top to bottom to top -- suzanne milbourne, chapel hill, nc, august 2005 jefferson university, cfsrp ...
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Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Inclusive Classrooms: Top to Bottom & Bottom to Top
Presented at theFifth National Early Childhood Inclusion InstituteAugust 3-5, 2005 William and Ida Friday Center for Continuing EdChapel Hill, NC
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Today’s Agenda
• Review principles and definitions of inclusion
• Add to your collection of tools – strategies to promote children’s participation in child care
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
True or False?????????• Children are included when they are part time in
child care and part time in a specialized setting• When children participate in a variety of
community activities or programs but receive their education in a specialized setting, they are included.
• A child is considered to be included regardless of setting if it is the parent’s choice
• Children are included if they attend child care full time and EI services are provided in the home
• When children participate in all activities and routines in the same way as other children, they are included whether they are attending a specialized setting or a child care program.
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
So – what is inclusion??
When children with special needs (with disabilities, developmental delays, or
special behavioral or emotional needs) participate and learn
in settings with typical children of their own
chronological ages and with supports to guarantee their successful participation and
learning.
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Inclusion is not something we do a little
of.
It either is or it isn’t.
Inclusion is the opposite of exclusion.
Inclusion is elegant in its simplicity and,
like love, awesome in its complexity.
Marsha Forest, 1990
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Setting: Child Care Programs
• We know that national studies of child care settings (e.g., PA Feine et al. 2002 study) as a whole show that a majority of child care settings provide average or marginal care
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Child caregivers, preschool teachers, early intervention staff, and parents hold values and beliefs about practices for young children, generally, and about children with disabilities (Lieber et al., 1998)
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
What does a quality program look like?
Use Recommended Practices (e.g., accreditation standards, early learning standards, environmental rating scale categories)
Apply a Strength-based Approach
Establish Expectations Through Participation-Based Outcomes
Implement a Child-Centered Viewpoint Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
• Focuses on what children can do (not what they cannot do)
• Engages children by targeting their capabilities, interests, motivation, etc.
• Frames what children need to learn within a context of engagement
Apply a Strength-based Approach
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
• Target ways of supporting children’s participation in activities and routines
• Identify skills needed to participate successfully
• Establish accommodations/ adaptations (including use
of Assistive Technology) & teaching-learning strategies to ensure children’s success
Establish Expectations Through Participation-Based Outcomes
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
• Macie will participate in snack time by interacting with the other children and by feeding herself finger food snacks and drinking from a cup with as much assistance as needed by other children.
EXAMPLE:Establish Expectations Through Participation-Based Outcomes
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
What may assist Macie to be successful?• Sit in a wooden Rifton type chair for snack so she is
well supported and can use her arms and hands for eating (and not to stay upright in the chair)
• Ask Macie what she needs (or wants) –in order for her to use signs
• Facilitate conversation among the children, encouraging Macie to participate
• Introduce a Sippie cup with two handles• Offer medium-sized finger foods – easy to grasp• Guide her with support under her elbow if she
needs help to get the food to her mouth or cup to her lips.
• ALWAYS, ALWAYS praise her for successes.
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
• Individualizes for all children by matching learning opportunities with children’s strengths, developmental competencies, and needs.
• Requires collaboration to identify optimal teaching-learning strategies and to account for key areas of learning and development
Implement a Child-Centered Viewpoint
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Collaboration & Individualization
• Intervene with children by working on skill deficits
• Are guided by the IFSP or IEP
• Include multiple disciplines with different types of expertise
• Work with children individually (or in small groups)
• Teach children by facilitation & creating learning opportunities
• Are guided by standards & curricula
• Include educational staff of varying level of training and education
• Work with children in groups
Early Intervention Providers Early Learning/Child Care Staff
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Making a DifferenceHow can we create meaningful learning
opportunities for ALL children?
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Institute:
Planning
Training
Collaboration
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Tools for planning, training and collaboration
Child Portfolios
Team Meetings
What’s Going Well?
