inclusion

Working with Children with Special Needs:Inclusion andUniversal Designfor Learning

Adapted from Who Am I in the Lives of ChildrenFeeney, Christensen, Moravcik

CAST and NAEYCPrepared by Dr. Carla Piper

Special Needs

Everyone has special needs!You will find as many distinctive needs

as there are children Every child requires attention to his/her

individual characteristicsAn individualized approach is required

for every child

The Exceptional Child

A child with special needsA child who is different enough from the

“standard” or “average” child to require special methods, services, and possibly equipment in order to attain desired learning objectives.

May differ at rate at which they learnMay learn in different ways

McCormick 1994

Guidelines for Reference to Disabilities

Speak of the child first and the disability second

Do not demean or stereotype Emphasize child’s abilities, not

disabilities Refer to disability only when that

information is relevant in a situation Use “people first” language

Refer to child by name Don’t label child by disability

Identifying a Child with Special Needs

Use your knowledge of child development and your observation skills

Early identification and appropriate intervention can avoid developmental problems that become more difficult to remedy as child gets older.

Not your role to diagnose a disabilityBegin with observation

Observation Steps Note the child’s strengths Look at the ways he/she is functioning with

others Pinpoint ways that child’s behavior or skills

concern you Make written anecdotal records Make objective statements about what you

observe the child doing Evaluate the problem behavior:

When is it occurring? In what context does it occur? Is it age appropriate?

Getting HelpShare concerns and observation notes

with a co-worker or supervisorHave your colleagues conduct

independent observationsBe careful not to come to conclusions

too quicklyEnlist the support of program

administratorsAsk for ideas on community resources

Individuals with Disabilities Education Act (IDEA) Mandates a free and appropriate education for

all children ages 3-21 Educational services are to be provided in the

“least restrictive environment” Educate each child in the same school he/she would

attend if no disability existed Children with disabilities to be included with typically

developing peers Educated in regular school programs

Inclusion

All children benefit by having children with range of abilities together in the classroom

Assumes that all children differ in: Abilities Interests Needs

Classroom environment can be designed to provide learning experiences for every child.

Provides valuable lessons in caring and helping Involves making some modifications in the

curriculum and in the classroom

Preparing for InclusionBest source of information to help you

learn about the child – family membersConsult with child’s doctor, therapist, and

former teachers to find out What types of therapy child is taking part in Precautions you must take Limitations or requirements you need to

knowMaintain regular communication with

family and other specialists

Suggestions for Inclusion

Find out what services are available to support your work with the child

Brainstorm with experts and consultants on how you can best support the development of the child

Ask yourself: “How can I make group time relevant to this child and also meet needs of the other children?”

Be patient – the child may have to be told or shown many times

Be flexible and open to learning new things

Preparing Your Students Use simple explanations of the disability Answer other children’s questions

honestly and directly Help them understand any differences

they observe Assure them that a disability isn’t

“catching” Treat the special needs child as much

like any other child Help children understand that no one can

do everything and each of us has strengths and weaknesses

Suggested Teaching Strategies

With ALL Students: Respond to their interests Focus on what they are intending to communicate

rather than their actual work Arrange the learning environment to promote

engagement and interactions with peers Use open-ended and thought-provoking questions to

assist them in interacting successfully with people and materials.

Use modeling and assist them to learn through observation and interaction with their peers

Developmentally Appropriate Practice: Inclusion

NAEYC’s Position Statement on Inclusion Inclusion, as a value, supports the right of all children, regardless of their diverse abilities,

to participate actively in natural settings within their communities. A natural setting is one in which the child would spend time had he or she not had a disability. Such settings

include, but are not limited to, home and family, play groups, child care, nursery

schools, Head Start programs, kindergartens, and neighborhood school classrooms.

Developmentally Appropriate Practice: Inclusion Desired Results Access – State of California

Program Standards for Child Development Division - http://www.draccess.org/

The program is inclusive of children with exceptional needs and consistent with their

Individualized Family Service Plan or Individual Education Plan and provides an

environment of acceptance.

Circle of Inclusion

http://www.circleofinclusion.org/ Guidelineshttp://www.circleofinclusion.org/english/guidelines/index.html

Reproducible Forms Index http://www.circleofinclusion.org/english/formsarticles/forms/formsindex.html

Universal Design for LearningUDL for Inclusion

Multiple means of representation to give learners various ways of acquiring

information and knowledge Multiple means of action and expression

to provide learners alternatives for demonstrating what they know

Multiple means of engagement to tap into learners' interests offer appropriate challenges increase motivation CAST

UDL – Teaching Diverse Learners

Learning disabilities such as dyslexia English language barriers Emotional or behavioral problems Lack of interest or engagement Sensory and physical disabilities

One-size-fits-all approach to education simply does not work!

How can teachers respond to individual differences?

CAST

Three Primary Brain Networks Recognition networks

Gathering facts How we identify and categorize what we see, hear, and read Identifying letters, words, or an author's style are recognition

tasks—the "what" of learning Strategic networks

Planning and performing tasks How we organize and express our ideas Writing an essay or solving a math problem are strategic

tasks—the "how" of learning Affective networks

How students are engaged and motivated How they are challenged, excited, or interested These are affective dimensions—the "why" of learning

CAST

UDL Changes Teaching Children with disabilities fall along a

continuum of learner differences rather than constituting a separate category.

