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____________________________________________________________________________________________

____________________________________________________________________________________________The Seventh National Early Childhood Inclusion Institute

Welcome to

The Seventh National Early ChildhoodInclusion Institute

Sponsored By

FPG Child Development Institute&

National Early Childhood TA Center

In Collaboration With

• National Professional Development Center on Inclusion•• NC Partnerships for Inclusion

• PACER and the Technical Assistance Alliance for Parent Centers• OSEP Preschool LRE and Part C Settings Communities of Practice

• US Department of Education, Office of Special Education Programs (OSEP)• US Department of Health and Human Services, Office of Head Start, Administration on Developmental Disabilities, Child Care Bureau

• Center for Evidence-Based Practice: Young Children with Challenging Behavior•• Center on the Social and Emotional Foundations for Early Learning

• Hilton/Early Head Start Training Program • National Consortium on Deaf-Blindness

Supporting Natural Environments & Inclusion for Children Birth - Age Five

The William and Ida Friday Center for Continuing Education, Chapel Hill, NC | July 30- August 2, 2007

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The Seventh National Early Childhood Inclusion InstituteSupporting Natural Environments & Inclusion for Children Birth - Age Five

The William and Ida Friday Center for Continuing Education, Chapel Hill, NC | July 30- August 2, 2007

1

Tuesday, July 31, 2007

9:30 AM - 12:45 PM Registration and Setting up of Exhibits Atrium

1:00 PM - 2:30 PM Opening Plenary Grumann Auditorium

Welcome Sam Odom, FPG Child Development Institute, UNC at Chapel Hill Shelley deFosset, NECTAC, FPG Child Development Institute, UNC at Chapel Hill Pam Winton, FPG Child Development Institute, UNC at Chapel Hill

Opening Address

Fifty-two Dead Fish and More Adventures in One Family's Journey to Inclusion Lisa Gaylor, Harrisburg, Pennsylvania

2:30 PM - 3:00 PM Break and Exhibits Atrium

2

3:00 PM - 4:30 PM Concurrent Sessions

Implementing a Primary Coach Approach to Teaming Dathan Rush M'Lisa Shelden

Redbud A

This session will focus on the practical aspects of teamwork using a Primary Coach Approach to Teaming (a.k.a. primary service provider). The presenters will share the characteristics of the approach, implementation conditions, how to establish and maintain a team, and current research regarding this approach. Participants will leave with basic tools for operationalizing a Primary Coach Approach to Teaming.

Inclusion and Professional Development: What We Know and What We Need to Do Virginia Buysse Camille Catlett Shelley deFosset Pam Winton

Redbud B

This interactive session provides participants with a chance to learn about the data on inclusion and professional development, hear about a definition and conceptual framework on professional development from the National Professional Development Center on Inclusion (NPDCI); and work in small groups to identify ways they can contribute to improving the quality of personnel working in inclusive settings.

PBS Goes to Preschool: A Program-wide Model for Supporting Social Development and Addressing Challenging Behavior Lise Fox Mary Louise Hemmeter

Dogwood A & B

School-wide implementation of Positive Behavior Support (SW-PBS) is occurring across the nation with impressive outcomes. Is there a similar model for young children? This session will describe the translation of SW-PBS for implementation in the unique context of early education and care programs. The session will include a description of implementation steps and initial outcomes.

Play Outside! The North Carolina Outdoor Learning Environment (OLE) Alliance Jani Kozlowski Trish Mengel

Magnolia Lounge

Outdoor play and learning have recently begun to receive attention as essential elements for positive physical and mental health and development. The NC OLE is a collective of educators, landscape designers, horticulturists, TA specialists, agency representatives, and others committed to bringing this message to the state’s early childhood programs. This session will inform participants about the Alliance’s goals and efforts to establish inclusive preschool sites statewide to model high quality outdoor environments. The presentation will highlight why the outdoors is such an important environment for all children to foster learning, healthy bodies and development across domains.


