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The Early Childhood Inclusion Model: a Program for All Children. INSTITUTION Association for Childhood Education International, Olney, MD

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The Early Childhood Inclusion Model: a Program for All Children. INSTITUTION Association for Childhood Education International, Olney, MD DOCUMENT RESUME ED 438 054 PS 028 253 AUTHOR Winter, Suzanne M. TITLE The Early Childhood Inclusion Model: A Program for All Children. INSTITUTION Association for Childhood Education International, Olney, MD. ISBN ISBN-0-87173-148-7 PUB DATE 1999-00-00 NOTE 247p. AVAILABLE FROM Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832. Tel: 800-423-3563 (Toll Free); Web site: http://www.udel.edu/bateman/acei. PUB TYPE Guides Non-Classroom (055) Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Classroom Environment; Cooperation; Curriculum; *Disabilities; *Diversity (Student); *Early Childhood Education; Educational History; Educational Policy; *Inclusive Schools; Mainstreaming; Models; Preschool Curriculum; Program Descriptions; Staff Development; Student Evaluation; Teacher Role; Teaching Methods; Young Children ABSTRACT Noting that the provision of early childhood education (ECE) services to linguistically and culturally diverse groups of children representing a wide range of abilities and income levels requires the scrutiny of current systems and practices, this book proposes a new paradigm of early childhood education, the Early Childhood Inclusion (ECI) Model, that promotes the design of programs that are inclusive of all children. Chapter 1 of the book summarizes background information on inclusion, outlines the historical context for the model, and offers a rationale for adopting a comprehensive definition of inclusion in ECE. Chapter 2 describes the characteristics, goals, theoretical foundations, and major components of the ECI Model. Chapter 3 describes the socio-organizational contexts that teachers using the ECI strive to implement. Chapter 4 emphasizes the creation of personalized learning environments that afford teachers the flexibility to match their teaching strategies to individual learning styles and abilities. Chapter 5 includes discussions on accommodating each child through an assessment-driven instructional planning cycle and by using alternative assessment. Chapter 6 details instructional strategies, focusing on the teacher as a mediator of children's learning environments. Chapter 7 concludes the book by proposing future directions for policy development, personnel preparation, and research to advance and solidify the inclusion movement in ECE. Each chapter contains references. (KB) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as \ received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. a programfor Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. all children PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY R W TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 'Suzanne M. Winter The University of Texas at San Antonio 711fi 2 MST COPYAVM LE THE FARLY CHIL INCLUSION MODEL a programfor all children M./Winter --,, .,/ /. 7The ----/thnversity of Texas at San Antonio Association for Childhood Education International 17904 Georgia Ave., Ste. 215, Olney, MD 20832 800-423-3563www.udel.edu/bateman/acei 3 ANNE W. BAUER, Editor BRUCE HERZIG, Editor DEBORAH JORDAN KRAVITZ, Production and Design COPYRIGHT © 1999, ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL 17904 GEORGIA AVENUE, SUITE 215, OLNEY, MD 20832 LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Winter, Suzanne. The early childhood inclusion model : a program for all children / Suzanne M. Winter. p. cm. Includes bibliographical references. ISBN 0-87173-148-7 (paperback) 1. Inclusive education--United States. 2. Early childhood education--United States. 3. Handicapped children--Education (Early childhood)--United States.I. Title. LC1201.W561999 371.9'0472--dc21 99-12815 CIP TABLEOFCONTENTS Preface 5 PART IPRESENTATION OF THE MODEL CHAPTER 1Historical and Social Perspectives 13 New Challenges for Early Childhood Professionals Arriving at a Comprehensive Definition for Inclusion School Reform and Restructuring Advocacy for Inclusion The Challenge for Early Childhood Education Conclusion CHAPTER2Description of the ECI Model 43 The Rationale Ten Major Characteristics The Goals of the ECI Model Theoretical Foundation Curriculum and Approaches Family and Community Administration and Personnel The Learning Environment Assessment and Evaluation Key Contrasts PART IIIMPLEMENTATION OF THE MODEL CHAPTER3The Socio organizational. Climate 85 Creating a Positive Atmosphere for Learning Supporting Children's Social and Emotional Development Early Identification