusion of

Individuals with Disabilities

Why do educators in inclusive settings need to learn how to

advocate for their students? Why do they have to stay current in

their knowledge of the laws and policies, know where to find

support and information, and acquire the skills to become creative

thinkers and leaders, known for solving problems?

CHILDREN WITH

EXCEPTIONALITIES

Advocating for the Educational and Social Inclusion of Individuals with

Disabilities

There’s a lot to criticize about the way special education works in this enormous

system. It is cloudy and incongruous, difficult to define, and difficult to find any

universal truths when you talk about it. I see its deficiencies with much clarity, because

I see the way that it fails my students, year after year.

Laura Klein, Teacher

CHILDREN WITH

EXCEPTIONALITIES

Advocating for the Educational and Social Inclusion of Individuals

with Disabilities

Beginning teachers will immediately discover that changes need to

be made for their students to receive a top notch education. This

does not necessarily reflect that administrators and colleagues are

insensitive or uncaring. Rather that available time, energy and

resources are limited.

CHILDREN WITH

EXCEPTIONALITIES

Advocating for the Educational and Social Inclusion of Individuals

with Disabilities

This is what Stanly scholars may hear when they suggest changes that will

improve their students education.

We’ve always done it this way.

We tried that-it didn’t work.

Even though we haven’t tried that, we know it won’t work.

CHILDREN WITH

EXCEPTIONALITIES

If we do this for [fill in the blank], we will have to do it for everyone.

This will open the floodgates and all parents will want these

services.

Our teachers don't know how to do that.

We don't have enough staff to do that.

CHILDREN WITH

EXCEPTIONALITIES

This will drive teachers away from this center and I already have a hard

enough time finding teachers to work here.

Our center doesn't do that… we never have!

That would cost too much… we don't have the money.

We've never seen a kid with such complex needs before….

Even if the law requires it, we can't do it.

CHILDREN WITH

EXCEPTIONALITIES

A 2001 study conducted by Galen Alessi:

Alessi reviewed 5,000 evaluations written by school psychologists in

order to determine the factors the psychologists believed were

contributing to the child's failure/frustration in school. She listed five

factors (inappropriate curriculum, ineffective teaching, ineffective

school management practices, inadequate family support, child-based

problems/disabilities) that are widely accepted as reasons why kids fail

in school.

CHILDREN WITH

EXCEPTIONALITIES

Her review found that in 5,000 evaluation reports, the factors listed

above were cited in the following manner as primary causes for the

child's failure.

CHILDREN WITH

EXCEPTIONALITIES

Inappropriate curriculum=0% times

Ineffective teaching practices=0% times

Ineffective school management=0% times

Parent/home factors=20% times

Child based problems=80% times

CHILDREN WITH

EXCEPTIONALITIES

Children need advocates at child care centers and school level!

CHILDREN WITH

EXCEPTIONALITIES

We know that when our scholars graduate, they must have strong

communication skills, problem solving skills and leadership skills as

well as good solid teaching skills if they are going to provide full

participation, access and support for their students with disabilities.

Guess what?

These skills will make them master teachers of any and all students.

CHILDREN WITH

EXCEPTIONALITIES



Goal: Stanly scholars will demonstrate the skills and

characteristics they must acquire to become master

teachers of children identified with disabilities and to

advocate for their students’ needs.

CHILDREN WITH

EXCEPTIONALITIES


Documented on the Children with Exceptionalities Course

Calendar on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/07/EDU-221-Children-with-Exceptionalities.pdfhttp://www.acceptproject.org/

CHILDREN WITH

EXCEPTIONALITIES


Example: Inclusion, belonging and the disability revolution:

Jennie Fenton at TEDxBellingen

https://www.youtube.com/watch?v=VAM9nh8WC-8

CHILDREN WITH

EXCEPTIONALITIES

ACTIVITY 4

As you watch Inclusion, Belonging and the Disability

Revolution: Jennie Fenton at TEDxBellingen, complete

the questions for Activity 4 on Handout 1.

https://www.youtube.com/watch?v=VAM9nh8WC-8

CHILDREN WITH

EXCEPTIONALITIES

Let’s Talk

HEALTH, SAFETY AND

NUTRITION

Critical Concepts

Collaboration

Role of Teacher in Promoting Mental and Physical Health

HEALTH, SAFETY AND

NUTRITION

Collaboration

The concept of collaboration directly relates to seven DEC

Recommended Practices under the category Teaming/

Collaboration. Recommended Practices for promoting

mental and physical health are sprinkled throughout the

recommended practices.