3

SpecialQuest: Building Relationships with Families, Developing Family-Service Provider Collaboration and Leadership Cathy Liles Aracelly Valverde

Azalea A & B

Participants will enhance their skills in partnering with families by reflecting on what families and service providers each bring to their relationship to create a positive partnership in caring for infants and toddlers with disabilities. Participants will engage in interactive discussions about their own experiences in creating and supporting opportunities for family-service provider leadership and will view the award-winning video, Embrace Possibilities, to gather new strategies for collaborative partnerships.

Principles and Effective Practices for Providing Early Intervention Services in Natural Environments: Reaching Consensus [Repeated] Joicey Hurth Lynda Pletcher

Sycamore

A national work group of researchers, state leaders, family members and technical assistance providers have been exploring principles and practices that are common across several service delivery models. This work represents a growing consensus about what is effective practice for providing services to children and families in natural environments. This session will share draft "work-in-progress" documents for group discussion and feedback.

What's Happening? - Connecticut's SPP on LRE Maria Synodi Mountain Laurel A & B

This session will focus on Connecticut's Part B State Performance Plan (SPP) Indicator #6: LRE for Children Three to Five. Included in the discussion will be the conversion to the new OSEP reporting categories and the SPP activities identified and undertaken to move Connecticut in a direction that provides for more inclusive opportunities for preschool-age children with disabilities. Time for large group discussion and state sharing will be provided.


4

Wednesday, August 1, 2007

8:30 AM - 9:00 AM Continental Breakfast and Exhibits Atrium

9:00 AM - 10:30 AM Concurrent Sessions

More than Caveats and Cookies: What Families and Professionals Need to Support Inclusion of All Young Children Camille Catlett Lisa Gaylor

Redbud B

This session will highlight key capabilities necessary for the family-professional collaboration that is essential to effective inclusion. Views on capability, communication, creativity, humor and vision will be explored from the dual perspectives of a parent and a professional.

Partnerships for Inclusion Brenda Dennis Redbud A

Partnerships for Inclusion (PFI) is a North Carolina technical assistance project that promotes the inclusion of young children with disabilities, ages birth through five years, and their families in all aspects of community life. PFI collaborates with state, regional, and local agencies to develop policy and program initiatives that support early childhood inclusion. This session offers an overview of PFI's funding, organization, services, successes, and challenges.

Promising Practices to Help Young Children Find Friends Barbara Davis Goldman Magnolia Lounge

The focus of this multi-media presentation will be on the ways that parents and early childhood professionals, together and separately, can encourage the development of friendships inside and outside the inclusive early childhood classroom. Specific observable signs that identify emergent friendships, and specific strategies that can promote their development will be described and shown in action. The presentation will also provide a brief overview of the literature on peer interaction and acceptance in inclusive early childhood classrooms, using information from recent studies of friendships in early childhood inclusive classrooms and other studies of developmentally very young children.

SpecialQuest: An Inclusion Story Felecia Jordan DaSilva Cheryl Ducey

Mountain Laurel A & B

Participants will learn about, share, and discuss strategies for providing coordinated, comprehensive, family-centered services through partnerships among families, early care and education, and early intervention programs. Learning will be supported through viewing and discussing the award-winning video, Christopher's Story. In addition, presenters will provide materials and strategies for sharing information with others about inclusion, from early identification of a child's disability through transition to preschool services at age three.

5

Strategies for Inclusion of Children with Multiple Disabilities, Including Deaf-Blindness Kat Stremel Tom Udell

Azalea A & B

This presentation will focus on planning, implementing, and evaluating the inclusion of young children with multiple disabilities, including children with deaf-blindness. Planning and implementation strategies will include: (a) individualizing (facilitators & inhibitors) across critical areas of development, (b) obtaining full “team” input for collaboration, (c) conducting an ecological analysis of the environment to determine the “goodness of fit” of the curriculum, teaching strategies and the physical environment to determine necessary accommodations and adaptations, and (d) providing ongoing support to assist the teaching staff to embed multiple skills within routines and activities. Outcomes and Performance Indicators (OPIs) to evaluate outcomes will be discussed.