Professional Development
Collaboration Continuum
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
PIN Training Programs All About Me Child Portfolio
Provides opportunities for child care providers to develop a strength-based perspective about children with special needs (Campbell, Milbourne, & Silverman, 2000)
Promotes interactions between providers and families
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Child Team MeetingsPlan during convenient times – e.g., nap time, parent availability, when EI providers have a regular visit
Rules for the Road
Vary times to accommodate all members
Keep meetings short – 30 minutes AND keep them focused
Keep minutes so that everyone can be informed
Focus on participation-based outcomes – play nice!
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Frame Goals and Outcomes As Participation-Based
Matrisha will use fine motor skills in order to draw with a crayon with 75% accuracy
Martisha will participate in art & media activities by using fine motor skills to manipulate materials
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Relevance & Functionality • Re-write any goals or objectives that are
not functional, relevant, & meaningful• Ask “If the child cannot do the skill, will an
adult have to?” (If the answer is no, the skill is not relevant and functional)
• Ask – what immediate purpose (relevance) does this skill have for the child’s participation in child care?
• Ask – from the child’s perspective, is this something that the child is interested in learning? Wants to be able to do? Will make a difference for the child?
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Have a Conversation with the child care provider
Identify Activities that Go Well &
Don’t Go Well
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Identify Routines & Activities in the child care program
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Overall, how would you rate children’s arrival time
How satisfied are you with this time of the day?
___ this is a very challenging time; no time to talk to parents
___ this is a little bit challenging
___ this is an easy time of the day
___ this goes very smoothly and we have time to talk to the parents
___ not satisfied
___ somewhat satisfied
___ very satisfied
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Overall, how would you rate transition times between activities?
How satisfied are you with these times of the day?
___ this is a very challenging time
___ this is a little bit challenging
___ this is an easy time of the day
___ this goes very smoothly
___ not satisfied
___ somewhat satisfied
___ very satisfied
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Professional Development Opportunities
• We know that participation in group training sessions alone has marginal or no impact on program quality (Cassidy et al., 1995)
• Group training plus structured on-site consultation can impact program quality (Campbell & Milbourne, 2005; Kontos et al, 1996)
• Targeted short-term mentoring or on-site consultation can improve program quality (Feine, 2002; Palsha & Wesley, 1998)
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Effective Professional Development Approaches
• Targeted on-site consultation and mentoring – Impact program
quality – Provide specific
strategies for an individual child
• Group Training plus on-site consultation– Impact program
quality – General training
about children with disabilities
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Opportunities for Professional Development about children
with special needs
EXAMPLE:
PIN training approach
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Group Training Plus On-Site Consultation
PIN Training Programs • In field-tests, improved program
quality in infant-toddler and center-based child care settings (Campbell & Milbourne, 2005; Campbell et al., in press)
• Easily adapted for use in a variety of professional development situations
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Targeted On-Site Consultation & Mentoring
• Impacts program quality when consultation is directed to particular areas of program quality (e.g., adult-child interactions; learning activities)
• Success depends on use of an identified model of consultation (e.g., Buysee & Wesley, 2005; Milbourne & Campbell, 2005) or of mentoring (e.g., Fiene, 2002)
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Collaboration Through On-Site Consultation & Mentoring
• Promotes successful participation of children with any number of labels (e.g., with special needs; developmental delays; emotional, behavioral, or mental health concerns; known disabilities)
• Success depends on use of specific strategies individualized for the environment & child
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Collaboration
I ndividual pull-out
One-on-one in class
Group Activity
I ndividualized within routines
Pure Consultation
Small group pull-out
Continuum of I tinerant Consultation Models
Collaboration
I ndividual pull-out
One-on-one in class
Group Activity
I ndividualized within routines
Pure Consultation
Small group pull-out
Continuum of I tinerant Consultation Models
Wolery & Odom, 2000
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Try a variety of:
Specialized Strategies
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Strategies to ensure meeting children’s individualized needs
Activities & Routines Matrix
Generic Instructional Plan
Curriculum & Skill Webs
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Activities and Routines MatrixChild: __________________ Date: _____________
Goals Routines and Activities
Arrival/Departure Snack/Lunch Group Time (circle, music, story)
Outdoor Time
Adapted from: Cavallaro and Haney, 1999, Preschool Inclusion, Paul H. Brooks Publishing Co.