HEALTH, SAFETY AND

NUTRITION

Collaboration

Best practices for collaboration in Health, Safety,

and Nutrition relate directly to those in Child,

Family, and Community.

HEALTH, SAFETY AND

NUTRITION

Collaboration

Survey research tells us that often children with disabilities in

general education settings are assigned to assistants or

paraprofessionals and that those assistants or paraprofessionals

have been led to believe that they alone are responsible for

children with disabilities being successful in a general education

setting (Giangreco, Suter, & Doyle, 2010). This is not inclusion!

HEALTH, SAFETY AND

NUTRITION

Collaboration

When Vivian and I spoke with scholars at CPCC-those who

were lead teachers or paraprofessionals in general education

settings serving children with disabilities, they confirmed—we

are alone.

HEALTH, SAFETY AND

NUTRITION

Collaboration

Our scholars need to know that when they serve in an inclusive

setting, they will not be alone…otherwise it is not an inclusive

environment. They need to have mastered collaboration skills because

it is going to be all about teamwork—carving out the time for meetings,

for collaborative problem solving, active listening, trying new

interventions suggested by specialists, tracking implementation fidelity

and student outcomes, among other tasks.

HEALTH, SAFETY AND

NUTRITION

Collaboration

They need to know how to document and share with therapists

how well they were able to implement suggested interventions and, if

they implemented them well, if they worked and to what extent they

worked. What was the goal exactly and how is the student progressing

towards the goal. Collaboration and constant communication with

families, administrators, specialists, therapists, and colleagues is critical.

HEALTH, SAFETY AND

NUTRITION

Role of Teacher in Promoting Mental and Physical Health

An inclusive environment promotes mental and physical health.

This critical concept is related to the two critical concepts of Child

Guidance: Teacher Role in Promoting Social-Emotional

Development of All Children and Evidence-Based Child Guidance

Interventions for Children Needing Additional Support.

HEALTH, SAFETY AND

NUTRITION

WHAT DO WE WANT STANLY SCHOLARS TO KNOW

AND BE ABLE TO DO?

Goal: Stanly scholars will demonstrate understanding of team

building skills and strategies and best practices to promote the

mental and physical health of all children.

HEALTH, SAFETY AND

NUTRITION


Documented on the Health, Safety, and Nutrition Infused

Course Calendar on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/07/EDU-153-Health-Safety-and-Nutrition.pdfhttp://www.acceptproject.org/

HEALTH, SAFETY AND

NUTRITION


Example: PACER CENTER: Family-to-Family Health

Information Center

http://www.pacer.org/health/

HEALTH, SAFETY AND

NUTRITION

ACTIVITY 5

As you review Family to Family Health Information Center,

complete the questions for Activity 5 on Handout 1.

http://www.pacer.org/health/

HEALTH, SAFETY AND

NUTRITION

Let’s Talk

CURRICULUM PLANNING

Critical Concept

Universal Design for Learning

CURRICULUM PLANNING

Critical Concept


Universal Design for Learning Overview

https://www.youtube.com/watch?v=500dhPNZfHg

CURRICULUM PLANNING


It is an important element of an inclusive setting because it

ensures that all children have full access to the curriculum

and can participate in the same activities as their peers with

the supports needed.

CURRICULUM PLANNING


UDL is about all children learning core curriculum

together-presented in different ways, practiced in different

ways, with student mastery being represented in different ways.

CURRICULUM PLANNING


If educators use universal design for learning when

curriculum planning, they remove unintentional barriers to

learning so that it is accessible and inclusive for all students.

CURRICULUM PLANNING


DEC Recommended practices found under the topic of

Assessment relate to skills needed to implement UDL.

Example: A9. Practitioners implement systematic ongoing assessment

to identify learning targets, plan activities, and monitor the child’s progress

to revise instruction as needed.

CURRICULUM PLANNING


KNOW AND BE ABLE TO DO ?

Goal: Stanly scholars will demonstrate use of universal

design for learning to plan curriculum and activities in

which all students are able to achieve full access and

participation and are provided the support to do so.

