how to build and lead a high quality preschool inclusion program

How to Build and Lead a High Quality Preschool Inclusion Program

Tuesday, February 23, 2016

Presented by

Dr. Erin Barton Assistant Professor in the Department of Special EducaAon at Vanderbilt University

TwiFer: @erinebarton

Dr. Barbara J. Smith Research Professor, Director of the Center for

Evidence-‐Based PracAce in Early Learning School of EducaAon and Human Development,

University of Colorado Denver Join the community: www.edweb.net/inclusiveeducaBon

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An Overview of The Preschool Inclusion

Toolbox

Paul H. Brookes Publishing Webinar February 2016

Erin E. Barton Barbara J. Smith

« Research is clear: it’s effective

« IDEA/OSEP is clear: it’s preferred

« The profession is clear: it’s the right thing to do

Preschool Inclusion: The FACTS SCIENCE

LAWS

PROFESSION

« And yet, In 27 years, the practice of providing

special education and related services in regular early childhood settings to preschoolers with disabilities has

increased only 5.7% and many young children with disabilities continue to be

educated in separate settings.

Preschool Inclusion: The FACTS

Departments of Education and Health and Human Services: POLICY STATEMENT ON INCLUSION OF CHILDREN WITH DISABILITIES IN EARLY CHILDHOOD PROGRAMS   “The purpose of this policy statement is to set a vision and

provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs, from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs.” (2015, p. 1)

Preschool Inclusion: The FACTS

This survey focused on the following overarching research question:

Are there challenges impacting the inclusion of young children with disabilities and, if so, what are the challenges and possible solutions?

The Survey: Purpose

238 people responded to the survey. This included representation from 32 states and 1 territory.

The Survey: Respondents

Challenge 1993 Rank 2014 Rank Attitudes & Beliefs 2 1 Fiscal & contracting 3 2 Approval of non-public school setting 5 3 Transportation 7 4 Differing Curricula 8 5 Personnel 1 6 Program Quality 4 7 Conflicting policies 6 8

Comparison of 2014 to 1993 Survey

The purpose of this toolbox is to provide tools for assisting school districts in developing program-level policies and procedures that promote preschool inclusion and to help change public policies as needed.

The Purpose of the Toolbox

1.  To describe high-quality preschool inclusion 2.  To identify possible challenges to preschool inclusion as well

as supportive policies and procedures 3.  To help school district preschool inclusion teams develop

and implement an action plan for preschool inclusion 4.  To suggest strategies for developing and implementing

individualized education programs (IEPs) for high-quality preschool inclusion placements

The Goals of the Toolbox

  Fact sheets summarizing research and IDEA requirements as well as other handouts to be used to build awareness and support

  Templates, checklists, and samples of materials to be used in the process of creating supportive policies and practices

  Boxes and other graphics summarizing typical challenges and possible solutions

  “Tips for Success” from professionals in the field who have succeeded in preschool inclusion efforts

  Reflection questions and application questions

  Power Point slides that can be used with the other tools in professional development and awareness activities

For items that are reproducible, please use and disseminate them!

The Tools in the Toolbox

Introduction Erin E. Barton and Barbara J. Smith

The Preschool Inclusion Toolbox: How to Build and Lead a High-‐Quality Program by Erin E. Barton and Barbara J. Smith. Copyright © 2015 Paul H. Brookes Publishing Co. All rights reserved.

1 What Is Quality

Inclusion? Erin E. Barton and Jaclyn D. Joseph


  High-quality inclusive classrooms are related to positive outcomes for children with and without disabilities (National Professional Development Center on Inclusion, 2009).   Preschool inclusion has been at the heart of policy, professional standards, and research for decades.

Quality Inclusion


  You can find state-specific information about preschool inclusion and IDEA at http://www.ideadata.org   What is the percentage of children with

disabilities spending 80% or more of their time in inclusive settings in your state?   Are you surprised with what you found

regarding your state?

Application Activity

The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program by Erin E. Barton and Barbara J. Smith. Copyright © 2015 Paul H. Brookes Publishing Co. All rights reserved.

