ECSE 602—ECSE 602—Instructional Programming for Instructional Programming for

Infants and Young Children with Infants and Young Children with DisabilitiesDisabilities

This session will address•IDEA 97 and 2004•Curriculum Capacity•Adaptations and Accommodations•DAP and ECSE

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ECSE 602 Dr.

Xu

1

IDEA 1997 and 2004IDEA 1997 and 2004Important changes in IDEA 1997 (P.L. 105 - 17)Students’ greater access to the general education curriculumParents’ roles and opportunities “Whenever appropriate,” general education classrooms are the

place for children with special needsIncentives to help children before they become labeled General education teacher’s central role in the IEP processEligibility category “developmental delay” up to age 9

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IDEA 1997 and 2004IDEA 1997 and 2004

Major changes of IDEA 2004 (P.L. 108-446) applying to infants and young children with disabilities Part C service coordinator participating in IEP meetings for

transition from Part C to Part B servicesParents’ option of continuing Part C EI services until

kindergartenIFSP materials to be considered for IEP developmentMinor changes in the child’s IEP could be made upon the

agreement between parents and the teacher without reconvening the IEP team

Requiring quarterly reports to parent on the child’s progress and how that progress is being measured

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IDEA 1997 and 2004IDEA 1997 and 2004

What are the implications of these changes?

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

BACKGROUND From a developmental perspective the content

(curriculum) should be derived from carefully defined lists of skills acquired by typically developing children. Test to find where the performance of the atypically developing child breaks down and begin instruction there.

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

From a functional skills perspective the emphasis is placed upon teaching skills that are CA appropriate and which, if not performed independently by the child, will have to be performed by someone else who is more competent. These skills are termed “critical” and the assessment procedure is referred to as an ecological or environmental inventory.

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

THE LEAST RESTRICTIVE ENVIRONMENT [P.L. 108-446, Sec 612, (a) (5)]

(5) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled and

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily.

(emphasis added)

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

Natural environment“A setting that is natural or typical for the

child’s age peers who have no disabilities” (34 C.F.R. 3030.18)

Inclusive environment for children birth to 3 (Noonan & McCormick, 2006)

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Capacity of General Capacity of General Early Childhood CurriculumEarly Childhood Curriculum

DiscrepancyGeneral early childhood curriculum

Developmentally appropriate practiceEarly childhood special education

Individual needs of young children with disabilities or severe disabilities

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Curriculum AdaptationsCurriculum Adaptations

What to teach--Three levels of curriculum content adaptations:

1.The same content2.A slightly modified content3.A different or significantly modified content

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Curriculum AdaptationsCurriculum Adaptations

Examples of curriculum adaptations

Teaching a smaller number of objectives from the general education curriculum at the CA level

Teaching critical aspects of CA matched curriculum below the level

Teaching functional life skills not typically included in the general education curriculum

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Instructional AccommodationsInstructional Accommodations

How to teachChange of instructional methods/strategies Change of materials

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Instructional AccommodationsInstructional Accommodations

Examples of accommodations 1. Different materials2. Special equipment3. Special seating arrangements4. Peer tutors / Special friends5. One on one v. group

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Strategies for Adaptations and Strategies for Adaptations and AccommodationsAccommodations

Embedding IEP/IFSP goals and objectives SupportInterdisciplinary/transdisciplinary team

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DAP & ECSEDAP & ECSEDAP

Used to design an age-appropriate, stimulating environment supportive of all children’s needs

Served as a foundation to provide opportunities for all children to learn

ECSEUsed to complement the basic program for children

with exceptional developmental needsTo emphasize individualized strategies to maximize

children’s learning opportunities

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DAP & ECSEDAP & ECSEDAP (NAEYC guidelines)

Young children are intrinsically to learn by their desire to understand their environment

The program is set up to allow children to self-select activities from a variety of interest centers

ECSE (Special education strategies)Directly prompting practice on individually

targeted skills, based on functional behavioral outcomes

Reinforcing children’s responsesCollecting data to monitor children’s progress and

make intervention changes

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DAP & ECSEDAP & ECSE

Merging DAP and ECSEAll children participate in the same well-organized,

systematically planned environment (inclusion)Direct instruction is provided to children who need

this types of interventionView intervention strategies as individually

appropriate for some childrenDirect instruction is blended into naturally occurring

opportunities throughout the ongoing daily routinesCombining DAP and ECSE provides a strong

foundation for the provision of consultation services from professionals across disciplines

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