CURRICULUM PLANNING


Documented on the Curriculum Planning Infused Course

Calendar on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/05/Curriculum-Planning-Infused-Calendar.pdfhttp://www.acceptproject.org/

CURRICULUM PLANNING


Example: Professional Development Program:

Scaffolding

https://www.ecetp.pdp.albany.edu/video/Continuum_of_Teaching_Behaviors_Strategy-Scaffold.shtm

CURRICULUM PLANNING

ACTIVITY 6

As you watch Professional Development Program:

Scaffolding, complete the questions for Activity 6

on Handout 1.

https://www.ecetp.pdp.albany.edu/video/Continuum_of_Teaching_Behaviors_Strategy-Scaffold.shtm

CURRICULUM PLANNING

Let’s Talk

CHILD, FAMILY AND

COMMUNITY

Critical Concepts

Building Trust with Family Members

Making Shared Decisions with Family Members

Addressing Challenging Issues with Family Members

CHILD, FAMILY AND

COMMUNITY

What does the research say:

We know that family-centered practices are related to positive

parent, family, and child outcomes. These outcomes include effective

parenting, a sense of well-being among family members, satisfaction

with program services, feelings of competence, and positive

judgments of child behavior.

CHILD, FAMILY AND

COMMUNITY

Effective family centered practices include treating families

with dignity and respect; sharing relevant information so that

families can make informed decisions; offering families choices

regarding their involvement in and the provision of services;

and forming partnerships with families and working

collaboratively with them.

CHILD, FAMILY AND

COMMUNITY

Effective family centered practices are addressed in the

DEC Recommended Practices under the topic Families.

CHILD, FAMILY AND

COMMUNITY

WHAT DO WE WANT OUR STANLY SCHOLARS

TO KNOW AND BE ABLE TO DO?

Goal: Stanly scholars will demonstrate an understanding

of how to build trusting and respectful partnerships with

the families of children within inclusive settings.

CHILD, FAMILY AND

COMMUNITY


Documented on the Child, Family and Community Infused

Course Calendar on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/06/EDU-131-Child-Family-and-Community.docx.pdfhttp://www.acceptproject.org/

CHILD, FAMILY AND

COMMUNITY


Example: Aurelius Reading at Naptime

http://www2.cde.state.co.us/media/resultsmatter/RMSeries/AureliusReadingAtNaptime.asp

CHILD, FAMILY AND

COMMUNITY

ACTIVITY 7

As you watch Aurelius Reading at Naptime , complete

the questions for Activity 7 on Handout 1.

http://www2.cde.state.co.us/media/resultsmatter/RMSeries/AureliusReadingAtNaptime.asp

CHILD, FAMILY AND

COMMUNITY

Let’s Talk

CREATIVE ACTIVITIES

Critical Concepts

Teacher’s Role in Ensuring Full Access and

Participation

CREATIVE ACTIVITIES

Teacher’s Role in Ensuring Full Access and Participation

Selecting developmentally appropriate and inclusive open-ended

curriculum activities that include the arts… and demonstrating best

practices in instruction during those activities go hand in hand.

Why?

CREATIVE ACTIVITIES


If you have chosen the right activity, the child is fully engaged and that’s

the best time to teach.

CREATIVE ACTIVITIES


Having full access to creative activities is part of an inclusive setting.

We know that some students will need assistive technology and other

supports to participate fully in creative activities.

We can embed children’s goals, especially IEP and IFSP goals within

creative activities so that children can work on their goals while they

have fun creating with other students.

CREATIVE ACTIVITIES

Critical Concepts

WHAT DO WE WANT OUR STANLY SCHOLARS TO


Goal: Stanly scholars will demonstrate an understanding of how

to promote the social, cognitive, and physical growth of all

children through full access to and participation in creative

activities.

CREATIVE ACTIVITIES


Documented on Creative Activities Infused Course Calendar

on the ACCEPT website.

http://www.acceptproject.org/wp-content/uploads/2015/07/EDU-151-Creative-Activities.pdfhttp://www.acceptproject.org/

CREATIVE ACTIVITIES


Examples: Making the Most of Creative Activities for

Young Children with Disabilities and Start with the Arts

http://www.naeyc.org/files/tyc/file/MitchellVol2No2NEXT.pdfhttp://www.kennedy-center.org/education/vsa/resources/SWTA Book - 1 Introduction - Accessible.pdf

CREATIVE ACTIVITIES

Making the Most of Creative Activities for Young

Children with Disabilities is an NAEYC-published

article that introduced the MOST approach to

planning creative activities.

