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Inclusion and Professional Development
What We Know and What We Need to Do
Inclusion and Professional Development
What We Know and What We Need to Do
Pam Winton Virginia Buysse Camille Catlett Shelley deFosset
Inclusion InstituteChapel Hill, NC
July 31, 2007
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Welcome and IntroductionsWelcome and Introductions
L-R (bck row) Virginia Buysse, Pam Winton, Wanda Weaver; (front row) Camille Catlett, Shelley deFosset
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GoalGoal
The National PD Center on Inclusion will work with states to create a system of high quality, accessible professional development for early childhood personnel working in inclusive preschool settings.
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Participant OutcomesParticipant Outcomes
• Describe the research on preschool inclusion and professional development (PD)
• Be aware of the need for continued and improved efforts on PD related to inclusion
• Describe a definition and conceptual framework related to PD and inclusion
• Identify actions to improve the quality of personnel working in inclusive settings
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Session FormatSession Format
• Activity and discussion: Comparing data and perceptions
• Presentation and small group discussion: Inclusion and professional development in your community
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Looking at the DataLooking at the Data• Pair and Share activity
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Reactions to Data?Reactions to Data?
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Teachers are alienatedChildren are distracted and not getting attentionNot enough specialistsParents not happyChildren are “maindumped” not mainstreamed
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What are the Implications?What are the Implications?
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GoalGoal
The National PD Center on Inclusion will work with states to create a system of high quality, accessible professional development for early childhood personnel working in inclusive preschool settings.
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Professional Development(working NPDCI definition)Professional Development(working NPDCI definition)
• Professional development is defined as structured teaching and learning experiences that are formalized and designed to support the acquisition of professional knowledge, skills and dispositions, as well as, the application of this knowledge in practice (NPDCI, 2007).
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A Cross-Agency Framework for PD and InclusionA Cross-Agency Framework for PD and Inclusion
Collaborative PD Initiatives
Child &Family
OutcomesAligned with
Standards
Who What
Under whatcircumstancesHow
Competencies
Structures &
PoliciesAccess &
Incentives
Dimensions ofProgram Quality
Aligned with
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Head Start
Part C/619
Early Childhood
Mental
Health
PD
PD
PD PD
COLLABORATION: Silo Approach to PDCOLLABORATION: Silo Approach to PD
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COLLABORATION: Limited Partnership ApproachCOLLABORATION: Limited Partnership Approach
Head Start
Early Childhood
Mental
Health
PD
PD
PD Part C/619PD
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Collaborative Approach to PDCollaborative Approach to PD
Collaboration: a commitment to work together to address a problem and achieve a goal that could not be accomplished by the organizations working individually (Mattessich et al., 2004)
Collaborative PD Initiatives
Mental Health
Part C/619
Head Start
Early Childhood
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Cross-Agency CollaborationCross-Agency Collaboration
See activity sheet
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Cross-Agency FrameworkCross-Agency Framework
Collaborative PD Initiatives
Child &Family
OutcomesAligned with
Standards
Who What
Under whatcircumstancesHow
Competencies
Structures &
PoliciesAccess &
Incentives
Dimensions ofProgram Quality
Aligned with
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Alignment of Dimensions of PDAlignment of Dimensions of PD
Standards
Who What
Under whatcircumstances
How
Competencies
Access & Incentives Stru
ctures
& Policies
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WHO Needs Professional Development?WHO Needs Professional Development?