  Intentional, sufficient, and supported interactions between peers with and without disabilities   Specialized, individualized supports   Family involvement   Integrated, interdisciplinary services and collaborative

teaming   Focus on critical sociological outcomes   Effective, ongoing professional development   Ongoing program evaluation

Effective Components of Inclusion


  Diverse early childhood systems and services in a community (e.g., school district, child care, Head Start) can establish a shared vision statement and action plan focused on high-quality inclusive services for all young children.

Tip for Success!


2 Preschool Inclusion

Challenges and Solutions

Barbara J. Smith, Erin E. Barton, and Alissa L. Rausch


  Placement can occur •  In public school early childhood programs •  In Head Start programs •  In child care centers •  In other community early childhood settings

Preschool Inclusion Placement Opportunities


  Think creatively when planning preschool inclusion!   Ask for forgiveness, not permission!

Tip for Success!


3 Creating Policies and

Procedures that Support Preschool

Inclusion


Part I Strategies to Make

Team Meetings Fun and Effective Barbara J. Smith


By yourself, take 3 minutes to respond to these questions on a piece of paper: 1.  What made a team meeting experience you were involved in

not worth the time and effort?

2.  What made a team meeting experience you were involved in worth the time and effort?

Post your responses on a sticky wall (a plastic tablecloth covered with spray mount).

Sticky Wall Activity


  Collaboration and collaborative leadership requires •  Objective facilitation •  Effective meeting strategies •  Meeting skills •  Trust •  Shared vision about goals •  Shared ground rules

What Works: Collaboration/Teaming


1.  Select the right members 2.  Establish team logistics 3.  Shared decision-making activities 4.  Set a shared (written) goal/vision 5.  Develop action plans 6.  Evaluate

Six Effective Teaming Strategies


Part II Establishing Policies and

Procedures for High-Quality Preschool

Inclusion Barbara J. Smith, Elizabeth A. Steed,

and Jaclyn D. Joseph


  Public policy: public, written documents that carry government sanction such as federal or state laws, regulations and other formal government guidance. •  In the context of inclusion: laws, regulations, and other legal requirements

on public schools by institutions such as the state legislature or Congress   Procedures and program-level policies: guidelines

and plans that do not carry the weight of law or regulation •  In the context of inclusion: school district procedures or

policies for delivering professional development or writing memoranda of agreement with a local child care center to serve as an inclusive placement for a child with an individualized education plan (IEP)

Definitions


  Most challenges to high-quality preschool inclusion are due to procedures or attitudes, but some might be created by public policies.   Know the type of the challenge.   When possible, attempt to make procedural

changes rather than more difficult policy changes.   If public policy is the challenge, it might be

federal, state, or (most likely) local.   It is likely that changes at the state, local, or

program level will serve your purpose.

Identifying Challenges


U.S. public policies are created at three different levels and branches of government: Levels of government are

Federal State Local Branches of government are Legislative (Congress, state legislature) Executive (president, governor, agencies) Judicial (courts)

Public Policy 101


1.  Form a preschool inclusion team. 2.  Create a vision. 3.  Develop and implement an action plan. 4.  Create language, discourse, and awareness materials that

promote inclusivity and make your argument. 5.  Propose the new policy or procedure. 6.  Develop support. 7.  Monitor the process. 8.  Follow up. 9.  Monitor the implementation. 10. Evaluate the team’s accomplishments.

Process for Changing Policies and Procedures


4 Effective Professional Development for High-

Quality Preschool Inclusion

Elizabeth A. Steed and Barbara J. Smith

The Preschool Inclusion Toolbox: How to Build and Lead a High-Quality Program by Erin E. Barton and Barbara J. Smith.

Copyright © 2015 Paul H. Brookes Publishing Co. All rights reserved.

  Implementation science is the study of how knowledge, principles, and practices are used (or not used) in real life (Fixsen et al., 2005).   It looks at contextual factors that support the

use of evidence-based practices (EBPs).   EBPs have empirical support and, when

implemented effectively, produce positive outcomes for children and families. •  The use of EBPs increases the probability of

improved outcomes for children.

What is Implementation Science?


  Coaching and use of performance-based feedback are essential components of professional development on preschool inclusion (Joyce & Showers, 2002). •  0% of teachers will use an effective practice in their

classrooms following training in theory and discussion alone.

•  95% of teachers will use the practice if they receive coaching

What Does Implementation Science Mean for Preschool Inclusion?


