Inclusion and Collaboration in the Pre-Kindergarten

Robyn Concepcion ~ Maria Kuster-Miller Victoria Langley ~ Yesenia Pazmino

December 4, 2014

Once Upon a Time, In an Inclusive Classroom…

•A first grade student who tutored a child with a disability heard about a science fair, the Invent America Contest. She decided to enter the contest, and created a wheelchair swing; an invention to allow her classmate in a wheelchair to swing on the playground swing set. Through this project, she surely learned a great deal. Both children benefitted from this wonderful friendship. (Katz, Mirenda)

Why Inclusion? Did You Know…?

-All children with disabilities are entitled by federal law to an education alongside children who are nondisabled to the maximum extent possible.

-Children with disabilities in inclusion classrooms are provided with services and supports so that education in a regular classroom can be achieved satisfactorily.

-We take safety SERIOUSLY! Our team MUST consider behavior intervention strategies for any child whose behavior interferes with other children’s safety or learning. Our number one goal is to keep our students SAFE! -Both children with and without disabilities can benefit greatly from an inclusive classroom!

Your Team of Professionals: Speech Therapist & Special Education Teachers

In order to fully participate in the classroom, it is important for children to be able to communicate with teachers and other children. A speech therapist is a professional who works with children with communication difficulties. This includes children who:

- have difficulties understanding or processing what is said to them.- have trouble expressing themselves with words or signs. - struggle with producing certain sounds or pronouncing words.- struggle to communicate effectively with others.

Since a lot of a speech therapist’s work takes place with an individual student or small group of students outside the classroom, it is important to communicate with the general education teachers, and any other specialists involved in working with the child.

Children in Inclusive Classrooms Have a Variety of Individual Needs. It is a special educator’s job to work with children with a wide range of

disabilities and:

-Develop individualized teaching plans or programs to help children succeed in the classroom.-Adapt lessons and the classroom environment to meet children’s needs.-Create goals for children with disabilities and monitor their progress.-Plan and organize activities that consider student’s specific needs.-May teach children in small groups or provide one-on-one instruction.

When assessing a child’s needs, it is important for a special education teacher to work with the rest of the team to come up with a plan to best suit the child’s needs and abilities.

Inclusion MythsFALSE: Being in a class with children with disabilities makes it difficult for children without disabilities to focus.

TRUE: Studies show that children without disabilities are the most focused when acting as tutors to children with disabilities.

FALSE: Children without disabilities learn bad habits when exposed to children with disabilities, and don’t learn as well as children in non-inclusive classrooms.

TRUE: Children without disabilities who tutor and work with children with disabilities learn the related class material to a greater degree than if they were simply passively reading it or listening to it being explained by a teacher.

FALSE: Classroom environments designed for children with disabilities are not suitable for children without disabilities.

TRUE: Many of the classroom modifications made for children with disabilities (smaller class size, fewer distractions, extra visual supports, etc.) have been shown to benefit ALL children, with and without disabilities.

Benefits of Inclusive Education

http://www.youtube.com/watch?v=w1u4RhHfMcY

Inclusion vs. Segregation Enables all students to have equal access to opportunitiesIntegration vs. Isolation Focuses on developing interdependence and support systemsCooperation vs. Competition Prioritizes differentiated instruction in a collaborative setting with multiple participants

Legal Framework:Students with Disabilities Education Act (IDEA) ~ Section 612(a)(5)Least Restrictive Environment (LRE): Educating students with disabilities in regular classrooms with the appropriate aids and supports.

When we include, we teach diversity by:

 Developing cultural sensitivityGetting to know familiesLearning to appreciate differences

Special Education Teacher

• Focus on Individualized Education Program (IEP)

• Implements instruction strategies and intervention to deliver curriculum:

- Involves family and community - Collaborates with all team members - Includes all students in learning and social interaction

Social Worker• Reviews requests for referrals

• Conducts social histories and seeks consent for assessments

• Conducts formal and informal assessments and prepares

written reports

• Provides consultation on all matters relating to social and

emotional competencies of children referred for

evaluation to staff and agencies

• Participate in CPSE (Committee in Preschool Special Education) reviews.

