Children with Special Children with Special

Needs:Needs: Putting Putting Together the PiecesTogether the Pieces

NYSAEYC ConferenceNYSAEYC Conference

Rochester, NYRochester, NYSaturday, April 16, 2005Saturday, April 16, 2005

Where to get these slides…Where to get these slides…

http://www.udel.edu/cds/conferencematerials.htmlhttp://www.udel.edu/cds/conferencematerials.html

Lunchtime TopicsLunchtime Topics

Individually appropriateIndividually appropriate

Age appropriateAge appropriate

Culturally appropriateCulturally appropriate

Exceptionality appropriateExceptionality appropriate

InclusionInclusion

Standards and indicators of learningStandards and indicators of learning

Outcomes and measuresOutcomes and measures

History of Early Childhood Special History of Early Childhood Special EducationEducation

17991799-Wild boy of Aveyron-Wild boy of Aveyron 1840s1840s-Seguin and Schools for Students with -Seguin and Schools for Students with

mental retardationmental retardation Early 1900sEarly 1900s-Settlement House Movement-Settlement House Movement Skeels and Dye (1939)Skeels and Dye (1939) 1950s1950s-Isolated public school programs-Isolated public school programs 1958-19611958-1961-Samuel Kirk and James McVicker -Samuel Kirk and James McVicker

Hunt publish seminal books on mental Hunt publish seminal books on mental retardation and intelligenceretardation and intelligence

19651965-War on Poverty begins-War on Poverty begins 19651965-First Head Start programs-First Head Start programs

Early Intervention LawEarly Intervention Law Public Law 90-538 (1968) Handicapped Public Law 90-538 (1968) Handicapped

Children’s Early Education Assistance Children’s Early Education Assistance ActAct

Public Law 92-142 (1972) Head Start Public Law 92-142 (1972) Head Start Disabilities RequirementDisabilities Requirement

Public Law 94-142 (1975) Education for Public Law 94-142 (1975) Education for All Handicapped ActAll Handicapped Act

Public Law 99-457 (1986) Amendments Public Law 99-457 (1986) Amendments to EHA and Infant/Toddler/Family to EHA and Infant/Toddler/Family ProgramProgram

Public Law 101-476 (1990), New EHA Public Law 101-476 (1990), New EHA Title: Individuals with Disabilities Title: Individuals with Disabilities Education Act (I.D.E.A.)Education Act (I.D.E.A.)

Roots of Early Childhood Special Roots of Early Childhood Special EducationEducation

Special Education Special Education (Behavioral analysis)(Behavioral analysis)

Compensatory Compensatory Education (e.g., Head Education (e.g., Head Start)Start)

Early Childhood Early Childhood Education (DAP)Education (DAP)

Early Care and Education GoalsEarly Care and Education Goals

to promote development in all domainsto promote development in all domains

to build and support children’s social to build and support children’s social competencecompetence

to promote child engagement, independence, to promote child engagement, independence, and masteryand mastery

to promote generalized use of skillsto promote generalized use of skills

to support families as they support their to support families as they support their childrenchildren

to prevent the emergence of future problems or to prevent the emergence of future problems or disabilitiesdisabilities

An Early Childhood Special An Early Childhood Special Education Goal:Education Goal:

To improve children’s To improve children’s acquisition and use of acquisition and use of important motor, social, important motor, social, affective, communication, affective, communication, and intellectual behaviors and intellectual behaviors that, in turn, are integrated that, in turn, are integrated into response repertoires into response repertoires that are generative, that are generative, functional, and adaptable.functional, and adaptable.

Goals of families who have a Goals of families who have a child with a disabilitychild with a disability

NormalcyNormalcy

FriendsFriends

Stability--financial and Stability--financial and emotionalemotional

Long-term planningLong-term planning

EqualityEquality

HappinessHappiness– (Turnbull & Turnbull, (Turnbull & Turnbull,

1990)1990)

Developmentally Appropriate Developmentally Appropriate PracticesPractices

Individually Individually Appropriate Appropriate ProgrammingProgrammingAge Appropriate Age Appropriate ProgrammingProgrammingCulturally Culturally Appropriate Appropriate ProgrammingProgramming