(materials + objectives + space + time)

CREATIVE ACTIVITIES

You can use MOST for planning any activities.

Based on formative assessment you make sure

you modify materials for full access and

participation, embed objectives, change space and

time if needed.

CREATIVE ACTIVITIES

It includes a chart of examples so if you are teaching a

child identified as having a hearing impairment or a child

who is deaf, you incorporate sign language and preview the

signs of the words before the song. All children would love

this activity and can do it together.

CREATIVE ACTIVITIES

Start with the Arts

This is a 58 page book published by the Kennedy Center

that includes information about Universal Design for

Learning, Multiple Intelligences and Differentiated

Instruction, cognitive goals for different creative activities,

and changing your environment for selected activities.

http://www.kennedy-center.org/education/vsa/resources/SWTA Book - 1 Introduction - Accessible.pdf

CREATIVE ACTIVITIES

Also found in Start with the Arts

Creative arts curriculum with sample letters to send home to

families, and sample creative activity boxes,

General information on people-first language,

Tips to meet the needs of children with identified disabilities in

specific IDEA categories so that they can participate fully in creative

activities.


CREATIVE ACTIVITIES

ACTIVITY 8

As you review Start with the Arts (pages 22 to 25),

complete the questions for Activity 8 on your

handout.


CRITICAL CONCEPTS

Let’s Talk

PART I

Activity 9

Scavenger Hunt

Or

Beat Vivian to the Answer

SCAVENGER HUNT

Go to www.acceptproject.org

Scroll down under resources

Click on Infused Course Calendars

SCAVENGER HUNT

Find a resource on the Children with Exceptionalities

ACCEPT Infused Course Calendar that will provide scholars

with a real life example of the DEC Recommended Practice

Interaction 2: Practitioners promote the child’s social development by

encouraging the child to initiate or sustain positive interactions with other

children and adults during routines and activities through modeling,

teaching, feedback, or other types of guided support.

http://www.acceptproject.org/wp-content/uploads/2015/07/EDU-221-Children-with-Exceptionalities.pdfhttp://dec.membershipsoftware.org/files/Recommended Practices/DEC 2014 Recommended Practices.pdf

SCAVENGER HUNT

Find an additional resource for Child Development II that

provides a series of videos to help scholars understand their

role as educators in the IEP Process.

http://www.acceptproject.org/wp-content/uploads/2015/06/EDU-145-Child-Development-II-Infused-Calendar.pdf

SCAVENGER HUNT

Where can you find examples of health

care forms?

SCAVENGER HUNT

Find a video on the Child Development I ACCEPT Infused

Course Calendar that will help scholars demonstrate an

understanding of parents’ perspectives of early childhood

inclusive education.

http://www.acceptproject.org/wp-content/uploads/2015/05/EDU-144-Child-Development-I-Infused-Calendar.pdf

SCAVENGER HUNT

Find an activity on the Child, Family and Community

ACCEPT Infused Course Calendar in which scholars watch a

video and document practices related to shared decision-

making that they observe.

http://www.acceptproject.org/wp-content/uploads/2015/06/EDU-131-Child-Family-and-Community.docx.pdf

SCAVENGER HUNT

Where can we find information about social stories?

SCAVENGER HUNT

Find an activity on the Creative Activities ACCEPT Infused

Course Calendar that involves scholars modifying a toy.

http://www.acceptproject.org/wp-content/uploads/2015/07/EDU-151-Creative-Activities.pdf

SCAVENGER HUNT

Where on the Curriculum Planning ACCEPT Infused Course

Calendar can we find a video library providing examples of

DEC Recommended Practices.

http://www.acceptproject.org/wp-content/uploads/2015/05/Curriculum-Planning-Infused-Calendar.pdf

SCAVENGER HUNT

You want to provide information on best practices recommended for

students receiving services under specific IDEA Disability Categories. You

write to Vivian for her guidance and she suggests that you review the

Children with Exceptionalities Infused Course Calendar.

What resource on that calendar provides a checklist which can be used to

discuss the specifics of inclusion for all children including those with

physical disabilities, hearing and/or vision impairments, communication

and language disorders, intellectual disabilities, and sensory integration

concerns.