The Routines–Based Interview: Functional Intervention Planning with Families and Teachers - Part 1 Robin McWilliam Sunflower

What’s missing in IFSP and IEP development is an assessment of the needs of the child and family. This half-day session consists of a demonstration of a Routines-Based Interview, with discussion about how the information is then translated to the plan and to intervention. This demonstration is inspiring and moving - a perennial favorite at the Inclusion Institute.

The Teaching Pyramid: Providing Training and Support to Early Educators to Promote Social Development and Address Challenging Behavior - Part 1 Lise Fox Mary Louise Hemmeter

Dogwood A & B

The Center on the Social and Emotional Foundations for Early Learning will be offering a “train the trainers” workshop on the Teaching Pyramid Model and training curriculum. Participants in this session will receive the training curriculum materials and be invited to join in the Community of Practice of training and technical assistance providers who support programs in the implementation of the teaching pyramid model. Participants must attend both parts (1 and 2) of the workshop to receive training materials. There will be limited seats for participation in these sessions.

10:30 AM - 11:00 AM Break and Exhibits Atrium

11:00 AM - 12:30 PM Concurrent Sessions

New Pieces for a Familiar Puzzle: Resources and Strategies for Increasing the Emphasis on Inclusion and Children with Special Needs in Professional Development Camille Catlett Mountain Laurel A & B

Come discover activities, videotapes, books, web sites and other resources to use in professional development efforts. This session will provide a whirlwind tour of methods and materials that can be used by faculty, trainers, technical assistance providers, leaders and families to support the learning of all young children in inclusive and natural environments. Handouts will include diverse examples with application to a range of audiences and settings.


6

Preschool Inclusion in North Carolina: Looking Back, Looking Ahead Kathy Baars Trish Mengel Sandy Steele

Redbud B

North Carolina has made great progress in serving preschool children in inclusive settings. In 2005/06, 78% of the preschool children with IEPs received services in settings with typically developing peers. In this session, recently retired 619 Coordinator, Kathy Baars, and statewide TA providers from Partnerships for Inclusion and the NC Technical Assistance Project will look back over various activities and network building efforts. Participants will learn how North Carolina's TA system evolved and what supports and incentives have been provided to LEAs to increase inclusive opportunities for young children.

Promoting Learning in the Natural Environment: The Building Blocks Model [Repeated] Sam Odom Redbud A

An essential feature of a high quality inclusive preschool program for young children with disabilities is an individualized plan for promoting learning. The Building Blocks model is a hierarchical approach that is based on a developmentally appropriate learning environment, incorporates modifications to curriculum activities to promote engagement, embeds specific learning opportunities in routines and curriculum activities, and includes specific child focused teaching strategies. A description of this model, practical examples, and applications will be provided in this session.

The Evidence-Based Practice Movement: Integrating Research, Professional and Family Wisdom, and Values Sally Sloop Pam Winton

Azalea A & B

Evidence-based practice has recently been defined as the integration of the best available research with family and professional wisdom and values (Buysse & Wesley, 2006). What do we mean by family and professional wisdom and values? How does one integrate wisdom, values and research? Come explore these topics in the context of a vignette based on one parent’s experience with inclusion.

The New OSEP Data Tables Shelley deFosset Lynne Kahn

Magnolia Lounge

This session will present the newest information regarding the changes in the OSEP Preschool Settings (Table 2) to be implemented in 2008/09. Participants will have an opportunity to discuss implications for their state.


7

The Routines–Based Interview: Functional Intervention Planning with Families and Teachers - Part 2 Robin McWilliam Sunflower

What’s missing in IFSP and IEP development is an assessment of the needs of the child and family. This half-day session consists of a demonstration of a Routines-Based Interview, with discussion about how the information is then translated to the plan and to intervention. This demonstration is inspiring and moving—a perennial favorite at the Inclusion Institute.