DAP Goal:DAP Goal: To help children…To help children…Develop positive self-Develop positive self-conceptconcept

Develop curiosity about Develop curiosity about the world, confidence as a the world, confidence as a learner, and creativitylearner, and creativity

Develop positive Develop positive relationships with adults relationships with adults and peersand peers

Know about the Know about the community and social community and social rolesroles

Communicate effectively Communicate effectively and facilitate thinking and and facilitate thinking and learninglearning

Problem solveProblem solve

Construct knowledge of the Construct knowledge of the physical world and physical world and understand their understand their relationships to one anotherrelationships to one another

Acquire knowledge of and Acquire knowledge of and appreciation for fine arts, appreciation for fine arts, humanities, and scienceshumanities, and sciences

Become competent in the Become competent in the care of their bodies and to care of their bodies and to acquire basic physical skillsacquire basic physical skills

Maintain a desirable level of Maintain a desirable level of health and fitnesshealth and fitness

Similarities between DAP and Similarities between DAP and EIEI

Both use Piaget and Vygotsky as Both use Piaget and Vygotsky as philosophical/theoretical basesphilosophical/theoretical bases

Both are child initiated and child directedBoth are child initiated and child directed

Both use adults to support and expand children’s Both use adults to support and expand children’s choiceschoices

Both emphasize the whole child’s developmentBoth emphasize the whole child’s development

Both use the environment to provide structure to Both use the environment to provide structure to the learning environmentthe learning environment

Both avoid external rewards and use intrinsic and Both avoid external rewards and use intrinsic and naturalistic motivation to shape and monitor naturalistic motivation to shape and monitor children’s behaviorchildren’s behavior

Old Recommend Practices in Early Childhood Old Recommend Practices in Early Childhood Programs Serving Children with DisabilitiesPrograms Serving Children with Disabilities

SegregationSegregation

Traditional assessmentTraditional assessment

Academic orientationAcademic orientation

Exclusive 1:1 instructionExclusive 1:1 instruction

focus on skills and productsfocus on skills and products

Mass trial instructionMass trial instruction

Highly structuredHighly structured

Adult initiatedAdult initiated

Isolate therapyIsolate therapy

Classroom teacher roleClassroom teacher role

New Recommended Practices for New Recommended Practices for Inclusive ProgramsInclusive Programs

InclusionInclusion

Blending of EI and DAP principlesBlending of EI and DAP principles

Naturalistic assessmentNaturalistic assessment

Play-based orientationPlay-based orientation

Individualized, small group Individualized, small group instructioninstruction

Focus on interactions and processFocus on interactions and process

Activity-based instructionActivity-based instruction

Child initiated, adult supportedChild initiated, adult supported

Integrated therapyIntegrated therapy

Collaborative/consultative rolesCollaborative/consultative roles

Regression to former practicesRegression to former practices

Increase in segregated preschool Increase in segregated preschool classes in many statesclasses in many states

Increase in teaching strategies that Increase in teaching strategies that emphasize repetition out of contextemphasize repetition out of context

Increase in rote instructionIncrease in rote instruction

Increase in teacher-directed and Increase in teacher-directed and whole group instructionwhole group instruction

Inclusion/Integration BenefitsInclusion/Integration BenefitsFor children with disabilitiesFor children with disabilities– Increase in Increase in

language/communication language/communication skillsskills

– Increase in social skillsIncrease in social skills– Increase in families’ Increase in families’

satisfaction with programmingsatisfaction with programming– Increase in family contacts in Increase in family contacts in

the communitythe community

Inclusion/Integration BenefitsInclusion/Integration BenefitsFor children without For children without disabilitiesdisabilities– Increase in language Increase in language

skills and skills and communication communication abilitiesabilities

– Increase in social skillsIncrease in social skills– Increase in tolerance Increase in tolerance

of differences among of differences among individualsindividuals

Barriers to Inclusion/IntegrationBarriers to Inclusion/IntegrationFear of losing services for children with Fear of losing services for children with disabilitiesdisabilities

Fear of inadequate services for children without Fear of inadequate services for children without disabilitiesdisabilities

