DOCUMENT RESUME ED 333 633 EC 300 386 AUTHOR Gaumer, Nancy; And Others TITLE Day Care for All Children: Integrating Children with Special Needs into Community Child Care Settings. A Resource and Consultation Manual. INSTITUTION Developmental Services Center, Champaign, IL. SPONS AGENCY Illinois State Dept. of Children and Family Services, Springfield. PUB DATE 90 NOTE 345p. PUB TYPE Guides - Mon-Classroom Use (055) EDRS PRICE MFOI Plus Postage. PC Not Available from EDRS. DESCRIPTORS Attitudes; Consultation Programs; *Day Care; *Day Care Centers; *Disabilities; Early Childhood Education; Family Programs; Handicap Identification; Inservice Education; *Mainstreaming; Placement; *Program Development; Program Implementation; Regular and Special Education Relationship; Social Integration; Staff Development; Workshops IDENTXFIERS *Illinois ABSTRACT This manual provides guidance on using the: consultation method to help meet the needs of families of children with disabilities in integrated community-based day care settings. The introductory section provides an overview, a Ptatement of philosophy, the history of the day care consultation program in Illinois, and instructions for using the manual. Covered in Section II, on procedures, are: the consultation model and process; communication skills; recruitirg caregivers for children with special needs; supporting child care providers; attitudes; placing children with special needs in groups; staff-parent conflicts; the regular vs. special education dilemma; multiple service providers; andstrategies for integration. Topics covered in Section III, on families of children with special needs, incllde the effects of having such a child, day care for children with special needs, day care andfamily support, choosing and using child care, and siblings of children with special needs. Section IV presents guidelines for developing five workshops on the following topics: (1) identifying children with special needs;(2) introduction to handicapping conditions; (3) communication skills;(4) behavior management; and (5) family involvement. Section V contains separate modules of materials concerned with high risk children and children with hearing, visual, motor, speech/language, cognitive, health, social, emotional,and behavioral needs. Handouts and supplementary materials are also provided. Two glossaries list special needs terms and Lbbreviations. (DB) *********************************************************************** * Reproductions suppiled by EDRS are the best that can be made * * from the original document. * *********************************************************************** Day Care for All Children Integrating Children with Special Needs into Community Child Care Settings a resource andconsultation manual developed by: Nancy Gaumer, project director Helen Shapira U.S. OEPANTMENT OF EDUCATION Beverly Lewman Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFOR1,4ATION Kay Erwin CENTER(ERIC) This documenthes been reproducedas received from Me person or organization originating it Lori Morrison fl Minor changeshave been made to improve reproduction quelity Jan Lang Points of view or opinions slated in this docir ment donot necessarily represent official Patti Harrod OERIposition or policy Dale Fink Nancy Yeagle Anita Urborg Becca Nowak Brenda Cox Roch Ducey, manual design C() "PERMISSION TO REPRODUCE THIS <C1 MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY BEST COPY AVAILABLE TO THE EDUCATIONALRESOURCES 2 INFORMATION CENTER (ERIC)." This manual was produced by Developmental Services Center, Champaign, Illinois, under the guidance of Vicki L. Stoecklin, Statewide Coordinator for Planning and Development, State of Illinois, Department of Children and Family Services. Funding for the project and statew.de training has been prov:ded by a grant from the State of Illinois, Department of Children and Family Services, Gordon Johnson, Director. This manual is dedicated to Joshua, John, Jolie, Elizai,eth, Laura, Matthew, Jeramey, Christopher, Emmy, and all the children who taught us how to walk, talk, and hear. Day Care for All Children Integrating Children with Special Needs into Community Child Care Settings a resource and consultation manual Preface Section IIntroduction Section II-Procedures Section III-Families of Children with Special Needs Section IV-Workshop Series Outlines Section V-Special Needs Modules Section VI-Glossaries Preface Day care providers are finding more and morecantly if parents work nontypical hours (nights, children with special needs in their programs.weekends, split shifts). The great majority of This trend is expected to continue as the totalchildren with working parents will need full time number of children with special needs increases.day care in the summer months. It is unreason- Numbers of children with special educational,able to think that early intervention and special physical, and social-emotional needs are relatededucation programs that do not consider a child's to two primary factorsthe problem of sub-day care experience/hours in programming are stance abuse and the fact that more and moremeeting the needs of the whole child and his children who previously would not have sur-family. Because of the re Aity of children's lives vived birth are now being saved due to the ad-today, we cannot separate education from day vances in neonatal intensive care in the last tencare. year.:. Not only are the numbers increasing, but the severity of the needs are increasing as well.The Illinois Department of Children and Family Maternal drug use and other conditions leadingServices requires that day care center providers to stays in intensive care nurseries can causecooperate in the child's educational program. impairments ranging from attention deficits toLicensing regulations require that centers:a) severe cerebral palsy. These impairments haveconsult with resource personnel and consider long-range consequences for the child.Childtheir recommendations in planning activities for care providers are in a unique position to helpthe child, b) develop a program plan for the child, identify the special needs a child may have. c) keep in close contact with parents, d) obtain school records on the child, e) receive in-service The child abuse and neglect problem is also ontraining that relates to the specific needs of the the rise. Not only do these children have physicalchildren served, and f) when a facility serves 8 or needs resulting from abuse, but they also havemore children with special needs, the staff di- some very special social and emotionai needs.rectly responsible for planning and coordinating Day care is often provided to families as a way totheir activit:es should have college courses in provide support in times of stress and crisis. It isnormal child development and working with important for providers to be aware of the needsexceptional children(See reprint from stan- of this population of children, and how they candards at the end of this section for a more com- best support the child and his family. plete listing of requirements.) Many workidg parents have children with spe-This manual provides guidance on using the cial needs. A great percentage of these childrenconsultation method to help meet the needs of are receiving daycare services outside the imme families of children in day care. This method is diate family. Children birth to three are usuallynot the only way to meet the needs of families and in day care for the biggest part of their wakingchildren, nor is it the best way for all children. It hours. Children three to five usually attend adoes, however, provide a framework for inter- special education program for only three of theagency or multiple service provider collabora- nine hours (including travel time) that parer :stion that is easily adapted to a variety of settings usually work. The remaining six hours (twoarid ages of children. thirds of their time) are spent in day care. Chil- dren over five may need day care for three or more hours per day during the school year.The number of hours in day care can increase signifi- LICENSING STANDARDS FOR DAY CARE CENTERS Section 407.26 Children with SpecialNeeds a. A centerreceiving children with special needsshall comply with standards for all day care centersexcept when inconsistent with special requirements prescribedin this Section. b. There must be writtenevidence on file that resourcepersonnel with appropriate expertise have beenconsulted and their recommendations considered in planning programactivities for children identified as havingspecial needs. c. Recommendations madeby the resource personnel anddesigned into a program plan by the resource teamfor the child witn special needs shall be implemented. The resource team shall consist of the director, direct child carestaff, and registered, licensed, and/or certified resource personnelsuch as physicians, psychologists, social workers, speechtherapists, physical and occupational therapists, educators,and other technical and professional personnel, asindicated by the child's special needs. d. All program recommendationsfrom resource persons related to a child's special needs shall beevaluated and reviewed at least twice a year. e. Parents shall befully informed and in agreement withall procedures undertaken in relation to thechild's needs. f. When a facility agrees to accept achild with special needs who attends school, school recordsshall be obtained by the facility, and communicationwith school personnel and parents regarding