The Teaching Pyramid: Providing Training and Support to Early Educators to Promote Social Development and Address Challenging Behavior - Part 2 Lise Fox Mary Louise Hemmeter

Dogwood A & B

The Center on the Social and Emotional Foundations for Early Learning will be offering a “train the trainers” workshop on the Teaching Pyramid model and training curriculum. Participants in this session will receive the training curriculum materials and be invited to join in the Community of Practice of training and technical assistance providers who support programs in the implementation of the Teaching Pyramid model. Participants must attend both parts (1 and 2) of the workshop to receive training materials. There will be limited seats for participation in these sessions.

12:30 PM - 1:30 PM Lunch and Exhibits Atrium


2006 – 2007 CCDF Activities to Promote Inclusive Child Care Jackie Taylor Azalea A & B

States and territories have developed a wide variety of initiatives using Child Care Development Funds (CCDF) designed to encourage and strengthen the capacity of early care and education programs to serve children with special needs. An overview and brief introduction of these exciting and innovative programs will be presented. Initiative focus areas include training, technical assistance, financial assistance, cross-system planning and coordination, inclusion specialists, train-the- trainer activities, health or mental health consultants, resource materials, acquisition of adaptive equipment, grants to increase access to child care, additional staff, telephone consultation, training material for providers, inclusion training curriculum, and support for medically fragile children.

New Pieces for a Familiar Puzzle: Resources and Strategies for Increasing the Emphasis on Inclusion and Children with Special Needs in Professional Development [Repeated] Camille Catlett Mountain Laurel A & B

Come discover activities, videotapes, books, web sites and other resources to use in professional development efforts. This session will provide a whirlwind tour of methods and materials that can be used by faculty, trainers, technical assistance providers, leaders and families to support the learning of all young children in inclusive and natural environments. Handouts will include diverse examples with application to a range of audiences and settings.


8

Pennsylvania: Making a Commitment for Services Toward Independence and Inclusion Lisa Gaylor Redbud A

This session will include the initiatives of Pennsylvania’s newly created Bureau of Autism Services within the Department of Public Welfare. The Bureau is the nation’s first at the state level.

Principles and Effective Practices for Providing Early Intervention Services in Natural Environments: Reaching Consensus [Repeated]

Joicey Hurth Lynda Pletcher

Redbud B

A national work group of researchers, state leaders, family members and technical assistance providers have been exploring principles and practices that are common across several service delivery models. This work represents a growing consensus about what is effective practice for providing services to children and families in natural environments. This session will share draft "work-in-progress" documents for group discussion and feedback.

Where We Have Been and Where We Are Going – Preschool LRE in Arkansas [Repeated]

Sandra Reifeiss Magnolia Lounge

This presentation will provide an overview of the strategies that Arkansas has utilized in providing children with disabilities more opportunities to receive their special education services in settings with typically developing peers. The results, the activities, and how they have affected Arkansas’ response to Indicator 6, Percent of preschool children with IEP’s ages 3 through 5 on the Part B Annual Performance Report, will be discussed.

SpecialQuest Training Institute Dogwood A & B

(Pre-Registration Only)

3:00 PM - 3:30 PM Break Atrium


Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings [Repeated] Sarah Mulligan Redbud A

This session will offer an opportunity for participants to learn more about the Division for Early Childhood’s nationally recognized Recommended Practices and learn how to put them to work in the day-to-day business of working with young children and families. We’ll focus on embedded instruction as a practical way to put Recommended Practices to use. Strengthen your practice by gathering great tips for using everyday routines and activities to teach specific skills to children with disabilities and other special needs. Materials are appropriate for birth through age five.


9

Frank Porter Graham Child Care Program: Overview of an Inclusion Model Kathy Davis Ruth Miller Margie Muenzer

Azalea A & B

Members of the Frank Porter Graham Child Care Program staff will provide an overview of the components that make up this long-standing inclusive program. Included will be program philosophy and mission, children served, staff and parent roles, routines based assessment interviews, integrated therapy, embedded instruction and research summaries. The presentation will include videotaped samples of program components and handouts including samples of the various formats used to support a systematic approach to inclusive programming. This presentation is open to all regardless of participation in scheduled tours of the FPG Child Care Program.

