An Introduction to Inclusion

Within a DAP Program

Individual, small group and large group activities

Adults facilitate children's exploration Broad range of activities based on

children’s interest Concrete, real and relevant activities Child initiated activities Focus on process, not product

Age Appropriate

Individualization High Staff-Child Ratio

Concrete and

Relevant Experiences

Small Groups

Process Orientated

Assessment

Environmentally Based Curriculum

Planning for a Broad

Developmental Range

Inclusion

Related Services

Transition Planning

Collaborative IEP

Monitoring Child Progress

Family Centered Services

Video

Giving Our Children the Best

18 minutes

D A P + E C S E

E n viro nm en ta lly B a sed C u rr icu lu m

P la n n in g for B ro a dD evelo pm en ta l R a n ge

S m a l lG ro u ps

P ro cessO r ien tedA ssessm entH igh S ta ff-

C hi ld R a tio

C on crete a n dR eleva n t I n dividu a li za tion

A geA ppro pr ia te

F a m ilyC enteredS ervices

R ela tedS ervices M on itor ing

C hi ldP rogress

C o lla bora tiveI F S P

T ra n si tion P la n n in g

I n clu sio n

Individuals with Disabilities Education Act

Primary Function of IDEA Free and

appropriate public education

Rights are protected Assist states and

localities Assess and assure

effectiveness of efforts

13 IDEA Categories

1. Developmental Delays

2. Deaf-Blindness

3. Hearing Impairments

4. Mental Retardation

5. Multiple Disabilities

6. Orthopedic Impairments

13 IDEA Categories

7. Other Health Impairments

8. Serious Emotional Disturbance

9. Specific Learning Disabilities

10. Speech and Language Impairments

11. Visual Impairments

12. Traumatic Brain Injury

13. Autism

Early Childhood Accomplishments in IDEA

State of the the art models IFSPs Effective assessment and teaching

practices National network of professionals Collaboration to avoid duplication

Occurrence of DisabilitiesLearning Disability Hearing I mpairment Down Syndrome Cerebral Palsy AD/HD Autism/PDD

1 in 5 15 in 1000 1 in 800- 1000 2300 new preschoolers yearly 5 in 100 school children 5- 15 in 1000

Causes of Disabilities

50% of the causes are unknownSome causes are geneticSome causes are peri-natalSome causes may be biologicalSome causes may be environmental

Often research establishes correlations and not causal connections

Common Terms

Handicap

Special Needs

Developmentally Delayed

                  

Eligibility of Children with Special Needs

Identified type of disability within the 13 categories through one of two ways:

Educational Agency

Medical Diagnosis

Activity

“Say that Again”

Five Factors Early Childhood Educators

Should Recognize

Factor 1

A diagnosis rarely results in precise prescription for educational practices.

Factor 2

Knowing the cause of the disorder rarely results in precise

prescription for educational practices.

Factor 3Children with special needs are very different from one another.

Factor 4The various disorders do not necessarily occur in isolation.

Factor 5

ECE should learn about the conditions of children who are in

their program.

Referral Process

What is your referral process?