inclusion from the start: creating the foundation for an ... · inclusion from the start: creating...
TRANSCRIPT
Inclusion From the Start:
Creating the Foundation for an
Inclusive Life
Penny Dell & Kathy Whaley
Inclusion Institute
May 2017
Participants will:
Learn some of the myths, facts, and laws regarding inclusion
Understand the importance of beliefs & attitudes
Learn about resources
Haywood’s Story
Involve
Hold
Embrace
Encompass
Take in
IDEA
“Disability is a natural part of the human
experience and in no way diminishes the right
of an individual to participate in or
contribute to society. Improving educational
results for children with disabilities is an
essential element of our national policy of
ensuring equality of opportunity, full
participation, independent living, and
economic self-sufficiency for individuals with
disabilities.” IDEA Sec. 682 (c) (1)
The Focus of Early Childhood
Inclusion is…
3 Key Features
Access
http://www.dec-sped.org/position-statements
http://www.swiftschools.org/
What Does the Law Say?
Natural Environments for infants & toddlers
Team decision
Family involvement
Least Restrictive Environment for preschoolers
Team decision
Accommodations/modifications
Dear Colleague https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf
Let’s Look at Myths and Facts
ectacenter.org/~pdfs/topics/inclusion/research/Research_Supporting_Preschool_Inclusion_R.pdf
Myth
a widely held but
false belief or idea
Fact
a thing that is
indisputably the
case
Myth: Inclusion is too expensive
Facts:
Less expensive than segregated programs
Key is to be flexible with funding sources
Funding sources can be pooled
Myth: Children need to be
“developmentally ready” to benefit
Facts:
Infants, toddlers, and young children learn
best within their daily routines and
activities
Children with disabilities have a more
difficult time “generalizing” a skill from
one setting to another
Myth: My child with a disability will
not benefit
Facts:
Greater progress may occur in communication skills, social
competence, & perhaps play skills
Their behavior appears to be positively affected
https://unc-fpg-cdi.adobeconnect.com/_a992899727/p7qou2d471q/?launcher=false&fcsContent=true&pbMode=normal
Myth: My child with a disability will
not benefit
Facts:
Young children learn best from their peers
No data supporting that children who are
less involved are “better candidates” for
inclusion
Myth: Typically developing children
“lose out” Facts:
Improved cognitive, language skills
Decreased challenging behavior
Advanced social skills
Decreased negative stereotyping
Myth: Typically developing children
“lose out”
Facts:
Parents report beneficial changes in their
children’s confidence, self-esteem, and
understanding of diversity
Fully inclusive settings tend to be higher
quality settings
High quality early intervention services can change a child’s developmental trajectory & improve outcomes for children, families, and communities
Intervention is likely to be more effective and less costly when it is provided earlier in life rather than later
Parents & teachers influence children’s
values regarding disability
Positive outcomes occur for both children
with & without disabilities in high-quality
inclusive settings
Successful inclusion requires intentional &
effective collaboration & teaming
No evidence documents any positive
outcomes of segregating children with
disabilities
What are the Long Term
Benefits of High Quality
Inclusion?
Long Term Benefits
High-Quality Inclusion
Improved social/emotional skills and
friendships
Later success in life
https://unc-fpg-cdi.adobeconnect.com/_a992899727/p7qou2d471q/?launcher=false&fcsContent=true&pbMode=normal
Later Success in Life Means:
Later Success in Life Means:
IDEA
“Disability is a natural part of the human
experience and in no way diminishes the right
of an individual to participate in or
contribute to society. Improving educational
results for children with disabilities is an
essential element of our national policy of
ensuring equality of opportunity, full
participation, independent living, and
economic self-sufficiency for individuals with
disabilities.” IDEA Sec. 682 (c) (1)
Challenges
Beliefs & Attitudes
Belief
An acceptance that a statement is true or
that something exists.
Attitude
A settled way of thinking or feeling about
someone or something, typically one that is
reflected in a person's behavior.
So…. where do our beliefs &
attitudes come from?
Silent Activity
Become familiar with facts, the law,
Federal Policy Statements
Federal Policy Statement on
Inclusion for Young Children
https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf
8 Local Recommendations
Partner with families
Adhere to legal provisions of support & services in inclusive settings
Assess & improve the quality of inclusion in EC programs
Review/modify resource allocation
8 Local Recommendations
Enhance professional development
Establish an appropriate staffing structure &
strengthen staff collaboration
Ensure access to specialized instruction
Develop formal collaborations with community
partners
Build Relationships
Involve EC groups & practioners (including
community programs) in the process as much as
possible to garner buy-in
Find your allies
Find ways to connect to civil service
Share Your Knowledge
Learn the facts/dispel the “myths”
Create & share visually appealing fact
sheets/research briefs
Host “Lunch & Learns”
Model People First Language
Resources Early Childhood Technical Assistance (ECTA) Center:
http://ectacenter.org/topics/inclusion/overview/overview.asp
http://ectacenter.org/topics/inclusion/research/research.asp
Federal Policy Statement: https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-
text.pdf
DEC Recommended Practices: http://www.dec-sped.org/dec-recommended-practices
DEC Resources Within Reason: http://www.dec-sped.org/resources-within-reason
The Preschool Inclusion Toolbox Erin Barton & Barbara Smith, Brookes Publishing
MILA