Fear of physical harmFear of physical harm

Fear of psychological/emotional harmFear of psychological/emotional harm

Lack of planning and teaching timeLack of planning and teaching time

Lack of resources and equipmentLack of resources and equipment

Lack of training and knowledgeLack of training and knowledge

Lack of administrative supportLack of administrative support

Pressure from Three PointsPressure from Three Points

CHILD&

Program

SpecialEducationStrategies

DevelopmentallyAppropriate

Practice

Standards And

Indicators

The StudyThe StudyA four year A four year longitudinal study of longitudinal study of kindergarteners who kindergarteners who entered school in the entered school in the 1997-98 school year1997-98 school yearPurpose: To Purpose: To determine the impact determine the impact of pre-kindergarten of pre-kindergarten services for students services for students with disabilities and with disabilities and students living in students living in povertypoverty

The SampleThe Sample

717 students who 717 students who entered kindergarten entered kindergarten during 1997-98during 1997-98217 students with 217 students with active IEPsactive IEPs250 students living in 250 students living in povertypoverty250 students from the 250 students from the general populationgeneral population

Table 1. DeCLS Sample Categories Category Number Percentage

Children Living in Poverty 250 34.9% Children with an active IEP 250 34.9% Children without a disability/not living in poverty 217 30.2% Total 717 100%

Sample Categories

Students Having Received Pre-Students Having Received Pre-K ServicesK Services

Pre-k service records Pre-k service records were reviewed to were reviewed to determine if students determine if students had received pre-k had received pre-k intervention in:intervention in:– Head StartHead Start– Early Childhood Early Childhood

Assistance ProgramsAssistance Programs– Birth to Three services Birth to Three services

(Part C of IDEA)(Part C of IDEA)– Preschool special Preschool special

education education

Table 2. DeCLS Sample Receiving Early Intervention ServicesEarly Intervention Programming Number Percentage

Birth to Three/Child Development Watch 5 0.7%Early Childhood Assistance Program/Head Start 49 6.8%Preschool Special Education programs 89 12.4%

Sample Students Receiving Pre-K Services

The 49 students receiving ECAP/HS services all were in the Poverty group of the sample; the 89 students receiving PSE Services were all in the IEP group of the sample

Variables TrackedVariables Tracked

Students’ family Students’ family backgrounds, backgrounds, including:including:– family form (number of family form (number of

siblings, parents, siblings, parents, extended family extended family members in the members in the household)household)

– parents’/guardians’ parents’/guardians’ educationeducation

– Parents’/guardians’ Parents’/guardians’ employmentemployment

Services students Services students received including:received including:– Special education servicesSpecial education services– Extended school dayExtended school day– Extended school yearExtended school year– K-3(4) early interventionK-3(4) early intervention

Students’ behaviorStudents’ behavior

Students’ gradesStudents’ grades

Students’ 3Students’ 3rdrd grade DSTP grade DSTP resultsresults

Comparison GroupsComparison Groups

In order to determine the impact of pre-In order to determine the impact of pre-kindergarten services, comparison groups kindergarten services, comparison groups needed to be created from the sampleneeded to be created from the sample

Two groups were created:Two groups were created:– Students who were living in poverty who did Students who were living in poverty who did

not receive ECAP or Head Start servicesnot receive ECAP or Head Start services– Students who did not have their disabilities Students who did not have their disabilities

identified until kindergarten, 1identified until kindergarten, 1stst, or 2, or 2ndnd grade grade

Table 3. DeCLS Sample Early Intervention and Comparative GroupsOriginal Intervention Groups N Comparison Groups NNumber of Students in 2001-02who received Special EducationPreschool Services in 1995-97

72Number of Students in 2001-02 whowere identified as needing specialeducation services in K, 1st or 2nd grade

51

Number of Students in 2001-02who received ECAP services in1996-97

42Number of Students in 2001-02 whowere living in poverty when they enteredkindergarten but did not receive ECAPor Head Start Services as four year olds

109

Comparison Groups

AnalysisAnalysis

The variables of the The variables of the groups receiving pre-groups receiving pre-kindergarten services kindergarten services and the comparison and the comparison groups were analyzed groups were analyzed using comparison of using comparison of means procedures means procedures such as t-tests and such as t-tests and analysis of varianceanalysis of variance