Project KITE: A Strategic Model to Support Inclusive Services [Repeated] Tenley Pettyjohn Katrina Weibel

Sunflower

Based on early childhood practices, Project KITE has been an ongoing success in educating parents and professionals in the use of assistive technology to support and enhance the inclusion of students with disabilities in the classroom. This session will include an overview of the project’s train-the-trainer model as well as a discussion of specific resources and methodology utilized.

Scribbling with Your Eyes, Reading with Your Hands: Early Literacy Supports for Children with Severe Disabilities [Repeated] Patsy Pierce Mountain Laurel A & B

Shared reading and writing activities are evidenced-based approaches that help pre-K children develop the foundations for literacy learning. In this session, participants will be introduced to alternative pencil use with pre-K children with significant disabilities. Three-dimensional shared reading supports will also be demonstrated. These two techniques help children with significant disabilities to participate in shared reading and writing experiences.

Using a Statewide Technical Assistance and Training System to Support Inclusion Susan Donovan Kim Galant

Magnolia Lounge

The Florida Technical Assistance and Training System (TATS) was initiated three years ago to develop a coordinated TA system to respond to district needs for technical support in providing services to prekindergarten children with disabilities and their families. One of the project priorities is to support districts in expanding opportunities for serving children with disabilities in settings with typically developing peers. This session will describe how TATS is helping to foster and support inclusion initiatives from a systems improvement and evidence-based practice perspective throughout the state.

Who Sees What As a Problem Anyway? Managing and Sustaining Change [Repeated] Kathy Whaley Redbud B

Organizations and programs frequently change polices and practices in response to identified issues, new laws and perceived problems. Organizational change requires systematic attention to strategies which support change management and focus on the personnel affected. Considerations for identifying, sustaining and evaluating programmatic change will be shared. Models for analyzing innovations and their perceived impact will provide points for discussion.

SpecialQuest Training Institute (Continued - Pre-Registration Only) Dogwood A & B


10

Thursday, August 2, 2007 8:30 AM - 9:00 AM Continental Breakfast and Exhibits Atrium

9:00 AM - 10:30 AM Concurrent Sessions

Embedded Instruction: Using DEC’s Recommended Practices in Inclusive Settings [Repeated] Sarah Mulligan Redbud A

This session will offer an opportunity for participants to learn more about the Division for Early Childhood’s nationally recognized Recommended Practices and learn how to put them to work in the day-to-day business of working with young children and families. We’ll focus on embedded instruction as a practical way to put Recommended Practices to use. Strengthen your practice by gathering great tips for using everyday routines and activities to teach specific skills to children with disabilities and other special needs. Materials are appropriate for birth through age five.

Managing the Behavior of Young Children with Autism in Inclusive Classrooms [Repeated] Brian Boyd Azalea A & B

In this presentation, participants will learn user-friendly functional assessment and behavioral intervention techniques for young children with autism who are served in inclusive early childhood settings. Participants will master assessment and intervention strategies that decrease challenging behaviors demonstrated by these young children to facilitate their academic and social success in these settings.

Project KITE: A Strategic Model to Support Inclusive Services [Repeated] Tenley Pettyjohn Katrina Weibel

Board Room

Based on early childhood practices, Project KITE has been an ongoing success in educating parents and professionals in the use of assistive technology to support and enhance the inclusion of students with disabilities in the classroom. This session will include an overview of the project’s train-the-trainer model as well as a discussion of specific resources and methodology utilized.

Scribbling with Your Eyes, Reading with Your Hands: Early Literacy Supports for Children with Severe Disabilities [Repeated] Patsy Pierce Mountain Laurel A & B

Shared reading and writing activities are evidenced-based approaches that help pre-K children develop the foundations for literacy learning. In this session, participants will be introduced to alternative pencil use with pre-K children with significant disabilities. Three-dimensional shared reading supports will also be demonstrated. These two techniques help children with significant disabilities to participate in shared reading and writing experiences.