and Intervention Conclusion CHAPTER4Designing Learning Environments 127 The Role of the Environment Concerns and Challenges Goals Preparing Teachers for Their Role Setting the Stage for Learning and Inclusion Applying Research in Inclusive Learning Environments Conclusion CHAPTER5Curriculum & Instruction 163 Aiming for Individual Accommodation The Rationale for Accommodating Learners Challenges and Barriers to Accommodation Effective Planning Methods Assess To Inform Instruction Differentiated Learning Experiences and Teaching Strategies The Teacher's Role in Accommodating Children Conclusion CHAPTER6Teaching Strategies & Accommodations 203 A Repertoire of Instructional Strategies Naturalistic Strategies Socio-Contextual Strategies Explicit Strategies Technology-Based Strategies Communication-Based Strategies Differential Effects of Strategies Validating Inclusive Practices Conclusion PART IIIFUTURE DIRECTIONS CHAPTER7The Future of Inclusion and the ECI Model 237 Policy Development Personnel Preparation and Staff Development Research Conclusion Closing Thoughts -3- 5 PREFACE, Ms. Harrison's Kindergarten Over the last 10 years, Ms. Harrison has noticed an increased diver- sity among her students. The socioeconomic levels of the children's families span from poverty to middle class. These families are both linguistically and culturally diverse. This year, two children in her kindergarten class are African American, more than half are His- panic, and two boys are Japanese. Four different languages are used: English, Spanish, Japanese, and American Sign Language. Reynauldo, who recently immigrated from Mexico, speaks Spanish at home. Ikufumi and Takia understand only Japanese.Three youngsters who are deaf or hard of hearing are acquiring manual sign language as their primary mode of communication. Dina, who has cerebral palsy and cannot walk without assistance, also is included in this classroom. She either crawls on the floor or uses her walker to get from place to place. For mobility outside the classroom, Dina uses a wheelchair. A full-time aide is assigned to assist Dina. A sign language inter- preter is present in the classroom at all times to facilitate communi- cation with the children who are deaf or hard of hearing. Ms. Harrison co-teaches with a special education teacher who specializes in deaf education.In addition to Ms. Harrison and the special eduation teacher, two English as a Second Language (ESL) teachers, a speech therapist, and a physical therapist are in the classroom part time. This team of professionals plans together regularly to coordinate their efforts. A specialist certified to teach children who are gifted and talented is also a member of the planning team.This teacher ensures that Daniel, Amy, and Martina have resource materials and can participate in learning experiences that provide a level of chal- lenge matched to their abilities. Ms. Harrison finds teaching today to be more complex and chal- lenging than when she first started her teaching career. She is glad the school administrators are responsive to her requests for additional resources and offer relevant staff development opportunities. Purposes Today, typical early childhood settings in the United States serve linguistically and culturally diverse groups of young children who represent a wide range of abilities, income levels, and other characteristics. Demographic data reveal that this diversity is increasing, and the trend toward including children with disabilities in community -5- 6 early childhood settings is also burgeoning. Other nations are experiencing similar demographic changes that result in greater diversity and social problems (Stedman, 1997). Considering these new trends and changes, scrutiny of current systems and practices used in the care and education of young children is warranted. Many questions must be addressed, such as: In what ways must theory and practice in early childhood education change to better serve all children today? Which program quality indicators hold true when groups of children are increas- ingly diverse? Which strategies and practices are likely to be most effective for enhancing the learning of young children in diverse groups? How can teachers include all children when the span of abilities represented is wide? How must the role of early childhood caregivers and teachers serving diverse groups change to meet the individual needs of these children and their families? To arrive at valid answers to these and other questions, early childhood profes- sionals need an accumulated base of empirical research. While a number of prac- tices for promoting the inclusion of all young children appear promising, they must be validated in a variety of early childhood
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