Students with DisabilitiesStudents with Disabilities

Students receiving preschool special Students receiving preschool special education services had significantly higher education services had significantly higher 33rdrd grade DSTP scores than those grade DSTP scores than those students not identified with disabilities until students not identified with disabilities until K, 1, or 2K, 1, or 2– 65.2% met or exceeded the reading standard 65.2% met or exceeded the reading standard

(vs. 33.3%)(vs. 33.3%)– 55.6% met or exceeded the math standard 55.6% met or exceeded the math standard

(vs. 33.4%)(vs. 33.4%)

Table 4. Percentage of Students with IEPs Meeting or Exceeding Third Grade Standardsfor Reading and Mathematics--2001

Group of Students% Meeting or

ExceedingReading Standard

% Meeting orExceeding Math

StandardDeCLS Students Receiving PSE Services(n=72) 65.2% 55.6%DeCLS Students Identified for SpecialEducation in K, 1, or 2 (n=51) 33.3% 33.4%All 3rd grade Students with an IEP Statewide(n=446 reading, 568 math) 28.8% 28.3%All 3rd Grade Students Statewide (n=8177reading, 8303 math) 75.1% 73.4%

Comparative 3rd Grade DSTP Results for Students with Disabilities

Students with Disabilities Students with Disabilities (cont.)(cont.)

Significantly more students receiving preschool Significantly more students receiving preschool special education services had satisfactory or special education services had satisfactory or higher 3higher 3rdrd grade academic grades in language grade academic grades in language arts, math, and listening skills than students not arts, math, and listening skills than students not identified with disabilities until K, 1, or 2 (73% vs. identified with disabilities until K, 1, or 2 (73% vs. 59%)59%)Students receiving preschool special education Students receiving preschool special education services had a grade retention rate of 5.56 per services had a grade retention rate of 5.56 per 100 students compared to 26.1 per 100 students 100 students compared to 26.1 per 100 students for students not identified with disabilities until K, for students not identified with disabilities until K, 1, or21, or2

Pressure from Three PointsPressure from Three Points

SpecialEducationStrategies

DevelopmentallyAppropriate

Practice

Standards And

Indicators

CHILD&

Program

How do we make it happen?How do we make it happen?

What arethe goals for

the child?

What arethe settingdemands?

What arethe child’sstrengths?

What arethe instructional

strategies needed?

How isthe childdoing?

We need to do three things…We need to do three things…Assess, assess, assess…Assess, assess, assess…– Assess children’s strengthsAssess children’s strengths– Assess environmental demandsAssess environmental demands– assess families’ preferences for skills assess families’ preferences for skills

and behaviorsand behaviors

InstructInstruct– With reinforcersWith reinforcers– With specific instructional strategiesWith specific instructional strategies

DocumentDocument

Curriculum Adaptation Curriculum Adaptation ProcessProcess

Same Task, Same MaterialsSame Task, Same Materials--adaptations are --adaptations are how the materials are arranged, displayed, the how the materials are arranged, displayed, the type of directions provided, and how the directions type of directions provided, and how the directions or teacher interactions are presented to the or teacher interactions are presented to the childrenchildren

Same Task, Easier StepsSame Task, Easier Steps--students participate --students participate in general curriculum activities with the adaptation in general curriculum activities with the adaptation that the steps to the activities are simplified or that the steps to the activities are simplified or shortened. Often response modes are adapted shortened. Often response modes are adapted (e.g., listen rather than speak, point rather than (e.g., listen rather than speak, point rather than verbally label)verbally label)

Adapted from Christine Salisbury, Ph.D.

Curriculum Adaptation Curriculum Adaptation ProcessProcess

Same Task, Different MaterialsSame Task, Different Materials--the materials or --the materials or equipment of the activity may be changed to enable equipment of the activity may be changed to enable the student to participate in the activity (e.g., use a the student to participate in the activity (e.g., use a glue stick instead of a brush for a collage activity)glue stick instead of a brush for a collage activity)

Same Theme, Different TaskSame Theme, Different Task--the activities that --the activities that the child with a disability participates in are different the child with a disability participates in are different but linked to the other activities by the theme or topic but linked to the other activities by the theme or topic being addressed (e.g., students in a kindergarten are being addressed (e.g., students in a kindergarten are working with attribute blocks and grouping according working with attribute blocks and grouping according to characteristics while a child with a lower cognitive to characteristics while a child with a lower cognitive ability is making block patterns with the same ability is making block patterns with the same materials)materials)

