from all to each and every: building an emphasis on
TRANSCRIPT
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From All to Each and Every:
Building an Emphasis on Inclusion into Each Course
September 27, 2016
2:00 pm – 3:00 pm
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Welcome and Introductions
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SCRIPT-NC Webinars
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
emphasize
embedding inclusion and diversity into coursework
content that reflects evidence-based and recommended
practices
opportunities to build both knowledge acquisition and
knowledge application
Resources that are readily available and free
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CONNECT
Landing
Pads Handouts
PowerPoints
Recording
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
http://scriptnc.fpg.unc.edu/resource-search
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Logistics
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Questions?
Comments?
USE THE CHAT BOXPress “*6” to mute or unmute your phone
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Quick Poll
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Share your state and
a few words about
what inclusion means
to you
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Inclusion Basics
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SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Here’s what we’ll be talking about
• Basics for any/every course
• Evidence-based frameworks that support inclusion
• Great free resources to support each course
• More great resources
• New developments
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Know the Facts
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Contextualizing the Joint Position Statement
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Use the Joint Position Statement as an observation tool with videos or live observations• Did each child have access to the learning?• How were individual children supported to fully
participate?• What systemic supports were necessary to achieve the
results you saw?
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Contextualizing the Joint Policy Statement
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Use the Joint Policy Statement to review a program manual. Consider the extent to which the language explicitly and intentionally reflects a commitment to inclusion.
Ask students to determine the extentto which the recommendations arecurrently being addressed by yourstate.
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Developmentally Appropriate Practice
Individually Appropriate
Developmentally Appropriate
Culturally/
Linguistically
Appropriate
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Contextualizing DAP
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Personas
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Contextualizing DAP
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SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
F FAMILY
A ASSESSMENT
C COLLABORATION
I INSTRUCTION
L LEADERSHIP
I INTERACTION
T TEAMING
A AND
T TRANSITION
E ENVIRONMENT
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Practices for
Practitioners
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Practices for
Families
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Contextualizing Recommended Practices
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Use checklists as observation guides or to support task analyses
Use video clips to illustrate evidence-based practices
Use practitioner guides to emphasize the connection between evidence based practice and formative assessment
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Contextualizing Evidence-Based Practices
that Support Inclusion
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Provide students with multiple opportunities to use • Universal Design for Learning• Assistive Technology• Embedded Instructionso they will see how much those practices support both children with disabilities and others
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SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
Our
collective
capability
What is your most
effective
instructional
strategy for
helping students
understand the
importance of
quality inclusion?
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Resources to Support Your Courses & Presentations
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Video Collections
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Video Collections
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Could Child Development . . .
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• Create an appreciation for how different the rate of development can be from domain to domain?
• Build an understanding of precursors or prerequisite skills?
• Lay the groundwork for how effectiveprofessionals support children who are developing differently?
• Support multiple opportunities to become familiar with statestandards or guidelines?
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SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
http://www.youtube.com/user/PathwaysAwareness
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Could Child, Family, & Community. . .
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• Provide students with the opportunity to hear from and interact with families whose children have different gifts and challenges?
• Familiarize students with the individuals and agencies in your community who support children of diverse abilities?
• Provide students with practice athaving conversations with familieswho are different then they are?
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Might they read articles like. . .
Or watch and discuss videos like . .
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Could Creative Activities. . .
• Require students to use evidence-based strategies for individualizing as part of each assignment?
• Incorporate the use of personas so students could develop materials that include diverse learners?
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Could Health, Safety, and Nutrition. . .
Provide students with experiences that would help them to be comfortable with children who move about differently?
Henry demonstrates a wide range
of movement skills, including
walking, climbing, running, and
jumping, while supported by his
ankle-foot orthosis and
occasionally using a wheelchair.
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Could Health, Safety, and Nutrition. . .
Provide students with experiences that would help them to be comfortable with children who have special health care needs?
This video tells a heartwarming
story in which a family,
a preschool teacher and her
staff, a state TA provider, and a
school principal worked together
to enable a young girl with
significant medical issues to
attend a preschool classroom
through video conferencing.
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There is a missing first year
Tuning in: Parents of young children tell us what
they think, know and need
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Could Infants and Toddlers. . .
• Provide students with opportunities to use their understanding of “the missing first year” data to help families learn about how to support their infants and toddlers?
• Use readings and assignments that prepare students to understand and support the capabilities of infants and toddlers, including those with diverse abilities or early life challenges? For example, will they know how to support an infant in the NICU?
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Could Curriculum. . .
• Provide students with opportunities to design environments and interactions that support quality inclusion?
• Incorporate the use of personas so students could develop materials that include diverse learners?
• Build the capacity to gather and use data to understand how well each child is learning and developing? And to make individual adjustments as needed?
• Incorporate practice with embedding individual goals (e.g., IEP, IFSP) within the curriculum?
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Resource:
CONNECT Online
Modules & Courses
http://connect.fpg.unc.edu/
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Landing
Pads• Handouts
• PowerPoints
• Recording
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
http://scriptnc.fpg.unc.edu/resource-search
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P
Act: Learners
consider
what changes
they can make
that will result in an
improvement in their
own practice.
An Action Plan helps learners
make changes to their practice
and apply what they’ve learned in
everyday practitioner settings.Performance Checklists for promoting use of the RPs and
for practitioner self-evaluation
Study:Learners are
introduced to
tools and strategies
that help them know
if a change is an
improvement. The
Importance of evaluation and
strategies for doing it well are
also addressed.
a. Sit down next to Sarah, help her
choose a puzzle, and you then work
with her to name the shapes and
colors.
b. Ask Sarah if she would like to come
with you to the dramatic play center,
when she nods, you take her hand and
guide her there.
c. Remind Sarah that she can choose any
center and that dramatic play still has
space for one more child, you watch to
make sure she chooses a center.
Do: Learners will have the opportunity to tie it all
together in a scenario-based interactive activity. In
addition, the learner will have opportunities to try out the
practice in their own classroom, practicum placement, or
through role-playing activities.
• Setting the Stage – Identify the challenge(s) (5 minutes)
• Lesson 1: Ask the Expert (10 minutes)
• Lesson 2: Gathering Information (15 minutes)
• Lesson 3: Taking Action (15 minutes)
• Lesson 4: Voices from the Field (10 minutes)
Plan: Learners will consider why there is a need to
focus on the RP, and will acquire and apply knowledge on
the RP via self-guided interactive activities. Experts and
others in the field share common challenges associated
with implementing the RP, and strategies for implementing
it effectively.
Act Study
DoPlan
Recommended Practices Module Format: PDSA
Preview: http://rpm.fpg.unc.edu/
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Give Us Your Feedback
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http://tinyurl.com/scriptnc-inclusion
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Lagniappe https://www.youtube.com/watch?v=VxyxywShewI
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SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina