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ACCEPT PROJECT
KICK-OFF
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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
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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
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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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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KICK-OFF
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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KICK-OFF
Two Truths and a Lie
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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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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KICK-OFF
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.
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KICK-OFF
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PART ONE
USING ACCEPT INFUSED COURSE
CALENDARS
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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.
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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
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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
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CHILD DEVELOPMENT I
Critical Concepts
Early Intervention
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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.
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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/
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CHILD DEVELOPMENT I
Resources and Activities
Example: Early Intervention: A Routines-Based Approach
–Part I: Traditional vs Routines
https://www.youtube.com/watch?v=OpxGC6G0HMY
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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
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CHILD DEVELOPMENT I
Let’s Talk
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CHILD DEVELOPMENT II
Critical Concept
Teacher Role in Inclusive Setting
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CHILD DEVELOPMENT II
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.
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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
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CHILD DEVELOPMENT II
Inclusion: What Research Tells Us
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.
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CHILD DEVELOPMENT II
Inclusion: What Research Tells Us
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.
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CHILD DEVELOPMENT II
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.
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CHILD DEVELOPMENT II
Resources and Activities
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/
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CHILD DEVELOPMENT II
Resources and Activities
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
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CHILD DEVELOPMENT II
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
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CHILD DEVELOPMENT II
DEC Recommended Practices in Early Intervention/Early
Childhood Special Education, 2014
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.
http://www.dec-sped.org/rpvideos
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CHILD DEVELOPMENT II
DEC Recommended Practices in Early Intervention/Early
Childhood Special Education, 2014
Videos
http://www.dec-sped.org/rpvideos
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CHILD DEVELOPMENT II
DEC Recommended Practices in Early Intervention/Early
Childhood Special Education, 2014
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.
http://www.dec-sped.org/rpvideos
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CHILD DEVELOPMENT II
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.
http://www.dec-sped.org/rpvideos
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CHILD DEVELOPMENT II
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
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CHILD DEVELOPMENT II
Let’s Talk
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CHILD GUIDANCE
Critical Concepts
Teacher Role in Promoting Social-Emotional
Outcomes of All Children
Evidence-Based Child Guidance Interventions for
Children Needing Additional Support
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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.
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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
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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.
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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?
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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.
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CHILD GUIDANCE
Resources and Activities
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
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CHILD GUIDANCE
Resources and Activities
Example: Technical Assistance Center on Social
Emotional Intervention for Young Children
(TACSEI)
http://challengingbehavior.fmhi.usf.edu/index.htm
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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
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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
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CHILD GUIDANCE
Let’s Talk
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CHILDREN WITH
EXCEPTIONALITIES
Critical Concepts
Implementing DEC Recommended Practices
Advocating for the Educational and Social Inclusion
of Individuals with Disabilities
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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.
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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?
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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CHILDREN WITH
EXCEPTIONALITIES
Children need advocates at child care centers and school level!
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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.
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CHILDREN WITH
EXCEPTIONALITIES
WHAT DO WE WANT STANLY SCHOLARS TO
KNOW AND BE ABLE TO DO?
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.
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CHILDREN WITH
EXCEPTIONALITIES
Resources and Activities
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/
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CHILDREN WITH
EXCEPTIONALITIES
Resources and Activities
Example: Inclusion, belonging and the disability revolution:
Jennie Fenton at TEDxBellingen
https://www.youtube.com/watch?v=VAM9nh8WC-8
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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
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CHILDREN WITH
EXCEPTIONALITIES
Let’s Talk
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HEALTH, SAFETY AND
NUTRITION
Critical Concepts
Collaboration
Role of Teacher in Promoting Mental and Physical Health
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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.
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HEALTH, SAFETY AND
NUTRITION
Collaboration
Best practices for collaboration in Health, Safety,
and Nutrition relate directly to those in Child,
Family, and Community.
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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!
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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.
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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.
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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.
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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.
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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.
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HEALTH, SAFETY AND
NUTRITION
Resources and Activities
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/
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HEALTH, SAFETY AND
NUTRITION
Resources and Activities
Example: PACER CENTER: Family-to-Family Health
Information Center
http://www.pacer.org/health/
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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/
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HEALTH, SAFETY AND
NUTRITION
Let’s Talk
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CURRICULUM PLANNING
Critical Concept
Universal Design for Learning
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CURRICULUM PLANNING
Critical Concept
Universal Design for Learning
Universal Design for Learning Overview
https://www.youtube.com/watch?v=500dhPNZfHg
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CURRICULUM PLANNING
Universal Design for Learning
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.
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CURRICULUM PLANNING
Universal Design for Learning
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.
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CURRICULUM PLANNING
Universal Design for Learning
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.
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CURRICULUM PLANNING
Universal Design for Learning
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.
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CURRICULUM PLANNING
WHAT DO WE WANT STANLY SCHOLARS TO
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.
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CURRICULUM PLANNING
Resources and Activities
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/
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CURRICULUM PLANNING
Resources and Activities
Example: Professional Development Program:
Scaffolding
https://www.ecetp.pdp.albany.edu/video/Continuum_of_Teaching_Behaviors_Strategy-Scaffold.shtm
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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
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CURRICULUM PLANNING
Let’s Talk
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CHILD, FAMILY AND
COMMUNITY
Critical Concepts
Building Trust with Family Members
Making Shared Decisions with Family Members
Addressing Challenging Issues with Family Members
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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.
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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.
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CHILD, FAMILY AND
COMMUNITY
Effective family centered practices are addressed in the
DEC Recommended Practices under the topic Families.
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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
Resources and Activities
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
Resources and Activities
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
Teacher’s Role in Ensuring Full Access and Participation
If you have chosen the right activity, the child is fully engaged and that’s
the best time to teach.
-
CREATIVE ACTIVITIES
Teacher’s Role in Ensuring Full Access and Participation
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
KNOW AND BE ABLE TO DO?
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
Resources and 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
Resources and 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.
http://www.kennedy-center.org/education/vsa/resources/SWTA Book - 1 Introduction - Accessible.pdf
-
CREATIVE ACTIVITIES
ACTIVITY 8
As you review Start with the Arts (pages 22 to 25),
complete the questions for Activity 8 on your
handout.
http://www.kennedy-center.org/education/vsa/resources/SWTA Book - 1 Introduction - Accessible.pdf
-
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.
-
TWO TRUTHS AND A LIE
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/
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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..
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
The Checklist for Early Childhood Curriculum is used in a
suggested activity for
a. Curriculum Planning
b. Children with Exceptionalities
c. Child Development II
-
TWO TRUTHS AND A LIE
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.
-
TWO TRUTHS AND A LIE
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
Resources and Activities
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
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?
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
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?
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
Additional Sites to Video Libraries
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
Additional Sites to Video Libraries
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.
-
TWO TRUTHS AND A LIE
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