Curriculum Adaptation Curriculum Adaptation ProcessProcess

Different Theme, Different TaskDifferent Theme, Different Task--in very limited --in very limited circumstances where a child has a very severe circumstances where a child has a very severe disability, a different task and theme might be disability, a different task and theme might be planned for him or her; this should only occur in planned for him or her; this should only occur in very rare instances and very rare instances and nevernever related to any social related to any social activity in the program (e.g., snack, circle time, activity in the program (e.g., snack, circle time, outside time)outside time)

The goal of this approach is to make adaptations as The goal of this approach is to make adaptations as simple as possible and to address each child’s simple as possible and to address each child’s needs within the routines and activities of the needs within the routines and activities of the program dayprogram day

Peer AdaptationsPeer Adaptations

Make sure that you are using Make sure that you are using MANYMANY materials materials that promote social interactionsthat promote social interactions

Create activities where children need to work Create activities where children need to work cooperatively and group children who have cooperatively and group children who have disabilities and those who do not have disabilities disabilities and those who do not have disabilities (e.g, mural painting)(e.g, mural painting)

Use routine times to group children with Use routine times to group children with complementary skills together (e.g., at snack complementary skills together (e.g., at snack time have a child with good language modeling time have a child with good language modeling skills sit with a child with lower level language skills sit with a child with lower level language skills)skills)

AccessibleAccessible--children with all different levels of --children with all different levels of abilities can use the materials (e.g., the glue stick vs. abilities can use the materials (e.g., the glue stick vs. a brush that needs to be dipped in a bowl of glue)a brush that needs to be dipped in a bowl of glue)

AdaptableAdaptable--children of different skill levels can play --children of different skill levels can play with the materials at different conceptual levels (e.g., with the materials at different conceptual levels (e.g., block play materials often have this quality--cars can block play materials often have this quality--cars can be used for rolling or for complex role playing)be used for rolling or for complex role playing)

CooperativeCooperative--materials that either require or are --materials that either require or are more efficiently used when two children use them more efficiently used when two children use them (e.g., many outside materials are like this---wagons, (e.g., many outside materials are like this---wagons, swings)swings)

Characteristics of Materials that Characteristics of Materials that Encourage Social InteractionsEncourage Social Interactions

Teaching Specific ObjectivesTeaching Specific Objectives

Teaching is the process of manipulating Teaching is the process of manipulating the environment so that learning will occur.the environment so that learning will occur.

Characteristics that can be manipulated:Characteristics that can be manipulated:materialsmaterials

equipmentequipment

routinesroutines

peer behaviorpeer behavior

teacher and other staff behaviorteacher and other staff behavior

Phases of LearningPhases of Learning

AcquisitionAcquisition--learning the new skill or --learning the new skill or behaviorbehavior

FluencyFluency--using the new skill at a normal --using the new skill at a normal raterate

MaintenanceMaintenance--using the skill without --using the skill without support or external rewardssupport or external rewards

GeneralizationGeneralization--using the skill in situations --using the skill in situations outside of the circumstances in which it outside of the circumstances in which it was learnedwas learned

Reinforcement for LearningReinforcement for Learning

Start with natural reinforcers (play, Start with natural reinforcers (play, social interactions, objects, actions)social interactions, objects, actions)

Identify specific reinforcers from Identify specific reinforcers from caregivers (parents, child care caregivers (parents, child care providers, relatives)providers, relatives)

Observe child to determine why he or Observe child to determine why he or she does a behavior repeatedlyshe does a behavior repeatedly

Test for reinforcer preferencesTest for reinforcer preferences

Using Reinforcers EffectivelyUsing Reinforcers Effectively

CLEARLY identify the behavior you want to CLEARLY identify the behavior you want to reinforcereinforceEnsure that the reinforcer occurs IMMEDIATELY Ensure that the reinforcer occurs IMMEDIATELY after the behavior or an approximation of the after the behavior or an approximation of the behaviorbehaviorPair non-naturally occurring reinforcers with Pair non-naturally occurring reinforcers with social reinforcerssocial reinforcersOnce acquisition has occurred, mix reinforcersOnce acquisition has occurred, mix reinforcersOnce acquisition and fluency has been achieved, Once acquisition and fluency has been achieved, fade non-natural reinforcers and replace with fade non-natural reinforcers and replace with natural reinforcersnatural reinforcersIn generalization phase, move to intermittent In generalization phase, move to intermittent reinforcementreinforcement