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Ways to Position Tunisha
When the other children --- Tunisha can ---
sit on the floor sit in her floor sitter chair
sit with you between your legs
be propped up in the bean bag chair
lie on her stomach
sit at the table sit in the chair pushed up to the table and with a strap at her hips
sit in her stroller pushed up to the table
are standing sit in her stroller
stand in front of you with you holding her at her hips (takes two hands)
stand in front of a table with you behind her so that your leg is between her legs (to keep them apart)
Generic Instructional Plan
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Helping Tunisha Communicate --
When you need to understand Tunisha Tunisha can --
Ask her yes/no questions Shake her head for yes (drops her head down) and no (looks and turns her head to the left)
Give her choices Look at and reach towards what she wants when you hold up two objects or pictures
Give her the picture communication board Look at a picture and reach towards it (her reach is very uncoordinated so that eye movement is more reliable)
When Tunisha needs to communicate Tunisha can --
How she is feeling Vocalize -- smile with pleasant sounds or get fussy and cry
What she wants Look at objects or pictures or use her picture communication board
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Opportunities for Practice &
Learning About Eating Motor Skills
Use spoon; help with scooping
Finger feeding
Mealtimes& Snacks
Introduce fork for stabable foods
Object Play
Sand play outside – put spoons & utensils to use for scooping, pouring
Provide dolls – model feeding Water Play
Toys to encourage pouring, “scooping”
Creative Play
Try “art” activities suchas finger painting, painting with sponges for fine motor skill development
Put spoons, cups,& utensils in toy box for manipulation
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Child Care Routine or
Activity
Communication
Socialization-Interaction
Getting Around - Mobility
Use of Functional Skills Within Activity & Routine Contexts
Arm & Hand Use
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Make use of:
Assistive Technology
Adaptations
Accommodations
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Assistive Technology
Promote children’s participation in activities and routines at home, in the community (or neighborhood), and in child care or other group-based programs
Enhance opportunities for children to learn in natural environments/settings
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Existence (eating, etc.)CommunicationPositioningTravel and MobilityEnvironmental InteractionsEducation and TransitionRecreation
Assistive Technology Devices
…Are tools that result in personal change in human functions carried out within the context of environmental settings & demands–Blackhurst & Lahm, 2000.
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
The INVERSE principle The greater the challenges associated with the child, the more skill the TEAM working with the child
has to have
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Use Adaptation As A Primary Intervention
Strategy
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Adaptations as Interventions
Environments, activities & routines, have social and physical expectations for participation
Adaptations, including assistive technology allow participation in typical routines and activities
Adaptations function as a mediator to make a bridge between the child’s abilities and the “demands” or expectations of the environment
By promoting participation, opportunities for learning are increased
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Environmental Accommodations Adapt Set-Up of Environment Adapt/Select “Equipment” Equipment/Adaptations for PositioningAdapt ScheduleSelect or Adapt ActivityAdapt Materials & Toys Adapt Requirements or InstructionsHave Another Child Help -- Peer/Sibling AssistanceHave an Individual Child Do Something Different (within the same activity)Have an Adult Help a Child Do the ActivityHave an Individual Child Do Something Outside of the Context (with an Adult)
Facilitating Children’s Participation and Learning
Handout
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
Inverse Principle… again
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
What Skills Do Teams Need to Have?
Ability and motivation to address the issue of HOW the child may be successfully included (not IF the child can be included)
Problem-solving and the belief that the TEAM may solve any problem
Creativity to come up with unconventional but successful solutions
High reliance on adaptations as intervention
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
So, how did we just spend the last 1.5 hours?
• We discussed some principles of inclusion
• We reviewed four components of quality programming
Recommended practicesParticipation-based
outcomesStrength-based approachChild-centered viewpoint
• And, in order for us to contribute to quality programming…
Top to Bottom to Top -- Suzanne Milbourne, Chapel Hill, NC, August 2005Jefferson University, CFSRP http://jeffline.jefferson.edu/cfsrp
We now have New Tools…Tools for planning, training
and collaboration• Child Portfolios• Team Meetings• What’s Going Well?• Professional Development• Collaboration Continuum
Strategies to meet children’s individual needs
• Activities and Routines Matrix
• Instructional Plans
• Curriculum & Skill Webs
Make use of Assistive Technology and Adaptations and Modifications