early childhood inclusion at the frank porter graham child care program: a collaborative and...
TRANSCRIPT
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Early Childhood Inclusion at the Frank Porter Graham Child Care Program:
A Collaborative and Routines-Based Approach
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Presenters: Ruth Miller, M.Ed., Special Services Coordinator, FPG Child Care ProgramKathy Davis, M.A., CCC-SLP, FPG Child Care Program
The Frank Porter Graham Child Care Program in Chapel Hill, NC
Provides quality childcare to children birth to 5 years of age, including children with special needs
Supports the research and educational missions of the Frank Porter Graham Child Development Institute and the University of North
Carolina at Chapel Hill Enrollment typically approximately 80 children; 25-30% of children
enrolled have identified disability Special services staff works closely with classroom teachers NC Five Star License; NAEYC Accreditation; Developmental Day
Certification
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A Collaborative Model of Inclusion
Major Components:
• Routine-Based Assessment• Team Goal Planning Process• Integrated Therapy• Embedded Intervention
This model has been developed by and is used by researchers, specialists and teachers at the Frank Porter Graham Child Care Program
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Routines Based Assessment
• Family Interview• Classroom Teacher Interview
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Routines-Based Assessment
• Interview conducted with family targets home routines and activities:• Waking up• Meals• Going out in the community• Playtime• Bedtime• Self-care (dressing, toileting, bathing,
toothbrushing…)• Etc.
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Routines-Based Assessment
• Interview conducted with teacher targets classroom routines and activities:• Meals• Free play• Structured play activities• Outdoor play• Transitions• Self-care (dressing, toileting, washing
hands)• Circle time
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The Interview
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Using the Results…
• To determine whether there is a need for further assessment (observation, evaluation of specific skills, environmental assessment, etc.)
• Priorities that emerge from Routines-Based Assessment become targeted outcomes or goal areas
Sample Priorities
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IEP/IFSP Development Process
• Family Directed
•Team Approach
• Outcomes based on Priorities emerging from Routines Based Assessment
• Functional Outcomes
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The Goal Planning MeetingPre-IEP and IFSP Development
Purpose: To develop a mutually agreed upon
plan for serving young children with special needs
To bring together the people involved in a child’s life
To meet federal, state and local guidelines for young children with special needs
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IEP and IFSP Development
Process: Review and discuss family and
classroom priorities and outcomesDiscuss and select goals based on
prioritiesPrioritize goals Suggest teaching strategies
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IEP and IFSP Development
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Writing Functional Goals
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Writing Functional Goals
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Writing Functional Goals
A goal is functional when it is: Specific enough so everyone knows
what is being worked on? General enough so the child has options
for how he or she performs the skill Worded in a way most ordinary people
would understand Respectful of diverse cultures and
backgrounds One in which all are invested
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Writing Functional Goals
Functional goals:reflect concerns of familyare “jargon free”address skills/behaviors
immediately useful in children’s everyday routines
are integrated into daily routinesare evaluated with a logical
criterion
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“Functional” Defined
Synonyms:UsefulPracticalHandy
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Functional Goals & Objectives
All Goals should focus on
• Engagement: Goal directedness, attention, participation
• Independence: Functioning in the environment on one’s own without support
• Social Competence: Interacting with both peers and adults in interactions that are reciprocated, rewarding and positive
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Engagement
Goal Directedness, Attention, Participation
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Independence
Functioning in the environment on one’s own without support
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Social CompetenceInteracting with both peers and adults
in interactions that are reciprocated, rewarding and positive
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Integrated Therapy
Intervention strategies are integrated into the daily routines and activities of the child, and when the therapist interacts with the child, it is typically within the context of those daily activities and routines.
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Integrated Therapy
More than just “in the classroom”Let’s look at….
• Location• Presence of Peers• Adult versus Child Initiations• Context• Focus of Interventions• Role of specialist
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Integrated Therapy
Service delivery models, from most to least segregated:
• One-on-one pull-out• Small-group pull-out• One-on-one in classroom• Group activity• Individualized within routines• Consultation models
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Integrated Therapy
• Use of this model requires: On-going collaboration between
teachers and therapists Flexibility of scheduling Change in focus of the specialist
Integrated services can look very different depending on the needs of the child and the discipline of the specialist.
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Integrated Therapy
Benefits of Most Integrated Models
• Specialists assess functioning in daily routines
• Children are learning skills related to daily routines and activities
• Specialists and teachers can more easily problem solve as needs arise and determine whether current strategies are working
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Integrated Therapy
More Benefits…• Peer models are readily available• Teachers learn intervention strategies by
observation of and instruction by specialists• Children’s social relationships are fostered
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Integrated Therapy
Video Examples
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Team Planning Process
+ =
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Team Planning Process
Therapist/teacher meetings biweekly
Making sure we are explicitly targeting priority goals/outcomes
Strategy/goal forms at team meetings
Using goal/activity matrices Collaborative consultation methods
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Team Planning Process
Team meeting and record forms:
STRATEGY DEVELOPMENT AND PROGRESS
REPORT
CLASSROOM RECORD
FORM
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Team Planning Process
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Embedded Intervention
Embedded intervention refers to the process of collaboratively planning and implementing intervention strategies that occur within daily activities and routines.
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Embedded Intervention
The classroom teacher and/or parent becomes the primary provider of the intervention strategies.
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Intervention Strategies
Structuring physical space
Structuring social space Vary child roles Using child preferences
(follow child’s lead) Positive reinforcement Priming Add/enhance cues Reduce or increase
required response Prompting and Time
delay
Object and Visual Cues Picture and Object
Schedules Child Choice Systems Social Stories Adaptive Equipment and
Assistive Technology Peer-Mediated
Interventions Incidental Teaching Musical Interventions Increase
frequency/number of opportunities for practice
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Structuring Physical & Social Space
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Visual Supports
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Use of Adaptive Equipment and Assistive Technologies
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Peer Play Interventions
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Incidental Teaching
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Embedded Intervention
Effective embedding of strategies requires
• Ongoing collaborative consultation between teachers and specialists
• Material support (making picture systems, adapting existing classroom materials)
• Good variety of classroom and playground activities
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Additional Planning Forms
GOAL/ ACTIVITY MATRIX
LESSON PLAN
ADAPTED LESSON
PLAN
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Embedded Intervention at FPG
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Taking the Model Home…
o Questions?o Discussion?
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Contact Us
Kathy Davis, FPG Child Care Program
105 Smith Level Road, CB #8180Chapel Hill, NC 27599-8180Phone: 919-966-5188Email: [email protected]
Ruth Miller, FPG Child Care Program
105 Smith Level Road, CB #8180Chapel Hill, NC 27599-8180Phone: 919-966-5095Email: [email protected]