Promoting Inclusive Practices: Using Resources from DEC in Teaching and Training 1

Promoting Inclusive Practices: Using Resources from DEC in Teaching and Training1

Camille Catlett Carla Peterson FPG Child Development Institute Iowa State University [email protected] [email protected]

I. What is the Division for Early Childhood of the Council for Exceptional Children (DEC)? http://www.dec-sped.org/

II. DEC Recommended Practices: New Resources for Advancing Developmentally Appropriate Practice  DEC Recommended Practices in Early Intervention/Early Childhood Special Education http://dec.membershipsoftware.org/files/DEC_RPs_%205-1-14.pdf

ACTIVITY: Which of these Recommended Practices for interaction did you see? Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue. Alexandria, VA: Head Start Information & Publication Center. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Domains%20of%20Child%20Development/Creative %20Arts/ACreativeAdvent.htm

Recommended Practice Observed? INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions. INT 2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, and/or other types of guided support. INT3. Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child’s verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests. INT4. Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child’s exploration, play, and social activity by joining in and expanding on the child’s focus, actions, or intent. INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.

 Resources to Support the Use of DEC’s Recommended Practices http://fpg.unc.edu/presentations/inclusion-institute-presentations

1 The handout and PowerPoints from this presentation are available at http://fpg.unc.edu/presentations/promoting- inclusive-practices-using-resources-dec-teaching-and-training

1  Activities/Assignments for Incorporating an Emphasis on DEC’s Recommended Practices o Introduction to Early Childhood Education http://scriptnc.fpg.unc.edu/resources/ideas-and- strategies-incorporating-dec-recommended-practices-introduction-early-childhood- o Child Development: Conception through Age 8 http://scriptnc.fpg.unc.edu/resources/ideas- and-strategies-incorporating-dec-recommended-practices-child-development-conception-

o Infants, Toddlers and Twos http://scriptnc.fpg.unc.edu/resources/ideas-and-strategies- incorporating-dec-recommended-practices-infants-toddlers-and-twos

o Child, Family and Community http://scriptnc.fpg.unc.edu/resources/child-family-and- community-ideas-and-strategies-incorporating-dec-recommended-practices

III. Happy Marriages: DEC/NAEYC Position Statements and Concept Papers  Early Childhood Curriculum, Assessment, and Program Evaluation o NAEYC Position Statement on Early Childhood Curriculum, Assessment, and Program Evaluation http://www.naeyc.org/positionstatements/cape

o DEC Companion Paper — Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation http://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf  Health, Safety and Nutrition o NAEYC Resources on Health, Fitness, Nutrition and Safety http://www.naeyc.org/tyc/links/healthandfitness o Promoting the Health, Safety and Well-Being of Young Children with Disabilities and Developmental Delays http://www.dec- sped.org/uploads/docs/about_dec/position_concept_papers/Promotion_Paper_Promoting %20Health_Final%2002%2013.pdf

 Frameworks for Response to Intervention in Early Childhood Education: Description and Implications (jointly prepared by NAEYC, DEC, and the National Head Start Association) http://www.naeyc.org/files/naeyc/RTI%20in%20Early%20Childhood.pdf  Early Childhood Inclusion - A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion o The Right Stuff: Resources to Support the Full Participation of Each Young Child http://fpg.unc.edu/presentations/inclusion-institute-presentations

ACTIVITY: Which defining features of inclusion did you see? CONNECT Video 1.12: Rolling with friends http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-12

Defining Feature What did you see? Each child has access to the learning

Each child is able to fully participate

Systemic supports for inclusion are evident

2 IV. Using DEC Publications as Professional Development Resources  Journal of Early Intervention  Young Exceptional Children o Journal Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (in press). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children. doi: 10.1177/1096250613512666 http://yec.sagepub.com/cgi/reprint/1096250613512666v1? ijkey=.Ux.XNNk8.Hdw&keytype=ref&siteid=spyec  Children’s book assignment and children’s book list available at http://fpg.unc.edu/presentations/promoting-inclusive-practices-using-resources-dec- professional-and-policy-developmen-0

o Monographs

 Common Professional Development Opportunities o Reading and Discussion . With 4 square discussion summary

o In-Class Discussions . Quiz . Reflection on practicum experience . Following directions, following up

ACTIVITY: For each ineffective instruction listed below, develop a more effective instruction.

Ineffective More effective You’re getting too loud

I didn’t call your name yet

Use your words

Do you want to be the last one to clean up again today? Quit poking him

Is that where you’re supposed to be now?

I think that some of you are having trouble remembering our rules https://www.youtube.com/watch?v=n2dLPFaehV0&feature=em-share_video_user

o Reflection Activity

3 o Practicum Assignment . Embedded assessment assignment ACTIVITY: Embedded assessment Week 1  16 4-year-olds are enrolled  Using TS Gold to document skill Skills  Follows directions of two or more steps that relate to familiar objects  Uses complete four- to six-word sentences  Sustains work on age-appropriate, interesting tasks: an ignore most distractions and interruptions  Writes partially accurate name  Uses and responds to positional words indicating location, direction, distance  Coordinates complex movements in play and games  Manipulates balls or similar objects with a full range of motion  Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end Activity

o Student Problem Solving in Practicum Placements

V. Other Great Stuff CARA’s Kits  Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore, MD: Brookes.  Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Los Angeles, CA: DEC. http://www.dec-sped.org Center on the Social and Emotional Foundations for Early Learning http://csefel.vanderbilt.edu/

CONNECT Modules http://community.fpg.unc.edu/connect-modules

Early Childhood Learning and Knowledge Center http://eclkc.ohs.acf.hhs.gov/hslc  National Center on Cultural and Linguistic Responsiveness http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic  National Center on Quality Teaching and Learning http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities

Technical Assistance Center on Social Emotional Development for Young Children http://www.challengingbehavior.org/  Backpack Connection Series http://challengingbehavior.fmhi.usf.edu/do/resources/backpack.html  Teaching Tools for Young Children with Challenging Behavior http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm

Results Matter Video Library http://www.cde.state.co.us/resultsmatter/RMVideoSeries_EarlyIntervention.htm#top

VI. Next Steps: What Will You Use? What Will You Do? 4