Teaching StrategiesTeaching Strategies

Arranging the environmentArranging the environment

Providing modelsProviding models

Using children’s material and activity Using children’s material and activity preferencespreferences

Violation of expectancyViolation of expectancy

Time delayTime delay

Transition teachingTransition teaching

Structured play activitiesStructured play activities

Shaping behaviors with reinforcersShaping behaviors with reinforcers

System of least promptsSystem of least prompts

Stimulus modificationsStimulus modificationsLeast intrusiveto most intrusive.

Teaching Strategies (Continued)Teaching Strategies (Continued)

Violation of expectancyViolation of expectancy--the teacher or other staff member --the teacher or other staff member incorrectly does a step in a familiar routineincorrectly does a step in a familiar routine

Time delayTime delay--With holding a material or action from an --With holding a material or action from an expected routine sequenceexpected routine sequence

Transition teachingTransition teaching--presenting a learning opportunity --presenting a learning opportunity during transition timesduring transition times

Structured play activitiesStructured play activities--scripting children’s interactions --scripting children’s interactions and play schemeand play scheme

ShapingShaping--reinforcing approximations of a skill or behavior --reinforcing approximations of a skill or behavior and withholding future reinforcements until the behavior is and withholding future reinforcements until the behavior is more closely approximates the desired behaviormore closely approximates the desired behavior

System of least promptsSystem of least prompts--providing the child with the level --providing the child with the level of support needed to accomplish a specific skillof support needed to accomplish a specific skill

System of Least PromptsSystem of Least Prompts

Hierarchy of prompts from least to most Hierarchy of prompts from least to most intrusiveintrusive

1) Present the stimulus (e.g. “What do you 1) Present the stimulus (e.g. “What do you want to eat?”want to eat?”

2) Wait for a response.2) Wait for a response.

3) Use least prompt (usually a verbal or 3) Use least prompt (usually a verbal or partial verbal prompt).partial verbal prompt).

4) Move to more intrusive prompts (toward 4) Move to more intrusive prompts (toward physical assistance).physical assistance).

5) Once desired behavior is acquired, move 5) Once desired behavior is acquired, move backward in the sequence of prompts backward in the sequence of prompts until only the presented stimulus triggers until only the presented stimulus triggers the behavior.the behavior.

Example of System of Least Example of System of Least PromptsPrompts

Presentation of stimulusPresentation of stimulus

ModelModel

Visual cueVisual cue

Visual cue, model, and minimal or partial Visual cue, model, and minimal or partial verbal promptverbal prompt

Visual cue, model and full verbal promptVisual cue, model and full verbal prompt

Visual cue, model, verbal and partial physical Visual cue, model, verbal and partial physical promptprompt

Model, verbal and full physical promptModel, verbal and full physical prompt

And, finally…And, finally…

We need to document.We need to document.

We need to collect data.We need to collect data.

We need to compile data.We need to compile data.

We need to report data.We need to report data.

And we need to share it with funders, And we need to share it with funders, sponsors, boards, and directors, sponsors, boards, and directors, superintendents and head masters—superintendents and head masters—everyone!everyone!

Where to get these slides…Where to get these slides…

http://www.udel.edu/cds/conferencematerials.htmlhttp://www.udel.edu/cds/conferencematerials.html

Contemporary Early Contemporary Early Intervention ApproachesIntervention Approaches

Incidental Incidental TeachingTeaching– child selectedchild selected– child initiatedchild initiated– adult respondedadult responded– use of graded use of graded

promptsprompts

Milieu TeachingMilieu Teaching– Arrangement of the Arrangement of the

environmentenvironment– Assess the child’s Assess the child’s

functioningfunctioning– Find methods for Find methods for

the child to interact the child to interact with the with the environmentenvironment