Steps to Effective Professional Development for Inclusion

Workshop

• Training with lecture and discussion about inclusion as well as live or video demonstrations and opportunities to practice skills

Coaching • Ongoing coaching to practice and hone skills in the classroom

Performance-Based

Feedback

• Coach-delivered feedback to continue to improve specific skills


5 Evidence-‐Based PracAces for

Successful Inclusion Erin E. Barton, Lois M. Pribble, and

Jaclyn D. Joseph


  Provide guidance to practitioners about effective ways to promote the development of young children with or at risk for disabilities   Translate research into practice and emphasize the

practices that are known to be effective and that produce better outcomes for children and families   Should be used within developmentally and culturally

responsive frameworks

Division for Early Childhood (DEC) Recommended Practices


  Ensure practitioners in inclusive classrooms identify what to teach and how to teach to ensure that all children have access to and participate in the daily routines and activities

  Set the occasion for children’s learning (i.e., organizing

the learning environment to provide learning opportunities) and ensure sufficient opportunities for children to respond

Blended Instructional Approaches


Accommodations and Modifications

•  Environmental support •  Materials adaptation •  Activity adaptation •  Special equipment •  Peer support •  Adult support •  Child preferences •  Invisible support

Individual Child Supports

High-Quality Inclusive

Classrooms


  The use of technology tools to help children gain access to, and function more independently within, classroom activities and routines   Include simple teacher-made tools such as communication boards, as well as high-tech augmentative communication tablets

Assistive Technology


  Teachers identify the learning needs and styles of students through observation and assessment   Incorporates different approaches and materials

to ensure all children are supported in their learning

  Includes continuous monitoring of student progress and modification to meet student needs   Takes purposeful planning

Differentiated Instruction


Response to Intervention in Early Childhood


  A promotion, prevention, and intervention framework early childhood educators can use to support young children’s social emotional competence and prevent or reduce challenging behaviors (Fox et al., 2003)

  Uses universal promotion practices for all children; practices for

children who need targeted social-emotional supports; and individualized, function-based, behavior support practices for children with significant delays in social skills or persistent challenging behavior

Pyramid Model for Supporting Social Emotional Competence in Infants and

Young Children


6 Measuring the

Quality of Inclusive Classrooms

Ching-I Chen, Erin E. Barton, and Geneva J. Hallett


  A quality measure for early childhood programs such as NAEYC accreditation or a state quality rating system should be used

  Once the foundational quality is ensured, the setting

and practices need to be viewed through the lens of appropriateness for a child with a disability, on both the overall classroom level and the individual child level

High Quality Inclusion


  A quality measure for early childhood programs such as NAEYC accreditation or a state quality rating system should be used

  Once the foundational quality is ensured, the setting and practices need to be viewed through the lens of appropriateness for a child with a disability, on both the overall classroom level and the individual child level

High Quality Inclusion


7 Making

Individualized Child Placement Decisions

Erin E. Barton, Debbie Cate, Katy McCullough, and Geneva J. Hallett


The following three principles should be used when establishing a shared vision and developing your goals to promote high-quality preschool inclusion:

1.  LRE and a full range of options 2.  High quality preschool inclusion 3.  Individual placement decisions

Guiding Principles for Promoting High-Quality Preschool Inclusion


  Are these guiding principles part of your shared vision?   How will you ensure the implementation of each of these principles in your program?

Discussion


8 Bringing It All

Together Erin E. Barton


 …make inclusion for all a reality!!!

Conclusion


¥ DEC http://www.dec-sped.org/

¥ ECTA Center http://ectacenter.org/

Resources

QuesBon & Answer Session

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CE CerBficate provided by

If you’re aLending the live presentaBon: Your cerAficate will be emailed to you within 24 hours.

If you are joining the webinar by phone or if you’re watching the recording, you will need to take a CE Quiz. Join the community: www.edweb.net/inclusiveeducaBon You’ll find a CE Quiz in the Webinar Archives folder in the Community Toolbox.

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Thanks for Attending This Webinar! Presented by edWeb.net

___________________________________________________________________________ Name

All requirements for this in-service program have been completed. Number of clock hours completed: 1

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You’ll receive a certificate for this webinar within 24 hours!

edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb.

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