Teachers adjust for learner differences for ALL children, not just those with disabilities

Curriculum materials should be varied and diverse including digital and online resources not merely a single resource

Teachers allow for flexibility to accommodate learner differences rather than set curriculum

The Universal Design of Early Education: Moving Forward for All Children

UDL in Early Education

A one-size-fits-all approach to education simply will not work!

Need to design curricula to meet the needs of diverse classroom populations

ALL children who attend early education programs will be successful in their development and learning.


Physical, Social, Emotional, Cognitive Learning Environments

Does every child: Feel welcome as a full and equal

member in your classroom? Access and engage in all learning

opportunities during your day? Learn according to his or her individual

strengths and interests? Demonstrate his or her learning in ways

that reflect individual’s strengths?


UDL in Preschool Environments The physical environment

Enables all children to have access and equitable opportunities for full participation in all program activities.

Includes structures, permanent and movable equipment and furnishings, storage, and materials.

Health and safety components Promote wellness and minimize risks and hazards for all

children. All children, regardless of health status or conditions, have

ongoing access to learning without interruptions due to illness and injury

The social-emotional environment Offers all children equitable access to and full membership

in the social-emotional life of the group Supports their social-emotional development


UDL in Preschool Settings The teaching environment

Gives all children equitable access to learning opportunities information and activities in multiple formats multiple means for engagement, expression, and learning.

Includes the curriculum, teaching practices, materials, and activities

Individual assessment and program evaluation practices Provide multiple approaches to finding out what children

know and can do Equitably assess individual learning, development, and

educational progress Family involvement practices

Support the equitable access and engagement of all families in the full range of experiences

Includes ongoing communication, learning opportunities, and program involvement activities


Physical EnvironmentHow can the space be arranged to

accommodate everyone?How will children be seated to

accommodate different motor abilities and activity levels so that everyone can move about or attend as needed?

What materials are needed to allow for the range of motor abilities?


Physical Environment Expand the group meeting area so that all

children can be present and focus their attention on the activities.

Provide varied seating options so each child may lie on the floor, sit on a mat or chair, or use specialized seating.

Use other materials of different sizes, textures, and shapes to help each child actively manipulate the objects for learning.


Health and Safety PracticesHow should the physical space

be arranged to ensure that all children can safely move around?

Is the flooring safe for all children to move about and be seated?

Do the planned activities accommodate all individual energy levels and health conditions?


Health and Safety Practices Provide clear, wide paths throughout the

classroom so each child may safely and easily reach the meeting area.

Ensure safe floor covering for safe passage for any child, including for example a child who is in a hurry, has visual impairments, or uses a wheeled stander.

Consider each child’s energy level and health conditions in planning activities.


Social-Emotional Environment What strategies will ensure that all

children are included, eliminating any barriers that might segregate or stigmatize a child?

How will I communicate necessary rules and expectations for behavior so that all children can understand?

How can I support children in interacting with, learning from, and helping one another?


Social-Emotional Environment Invite and encourage all children to join in, using

multiple means of communication (e.g., speaking English and/or children’s home language, signing, displaying symbols).

Give simple directions using multiple means (e.g., verbally, signed, in print, modeled) so each child may see, hear, and understand any rules and expectations.

Use books, songs, and communication that involve and represent all children, regardless of cultural predominance or linguistic and skill levels.


Teaching Environment

What goals do I have for the activity so that all children are engaged and learning?

What different ways do I need to present information so that everyone understands and is engaged?

What kinds of support or encouragement will be needed to engage and ensure learning among all children?


Teaching Environment Vary your expectations for participation and

performance Example: If children are listening to a story and

are asked to recall events some may attend to and repeat back key words others may recall the names of characters by

pointing to pictures or using signs and gestures even others may predict what will happen next

using complete sentences in English


Teaching Environment Present content in multiple formats

verbal, print, video, or concrete objects repeating key words/phrases in

children’s home language using simple sentences with gestures

Use physical cues to focus children’s attention pointing to the picture in the book giving verbal prompts to help children

begin a response offering language models for children to

imitate encouraging children to keep thinking

and trying


Individual Assessment andProgram EvaluationWhat are some different

ways to assess what all children are learning from the activity?

What are some different ways children can demonstrate their engagement and learning?


Individual Assessment andProgram Evaluation Request information or action in various ways

complex questions simple phrases emphasis and repetition of key words or phrases

Identify the multiple ways children can show what they learn during activities Examples:

the child waits for another child to respond to a teacher’s request

to handle a show-and-tell object being passed around to choose the song demonstrates turn taking

Some children may respond to the request using complete and accurate sentences spoken in English, while others may need to point, sign, or use words in their home language.

Others may point to the object or event in the book in response to simple questions.


Family Involvement What information will I share with

families about this activity, and what forms of communication will I use?

What reading levels and languages should I keep in mind?

What opportunities for involvement can I provide that accommodate varied work demands and time constraints?


Family Involvement Share information with families through a newsletter

written at an appropriate level Have key phrases translated into families’ home

languages, and include photographs of children engaged in an activity.

Provide multiple opportunities for families to be involved

Bilingual parents might be willing to translate the information for monolingual families

Families could support their child’s involvement by asking specific questions about the activity and/or the book read to the group.


inclusion

Education

special needs child

child help children

child care

average child

child brainstorm

exceptional child

knowledge of child development

child family members