PART ONE

Activity 10

Two Truths and a Lie

TWO TRUTHS AND A LIE

Objectives for Part I: Using ACCEPT Infused Course

Calendars include:

a. Review resources and activities on ACCEPT Infused

Course Calendars.

b. Collaboratively create individualized course critical

concepts.

c. Evaluate efficacy of resources and activities.


The PACER Center

a. Has lots of information to help teachers create pacing

guides for instruction.

b. Has lots of information useful to parents of children

with disabilities.

c. Has lots of information about assistive technology.

http://www.pacer.org/about/


In an inclusive classroom

a. Children identified with a disability must be assigned a

teaching assistant who will always be with them teaching

them one-on-one.

b. All children have full access to the same curriculum and

activities and share teachers, specialists, and therapists.

c. All children receive the support they need to meet their

learning outcomes.


According to Jennie Fenton

a. In inclusive classrooms the focus is on co-operation and

community, not competition.

b. Children with disabilities need to go a place with their

own kind where there are special facilities and experts.

c. We’re all products of conditioning that tells us that

people are segregated because it is in everyone’s best

interests.


The Child Guidance ACCEPT Infused Course Calendar

a. Includes no information on understanding cultural

differences.

b. Contains information on providing interventions for

children who need individualized support.

c. Suggests resources providing examples of social stories.


ACCEPT Infused Course Calendars

a. Provide suggested resources and activities to support the

instruction of course critical concepts.

b. Are not individualized to meet the needs of Stanly CC

instructors and scholars.

c. Should be disregarded as they are already outdated.


Part of the Infusion Process Includes

a. Stanly Community College ECE faculty reviewing the ACCEPT

Infused Course Calendars and using resources and activities

they believe are a “best fit.”

b. Stanly Community College ECE faculty asking Kate to make

changes to the ACCEPT Infused Course Calendars to meet the

needs of Stanly Community College scholars.

c. Stanly Community College ECE faculty developing their own

Infused Course Calendars representing the resources and

activities they used to infuse coursework..


Start with the Arts

a. Provides information only related to content and

activities in the Creative Activities Course.

b. Provides sample letters to families.

c. May contain information related to a number of core

early childhood courses.


Stanly Community College ECE Faculty Members should

a. Wait until the end of the semester to create their Stanly

Community College Infused Course Calendars.

b. Check the ACCEPT searchable database for additional

resources.

c. Communicate as frequently as possible with colleagues to

discuss resources and activities they are using for

infusion.


Routine-Based Approach to early intervention

a. Is a clinical approach to providing services.

b. Focuses on family routines and activities.

c. Is a suggested topic for Child Development I.


Station Teaching is

a. A best practice found in inclusive settings.

b. Practiced only at the elementary level.

c. Addressed on the ACCEPT Child Development II

Infused Course Calendar.


The Checklist for Early Childhood Curriculum is used in a

suggested activity for

a. Curriculum Planning

b. Children with Exceptionalities

c. Child Development II


Critical Concepts for Health, Safety, and Nutrition were

influenced by

a. Videos of DEC Best Practices.

b. Interviews Vivian and Kate conducted with parents of

children with disabilities.

c. The Center for Disease Control and Prevention Website.


Teachers in inclusive early childhood settings

a. Need to be aware that life isn’t always fair.

b. Better be ready, ‘cause it’s all on them.

c. Need to have a plan for collaboration.

PART ONE

Objectives Review

1. Review critical concepts for each fall infused course.

2. Present critical concepts as scholar learning outcomes.

3. Review resources and activities on ACCEPT Infused

Calendars.

4. Evaluate efficacy of resources and activities.

PART TWO

Locating Resources and Developing Activities

PART TWO

Objectives

Use critical concepts to:

1. Locate resources

2. Develop activities

PART TWO

Materials

1. Handout #2: Determining Purpose of


2. Handout #3: Critical Concepts for Fall Infused

Courses within the Stanly Community College

Early Childhood Program

PART TWO

What do you do when you have a specific resource in mind to

teach a critical concept but it is not on your ACCEPT Course

Calendar?

Ask yourself two questions.

• What is the critical concept I’m trying to teach?

• What is the purpose of the resource?

Document your answers.

PART TWO



Calendar?

Return to the course calendar and review each resource

with this though in mind….

• If I used part of the resource, could it work?

• If I developed a new activity, would this resource teach the critical concept and meet my purpose?

• If the answer is “no” then,

PART TWO



Calendar?

Check with your colleagues to see if they have a best fit

resource/activity on their course calendar they are not using.

