inclusive placement opportunities for preschoolers: a systems approach to inclusion

Inclusive Placement Opportunities Inclusive Placement Opportunities for Preschoolers: for Preschoolers:

A Systems Approach A Systems Approach to Inclusionto Inclusion

A project of the A project of the Virginia Department of Education Virginia Department of Education

and the and the Training and Technical Assistance Training and Technical Assistance

Centers of VirginiaCenters of Virginia

OutcomesOutcomes

• Factors to consider when arranging the preschool

environment

• Understanding how environment impacts

behavior

• Resources

Why use structure?Why use structure?

Helps the person with autism . . .• Understand• Learn easier • Stay calm• Achieve independence• Learn appropriate behaviors

ShoppingShopping

Think about a store you dislike shopping in. Why?

Think about a store you love to shop in. Why?

Physical environmentPhysical environment

• Assess the need for physical structure

o Begin with more structure and fade as appropriate

• Establish clear physical and visual boundaries

o Help the person with autism understand the

function

of different environments

• Minimize potential visual and auditory distractions

• Design specific areas

o Design of classroom

o Area specific

Physical structurePhysical structure

• Clear physical and visual boundaries

• Minimal visual and auditory distractions

• Established teaching areas

Sch

edule

are

a

Large group

Coat area

Circle time

Break Area

1:1

Teach

er’s

Desk

Individual work area

Indiv

idual

work a

rea

Door

Com

pute

r

Physical structurePhysical structureFind the mistakes

Doo

rB

reak

are

a

Sche

dule

are

a

Independent work area

Ind

ep

en

de

nt W

ork

are

a

Large Group

Area

Circle Time

Computer

1:1

Teach

er’s

d

esk

How might you change?How might you change?

• Think about what you just learned about

structuring

the environment for students with autism

• Take graph paper out of your packet and sketch

how you could change your classroom based on

what you have just learned

Factors affecting the Factors affecting the classroom environmentclassroom environment

• Arrangement of the physical environment

• Classroom schedule

• Program staff

• Children

The physical environmentThe physical environment

Considerations• Natural flow of activities

• Wheelchairs

• Adaptive equipment

• Number and characteristics of children

Activity areasActivity areas

Considerations

• Areas are clearly defined relative to activities

• Wide paths exist for braces, wheelchairs, crutches, walkers, etc.

• Areas invite the children to explore, discover and talk about their play

Furniture and fixtures Furniture and fixtures

Considerations

• Allows for active participation in activities with peers

• Child-sized — there should be no dangling feet

• Adaptations and modifications should be made to existing furniture, such as no tech/low tech, etc.

Furniture and fixturesFurniture and fixtures

Considerations

• Commercially made furniture, such as standing tables, special chairs, outdoor playground equipment, etc.

• Bathroom adaptations may be needed, including adapted seats, potty chairs and a private diaper/catheterization changing area

MaterialsMaterials

Considerations – variety• Books should vary in length, complexity and

genre• Puzzles should have different sizes and number

of pieces• Have realistic and real play materials, such as

pots, pans, clipboards, pens, flashlights, etc.• All materials should be developmentally,

functionally and age-appropriate

MaterialsMaterials

Organization and storage

• Easily accessible

• Clearly visible

• Clearly labeled

• Tactile cues

IPOP’s top 10 reasons IPOP’s top 10 reasons for classroom schedulesfor classroom schedules

The daily classroom

schedule provides a tangible

sequence of activities over

the course of the program

and the amount of time

spent in each activity

The daily scheduleThe daily schedule

Considerations

• Keep waiting times to a minimum and plan for transitions and wait times

• Provide adequate time for each activity

• A labeled visual schedule promotes literacy and understanding of sequence

Arrival and greetingArrival and greeting

Considerations

• Warm, loving and enthusiastic greeting

• Peer or adult assistance to help with the transition

• Late arrivers

• Extra support for extra special kids

CircleCircle

Considerations• Duration • Set the tone for the day• Natural time to

encourage and enhance language and social emotional skills

• Developmentally appropriate for all children

• Availability of technology

Centers and free choiceCenters and free choice

Considerations

• Child vs. teacher directed

• Duration

• Purpose

• Accessibility

• Availability of technology

Snack and lunch timeSnack and lunch time

Considerations

• Embed language and daily living skills, objectives or benchmarks

• Promote independence

• Provide options for seating or positioning

• Adapt utensils as necessary

• Be aware of nutrition and oral sensory motor issues

Outdoor playOutdoor play

Considerations:

• Gross motor development

• Back-up plan in case of inclement weather

• Accessibility and adaptation of activities

• Child-to-child interaction versus adult interaction —

level of support

Story timeStory time

Considerations• Short attention spans• Genre – ethnically diverse, children with

disabilities• Child involvement vs. sitting and listening

ClosingClosing

Considerations

• Method for dismissal

• Plan for the various transitions, such as individual

pick-up and different bus schedules

Summarize with an acrosticSummarize with an acrostic

Environment Environment

A transition is any shift A transition is any shift

in activity that requires students in activity that requires students

to change ________to change ________

or ___________.or ___________.

A transition is any shift in activity A transition is any shift in activity that requires students that requires students to change to change locationslocations

or or materialsmaterials..

Project SLIDE, Juniper Gardens Children’s Project, (1998). “Effective instructional strategies to facilitate: Teacher’s guide for Project SLIDE.” Kansas City: The University of Kansas.

TransitionsTransitions

Considerations

• Plan for transitions!

• Should be fun and short

• Remember to plan for children who need extra assistance

BehaviorBehavior

Considerations

• Strategies for holding attention – novelty, seating options, high/low energy activities, etc.

• Visuals to support children’s independence (behavior and communication)

• Plan each transition as part of the lesson plan

The program staffThe program staff

• Communication and collaboration

• Team meetings

• Staff support

• Continued professional development

The childrenThe children

Considerations

• Number of children

• Characteristics of the children

• Needs of all children

• Same-aged peers

ResourcesResources

• IPOP training guides

• “Promoting the Social Emotional Competence of Young

Children.” Center on the Social Emotional Foundations for

Early Learning, University of Illinois at Urbana-Champaign,

(2003).

• Your regional VDOE T/TAC

o Region 1 and 8: www.vcu.edu/ttac/

o Region 2 and 3: www.ttac.odu.edu/

o Region 2 and 3: www.wm.edu/ttac/

o Region 4: www.kihd.gmu.edu/ttac/

o Region 5: ttac.cisat.jmu.edu/

o Region 6 and 7: www.ttac.vt.edu/