 

Lead Teacher

• Arrangement of physical space

• Implementing curriculum

• Facilitate interaction and exploration

• Encourage discussion of similarities and differences of the children

• Encourage parental involvement

Occupational Therapist• Help to perform tasks that occupy daily routines

• Focus Includes:-Play skills-Daily living skills-Adaptations and modifications

Inclusion in Early Childhood Programs

• Federal Law:-Individual with Disabilities Education Act (IDEA)-Free Appropriate Public Education (FAPE)-Least Restrictive Environment (LRE)

• Benefits of Inclusion:• Children with Disabilities

-Engagement in peer interaction-Enhanced social relationship

• Children without disabilities:-Increase acceptance and appreciation-Increase self-confidence

Family Feedback SurveyThank you for taking the time to attend this meeting on inclusion in the Pre-K classroom. We would greatly appreciate your help in evaluating our effectiveness in addressing your concerns and questions regarding inclusion. Please take some time to complete this survey and provide any further questions or comments you may continue to have about inclusion in our classrooms.1=Strongly Disagree, 2=Disagree, 3= Slightly Agree, 4=Agree, 5=Strongly Agree

1.- The professionals were effective in explaining the inclusion program. 1 2 3 4 52.- The professionals clearly addressed and answered all questions and concerns about inclusion. 1 2 3 4 53.- After attending this information session you understand the roles of the individual professionals within the inclusion setting. 1 2 3 4 54.- After attending this information session you feel comfortable and safe about your child being in an inclusion classroom. 1 2 3 4 55.- You have concerns about your child’s learning being hindered as a result of being in an inclusion classroom. 1 2 3 4 5 6.- Please provide any further questions, concerns or suggestions you would like to be addressed in future meetings.

References:Connor, D. J. (2008). Supporting inclusive classrooms: A resource. New York City task force for quality

inclusive schooling. Retrieved on 11/28/14 from: www.inclusion-ny.org/region/nyc

Friend, M. (2008). Inclusive practices and co-teaching: Creating schools for all learners. University of

North Carolina-Greensboro

NYC Department of Education (2014). A parent’s guide to special education services for school-age

children. Participating in your child’s education. Retrieved on 11/18/14 from: http://schools.nyc.gov/NR/rdonlyres/DBD4EB3A-6D3B-496D-8CB2- C742F9B9AB5C/0/Parent_Guide_for_Students_with_Disabilites_Updated_Web.pdf

NYC Department of Education (2014). Related services and therapy. Retrieved on 11.18/14 from:

http://schools.nyc.gov/Academics/SpecialEducation/programs/relatedServices/default.h tm

Odom, S. L., Buysee, V. & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter

century of research perspectives. Journal of Early Intervention, 2011(33,4), 344-356.

US Department of Education (2012). Least restrictive environment provision in federal law. Office of

Special Education and Rehabilitative Services Retrieved on 11/18/14 from: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschoollre22912.pdf

*First slide image Retrieved on 11/28/14 from: http://richincolor.com/wp-content/uploads/2013/10/14777574-isolated-diversity-tree-hands-illustration-vector-

file-layered-for-easy-manipulation-and-custom-colo.jpg

NYCDOE Speech/Language Therapy, (http://schools.nyc.gov/Academics/SpecialEducation/D75/related_svcs/speech)

Bureau of Labor Statistics, United States Department of Labor, Special Education Teachers

http://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm#tab-2)

Information on Least Restrictive Environment, Special Education Rights and Responsibilities,

Ch. 7 (http://www.disabilityrightsca.org/pubs/504001Ch07.pdf) Katz and Mirenda, Including Students with Developmental Disabilities in General Education Classrooms: Educational Benefits, International Journal of Special

Education, 2002

References:DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division

for Early Childhood (DEC) and the National Association for the Education of Yong Children (NAEYC). Chapel Hill: The University of North Caroline, FPG Child Development Institute.

Favazza, P.C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63, 405-418

Harris, K. I., Pretti-Frontezak, K., & Brown, T. (2009). Peer-Mediated intervention: an effective, inclusion strategy for all young children. Young Children, Vol. 64. No. 2. pp. 43-49

Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education the research base. Early Childhood Research Quarterly, 13, No.1, 3-25

Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13 No. 1 67-86