Use the searchable database at www.acceptproject.org.

Explore a comprehensive website or module

Call or email Kate or Vivian.

http://www.acceptproject.org/

PART TWO

Topics, resources and activities on course calendars have

been cross-checked to ensure that there is no

duplication across courses in the program. Lead

infusion course instructors using resources found on

matrices and the searchable database will need to work

with colleagues to avoid unintentional overlap of

concepts taught and resources and activities used.

PART TWO

Activity 11

Review and complete Handouts #2 and #3

PART TWO

www.acceptproject.org

Searchable Database

http://www.acceptproject.org/

PART TWO

www.acceptproject.org

IRIS CENTER

http://www.acceptproject.org/http://iris.peabody.vanderbilt.edu/

PART TWO

Activity 12

Where Do I Belong?

WHERE DO I BELONG?

An Accessible Life: A Short Film

Janella’s Story

(At 7 minutes)

All Means All

Early Intervention: A Routines-Based Approach - Part

1:Traditional vs Routines

http://www.ncatp.org/http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/JanellasStory.asphttp://www.swiftschools.org/?AspxAutoDetectCookieSupport=1https://www.youtube.com/watch?v=OpxGC6G0HMY

WHERE DO I BELONG?

Blake’s Story

Embedding IEP Objectives in Instructional

Routines

Embedded Learning Opportunties

Results Matter Video Library-Just Being Kids

http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/BlakesStory.asphttp://www.hdc.lsuhsc.edu/LASARD/pdf/Workgroup2EmbeddingIEPObjectives.pdfhttp://depts.washington.edu/hscenter/sites/default/files/01_15m_inclusion_inservice/11_elo/documents/elo_presentation.pdfhttp://www.cde.state.co.us/resultsmatter/rmvideoseries_justbeingkids

WHERE DO I BELONG?

Match-Up

Integrated Framework

Using Toys to Support Infant-Toddler Learning

and Development

Inclusion and Joy

http://cte.jhu.edu/matchup/http://www.swiftschools.org/?AspxAutoDetectCookieSupport=1http://www.naeyc.org/files/yc/file/201109/Using Toys_Guyton_Online_0911.pdfhttp://www.draccess.org/videolibrary/

WHERE DO I BELONG?

Fighting the Good Fight: How to Advocate for

Your Students Without Losing Your Job

Desired Result access Projects: Trainer’s

Material: Videos

Vygotsky vs. Piaget

http://www.ldonline.org/article/22720http://www.draccess.org/prodevelopment/trainersmaterials/https://www.youtube.com/watch?v=Axi7xctulbM

WHERE DO I BELONG?

Teacher’s Viewpoint

Early Learning Communities

Perl Using a Switch and Stander

Decision Guide

http://community.fpg.unc.edu/connect-modules/learners/module-2/step-1https://www.ksheadstart.org/elchttp://community.fpg.unc.edu/connect-modules/learners/module-5/step-3/b-definition/equipmenthttp://www.californiaafterschool.org/articles/Decision_Guide.pdf

WHERE DO I BELONG?

Autism - How My Unstoppable Mother Proved

the Experts Wrong: Chris Varney at

TEDxMelbourne

https://www.youtube.com/watch?v=T1HQKB2txgY

WHERE DO I BELONG?

Embedding IEP Goals and Objectives in

Grade-Level Standards-Based Instruction

http://www.naacpartners.org/presentations/presentations/national/TASH/12110.pdf

WHERE DO WE BELONG?

PTAN PARTNERSHIPS FOR PRESCHOOL

INCLUSION: SELF-EVALUATION TOOL

NORTH CAROLINA PRESCHOOL

INCLUSION INITIATIVE: SELF-

ASSESSMENT TOOL

http://ectacenter.org/~pdfs/calls/2009/sec619/nh_self_eval_tool.pdfNorth Carolina Preschool Inclusion Initiative: Self-Assessment Tool

WHERE DO I BELONG?

The Family Childcare Provider’s Viewpoint

Medical Home

Inclusion

Inclusion: Support For and Against

http://community.fpg.unc.edu/connect-modules/learners/module-5/step-1http://www.buildinitiative.org/TheIssues/HealthMentalHealthNutrition/MedicalHome.aspxhttp://inclusion.com/inclusion.htmlhttp://www.slideshare.net/Jannageorge/inclusion-pros-cons-3173333

WHERE DO I BELONG?

Caring for Children with Special Health Care

Needs (CSHCN) in Early Care Education

http://nrckids.org/default/assets/File/Products/CSHCN/CSHCN Collection FINAL.pdf

WHERE DO I BELONG?

SPECIALQUEST MULTIMEDIA TRAINING

LIBRARY

Early Childhood Inclusion Training Resources

That Work

http://www.specialquest.org/sqtm/preschool_inclusion_series_quickstart.pdfhttp://www.specialquest.org/sqtm/preschool_inclusion_series_quickstart.pdf

WHERE DO I BELONG?

Tips Sheets and Resources

The Teacher’s Viewpoint

Inclusive Early Childhood Education Selected

Resources

http://ccids.umaine.edu/resources/ec-growingideas/inclusionres/http://community.fpg.unc.edu/connect-modules/learners/module-1/step-1http://ccids.umaine.edu/resources/ec-growingideas/inclusionres/

WHERE DO I BELONG?

Checklists for Providing/Receiving Early

Intervention Supports in Child Care Settings

Sample IEP Goals

Seeds of Partnership

http://fipp.org/static/media/uploads/casetools/casetool_vol6_no4.pdfhttps://iepgoals.net/example-iep-goals/http://www.seedsofpartnership.org/SEEDSresources.html

WHERE DO I BELONG?

UDL

Special Quest Preschool Inclusion Series

North Carolina Assistive Technology Program

Augmentative and Alternative Communication

(AAC) 101

https://www.youtube.com/watch?v=aaSZqgr2eUMhttp://ncoe.pointinspace.com/trainingmaterials/preschool_series.lassohttp://www.ncatp.org/https://www.youtube.com/watch?v=1jRtXMMmD4Q

WHERE DO I BELONG?

Making the Move from Early Childhood Special

Education to Kindergarten

Disability.gov

Assistiveware

https://www.youtube.com/watch?v=MLFxJyUQFkshttps://www.disability.gov/http://www.assistiveware.com/

WHERE DO I BELONG?

Technology

Finding & Paying for Assistive Technology:

North Carolina

Milwaukee Area Early Education & Child Care

| Penfield Children's Center

https://www.disability.gov/?s=&fq=locations_taxonomy:"North+Carolina^^"||topics_taxonomy:"Technology^^Finding+%26amp;+Paying+for+Assistive+Technology^^"&adv_qry=advanced_resource_b:0https://www.disability.gov/?s=&fq=locations_taxonomy:"North+Carolina^^"||topics_taxonomy:"Technology^^Finding+%26amp;+Paying+for+Assistive+Technology^^"&adv_qry=advanced_resource_b:0https://www.youtube.com/watch?v=BL9cNtpb_QI

WHERE DO I BELONG?

Kohl's Building Blocks/Penfield Children's

Center

Assistive Technology Enabling Dreams

Supporting Cultural and Linguistic Diversity in

Early Childhood

https://www.youtube.com/watch?v=eBYiBLgilrchttps://www.youtube.com/watch?v=zZ5CkpgVQJ4https://www.youtube.com/watch?v=XWg-ZrV3wPk

WHERE DO I BELONG?

Children in an Inclusive Preschool Classroom

Interact with a Puppet

Children in an Inclusive Preschool Classroom

Sing During Circle Time

Assistive Technologies - Let That Voice Be

Heard

https://www.youtube.com/watch?v=3ndILCN_ssQhttps://www.youtube.com/watch?v=rvww1K6fxGYhttps://www.youtube.com/watch?v=IXnqToAwqiE

WHERE DO I BELONG?

Using Picture Symbols for Communication

Communicating with Partner Assisted Scanning

Dynamic Display Devices − Language

What is AAC? Augmentative and Alternative

Communication

https://www.youtube.com/watch?v=VinL5cxTCDshttps://www.youtube.com/watch?v=nGpSXQKrmR4https://www.youtube.com/watch?v=gl1MnT2BtZwhttps://www.youtube.com/watch?v=r3m8_YmTDDM

WHERE DO I BELONG?