11

The Crazy Quilt of Child Care: Understanding and Connecting to the Spectrum of Early Care and Education Settings Kathy Reschke Jessamine

Before entering kindergarten, the majority of young children with mild or unidentified disabilities, special needs and challenging behaviors are not primarily in publicly funded group settings where they may be most easily identified and served. In fact, young children spend their days in a variety of environments that range from care by grandma to a preschool program in a church basement to a licensed family child care home. In this session, information will be shared about key characteristics of the most commonly used types of early care and education, including information about families who choose them and the caregivers who work in them. Time will also be given for brainstorming with colleagues about how to use this information to develop effective strategies for reaching children in each type of environment and providing education and supports to their caregivers and parents.

Who Sees What As a Problem Anyway? Managing and Sustaining Change [Repeated] Kathy Whaley Redbud B

Organizations and programs frequently change polices and practices in response to identified issues, new laws and perceived problems. Organizational change requires systematic attention to strategies which support change management and focus on the personnel affected. Considerations for identifying, sustaining and evaluating programmatic change will be shared. Models for analyzing innovations and their perceived impact will provide points for discussion.


10:30 AM - 11:00 AM Break Atrium

11:00 AM - 12:30 PM Concurrent Sessions

Managing the Behavior of Young Children with Autism in Inclusive Classrooms [Repeated] Brian Boyd Azalea A & B

In this presentation, participants will learn user-friendly functional assessment and behavioral intervention techniques for young children with autism who are served in inclusive early childhood settings. Participants will master assessment and intervention strategies that decrease challenging behaviors demonstrated by these young children to facilitate their academic and social success in these settings.

Meeting the Needs of Infants and Toddlers in Child Care Kathy Reschke Redbud B

Children are best served when disabilities and delays are identified early and when the adults who care for them receive the information and supports that they need to provide the best care possible. But that can prove challenging when almost three-quarters of infants and toddlers of working mothers are being regularly cared for by someone other than a parent. In this session, we will 1) review trends and initiatives across states related to infants and toddlers in child care settings; 2) take a closer look at the types of infant and toddler caregiving settings; and 3) discuss the potential for, and challenges of, connecting to, partnering with, and supporting the various types of caregivers. Participants will have the opportunity to share and discuss strategies for meeting the needs of infants and toddlers with disabilities and developmental delays in a variety of child care settings.

Thursday, August 2, 2007

12

Promoting Learning in the Natural Environment: The Building Blocks Model [Repeated] Sam Odom Redbud A

An essential feature of a high quality inclusive preschool program for young children with disabilities is an individualized plan for promoting learning. The Building Blocks model is a hierarchical approach that is based on a developmentally appropriate learning environment, incorporates modifications to curriculum activities to promote engagement, embeds specific learning opportunities in routines and curriculum activities, and includes specific child focused teaching strategies. A description of this model, practical examples, and applications will be provided in this session.

RTI Goes to Pre-K: An Early Intervening System Called Recognition and Response (R&R) Virginia Buysse Margaret Gillis Jen Neitzel Tracey West

Board Room

This session explores a promising multi-tier model called Recognition and Response (R&R), which represents a translation of Response to Intervention (RTI) for use with three- to five-year-olds with learning difficulties in early childhood settings (e.g., Head Start, child care, preschool, pre-kindergarten). The session includes a description of the origins of R&R and the rationale for using a multi-tier model for early intervening. Participants will have an opportunity to consider methods of universal screening and progress monitoring as part of an integrated assessment plan and review instructional support strategies within a three-tier model.

Where We Have Been and Where We Are Going – Preschool LRE in Arkansas [Repeated] Sandra Reifeiss Mountain Laurel A and B

This presentation will provide an overview of the strategies that Arkansas has utilized in providing children with disabilities more opportunities to receive their special education services in settings with typically developing peers. The results, the activities, and how they have affected Arkansas’ response to Indicator 6, Percent of preschool children with IEP’s ages 3 through 5 on the Part B Annual Performance Report, will be discussed.


12:30 PM Closing Ceremony Atrium

2:00 PM - 5:00 PM SpecialQuest Training Institute (Continued) Dogwood A & B

Thursday, August 2, 2007

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