Standards
Who What
Under what
circumstancesHow
Competencies
Access & Incentives Stru
ctures
& Policies
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WHAT: Competencies & StandardsWHAT: Competencies & Standards
NAEYC
Standards
Who What
Under what
circumstancesHow
Competencies
Access & Incentives Stru
ctures
& Policies
CDA Credential
National Boards for Professional Teaching Standards for early childhood/generalist (NBPTS)
State Standards & Licensure
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WHAT: Common Elements across Standards from Different Organizations
WHAT: Common Elements across Standards from Different Organizations
• Child development• Family/community partnerships• Assessment• Methods (curriculum, instruction, environment)• Professionalism
Standards
Who What
Under what
circumstancesHow
Competencies
Access & Incentives Stru
ctures
& Policies
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HOW: Factors that Support Utilization of Knowledge
HOW: Factors that Support Utilization of Knowledge
Standards
• Long-term, multi-level approaches focused on organizational, political, social, cultural factors (Fixsen; Hiebert et al, 2002)
• Skill-based training accompanied by assessments of implementation (Cohen & Hill, 2000; Fixsen et al, 2005)
Who What
Under what
circumstancesHow
Competencies
Access & Incentives Stru
ctures
& Policies
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Connecting states with promising but unproven approaches including…..
Connecting states with promising but unproven approaches including…..
• Consultation• Coaching• Communities of
Practice
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Supporting High Quality Professional Development for InclusionSupporting High Quality Professional Development for Inclusion
See activity
sheet
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A New FrameworkA New Framework
Collaborative PD Initiatives
Child &Family
OutcomesAligned with
Standards
Who What
Under whatcircumstancesHow
Competencies
Structures &
PoliciesAccess &
Incentives
Dimensions ofProgram Quality
Aligned with
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PROGRAM OUTCOMES: Common Categories of Standards of State Quality Rating Systems(NCCIC, 2007, based on 14 states)
PROGRAM OUTCOMES: Common Categories of Standards of State Quality Rating Systems(NCCIC, 2007, based on 14 states)
• Professional development, qualifications• Accreditation• Parent/family involvement• Learning environments
Dimensions of Program Quality
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High quality early
childhood programs are
necessary, but not sufficient environment for Inclusion
High quality early
childhood programs are
necessary, but not sufficient environment for Inclusion
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Child-focusedInstructional Strategies
Embedded Learning Opportunities
Curriculum Modifications
Dimensions of Quality Inclusive ProgramsDimensions of Quality Inclusive Programs
—Sandall & Schwartz, 2002
Dimensions of Program Quality
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CHILD OUTCOMES: State Part C and 619 Programs must report % of young children with IEP/IFSPs who demonstrate….
CHILD OUTCOMES: State Part C and 619 Programs must report % of young children with IEP/IFSPs who demonstrate….
• Positive social-emotional skills
• Acquisition and use of knowledge and skills
• Use of appropriate behaviors to meet their needs.
Child &Family
Outcomes
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CHILD OUTCOMES: Components of State Early Learning Guidelines(Scott-Little et al, 2003)
CHILD OUTCOMES: Components of State Early Learning Guidelines(Scott-Little et al, 2003)
• Physical & motor• Social & emotional• Approaches toward learning• Language & communication• Cognitive & general knowledge
Child &Family
Outcomes
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Alignment of Professional Development with OutcomesAlignment of Professional Development with Outcomes
See activity sheet
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A Cross-Agency FrameworkA Cross-Agency Framework
Collaborative PD Initiatives
Child &Family
OutcomesAligned with
Standards
Who What
Under whatcircumstancesHow
Competencies
Structures &
PoliciesAccess &
Incentives
Dimensions ofProgram Quality
Aligned with
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Small Group Discussion: Consider Actions You Can TakeSmall Group Discussion: Consider Actions You Can Take
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Questions?Questions?
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Reference for VideoReference for Video
• AGH Associates. (1994). It’s really no different: Conversations with caregivers. Hampton, NH: Author. Available for $65 at http://www.schoolhousedoor.com/childhood.htm
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Thank youThank you
• We sincerely appreciate your input.• Please complete the session evaluation.• Visit our website
www.fpg.unc.edu/~npdci/
• We sincerely appreciate your input.• Please complete the session evaluation.• Visit our website
www.fpg.unc.edu/~npdci/