Lianna Bryant Speaks

Early Childhood Inclusion

https://www.youtube.com/watch?v=cAvcquMd0vYhttp://www.louisianabelieves.com/docs/early-childhood/brochure---early-childhood-inclusion.pdf?sfvrsn=7

PART TWO

Additional Sites to Find Resources and Activities on

www.accptproject.org

Searchable Database

Course Content Matrices

Research-to-Practice Briefs

Presentations

http://www.acceptproject.org/searchable-database/http://www.acceptproject.org/course-content-matrices/http://www.acceptproject.org/research-to-practice-briefs/http://www.acceptproject.org/presentations/

PART TWO

Additional Sites to Find Resources and Activities on

Websites

Early Childhood Technical Assistance Center

Site Map

Draft policy Statement on Inclusion of Children

with Disabilities in Early Childhood Programs

National Center on Inclusive Education

http://www.ectacenter.org/sitemap.asp#topicshttp://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/inclusion-policy-statement-draft-5-15-2015.pdfhttp://www.iod.unh.edu/PriorityAreas/inclusive-education/ncie-resources/links.aspxhttp:/www2.ed.gov/policy/speced/guid/idea/memosdcltrs/inclusion-policy-statement-draft-5-15-2015.pdf

PART TWO

Additional Sites to Find Resources and

Activities on Websites

Center for Inclusive Childcare Searchable

Database

Speech Resources

Quality Teaching

http://www.inclusivechildcare.org/resourcesWeb2/indexNoSub.cfmhttp://www.speakingofspeech.com/Resource_Links.html#Disabilitieshttps://www.ksheadstart.org/resources/quality-teaching

PART TWO

Additional Sites to Find Resources and

Activities on Websites

Brookes Publishing Company: Resource

Center-Content Archive

IRIS Center

CONNECT Modules

http://www.brookespublishing.com/resource-center/archive/http://iris.peabody.vanderbilt.edu/iris-resource-locator/http://community.fpg.unc.edu/connect-modules/

PART TWO

Additional Sites to Video Libraries

IRIS Center

CONNECT Module Videos

Special Quest Videos

http://iris.peabody.vanderbilt.edu/iris-resource-locator/http://community.fpg.unc.edu/connect-modules/resources/results/taxonomy:3http://ncoe.pointinspace.com/trainingmaterials/searchvideos.lasso

PART TWO


Empowering Preschool Quality

School Integrated Framework for

Transformation (SWIFT)

Promising Practices Network: Mental Health

http://www.uni.edu/coe/regentsctr/epq/searchhttp://www.swiftschools.org/http://www.promisingpractices.net/resources_mentalhealth.asp

PART TWO


Results Matter Video Library

Desired Results Access Project

HISD Pre-Kindergarten

http://www.cde.state.co.us/resultsmatter/rmvideoserieshttp://www.cde.state.co.us/resultsmatter/rmvideoserieshttps://hisdearlychildhood.wordpress.com/video-library/

PART TWO

When you find a resource or an activity that is a “best fit” for

your course content and scholars but is not on the ACCEPT

Infused Course Calendar

Collaborate with your colleagues to ensure you are not

unintentionally overlapping.

Let ACCEPT UNC implementers know by placing the

resource and/or activity on your Stanly Community

College Infused Course Syllabi.


Stanly Community College ECE Faculty Members should

a. Check the ACCEPT searchable database for additional

resources.

b. Communicate as frequently as possible with colleagues to

discuss resources and activities they are using for infusion.

c. Use only the resources and activities on their ACCEPT Infused

Course Calendars.

PART TWO

Objectives Review

Use critical concepts to:

1. Locate resources

2. Develop activities

PART THREE

Creating Stanly Community College Infused

Course Syllabi

PART THREE

Objectives

1. Review purpose for Stanly Community College

Infused Course Syllabi.

2. Enter context information and one resource and

activity on each syllabi to be infused fall, 2015.

3. Discuss next steps.

Infused Course Syllabus Template

Course Title: Course Number:

Course Instructor: College: Stanly Community College:

Course Text(s): Semester Infused:

Topic/Learning Outcome Pre-

Infusion

Topic/Learning Outcome Post-

Infusion

Infusion Resource

Infusion Resource Description

Infusion Activity

PART THREE

Materials

1. Stanly Community College Infused Course

Syllabi Templates

2. ACCEPT Infused Course Calendars

PART THREE

Activity 12

Document at least one resource and one activity on

your Stanly Infused Course Syllabus for each course.

NEXT STEPS

Distribute Survey

Infuse

Communicate with Kate or Vivian

KICK-OFF

Thank You

accept project kick-off · technical assistance center on social emotional intervention for young...

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