Hosted by Northampton Community College

Supported by SCRIPP (Supporting Change and Reform in Inclusive Personnel Preparation) U.S. Department of Education Grant H325N110013

Extending Your ReachA Master Class for Faculty and Leaders on Resources, Tools, and Strategies for

Supporting Young Children Who Are Culturally,

Linguistically, and Ability Diverse and Their Families

A Professional Development Series

Camille CatlettFrank Porter Graham Child Development Institute

camille.catlett@unc.edu

Wednesday, February 6, 2013 7:00 – 8:30 PM

Inclusion: It’s Everyone’s Job

Who am I?

• Scientist at the Frank Porter Graham Child Development Institute

• Creator of Natural Resources and BabyTalk

• Currently working with colleges in seven states to increase the emphasis on children who are culturally, linguistically, and ability diverse and their families

Camille Catlett

Please be generous

Sharing your examples and experiences, as experienced professional development providers, will benefit us all.

Agenda for Today’s Session

What do we know about inclusion?

How do we define inclusion?What does quality inclusion

look like?Tools you can use

Quiz Time: What do you know?

True or false?

High quality inclusive programs adhere to a single national standard.

Inclusion: What We KnowInclusion takes many different forms.

True or false?

Families of young children with disabilities can find inclusive programs if they look hard enough.

Inclusion: What We KnowUniversal

access to quality inclusion is far from a reality

True or false?

Inclusion can benefit children with and without disabilities, particularly in the area of social development.

Inclusion: What We Know

Inclusion can benefit children with AND without disabilities, particularly in social competence with peers

True or false?

A variety of factors (policies, resources, beliefs) influence the implementation of inclusion.

Inclusion: What We KnowA variety of

factors such as policies, resources, and beliefs influence the acceptance and implementation of inclusion.

True or false?

Partners with specialized knowledge and skill are not an important component of quality inclusive programs.

Inclusion: What We KnowSpecialized instruction is an important component of inclusion and afactor affecting child outcomes.

True or false?

Collaboration among family members, teachers, and specialists is a cornerstone of inclusion.

Inclusion: What We Know

Collaboration among parents, teachers, and specialists is a cornerstone of high quality inclusion.

True or false?

The quality of early childhood programs is negatively impacted when they include children with disabilities.

Inclusion: What We Know

The quality of early childhood programs that enroll young children with disabilities is as good as, or slightly better, thanthe quality of programs that do not enroll these children.

Inclusion: What We Know

A high quality early childhood program is not necessarily thesame thing as a high quality inclusive early childhoodprogram.

True or false?

Most teachers feel comfortable and confident about including young children with disabilities.

Inclusion: What We Know

Some evidence suggests that early childhood professionals may not be adequately preparedto serve young children with disabilities enrolled in inclusive programs.

True or false?

There is no national definition of inclusion.

Hooray!

Research Synthesis Points

Think about it… What questions do you

have about the evidence related to the inclusion of young children with disabilities in early childhood settings?

Camille Catlett

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

DefinitionEarly childhood inclusion embodies the values,

policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Juicy words

Which do you think are the most important words in the definition?

Access

Participation

Participation

Participation

Supports

http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Think about it… What questions do you

have about the definition of inclusion or the joint position statement on inclusion?

Camille Catlett

Think about the Joint Position Statement on Inclusion as you watch the next video clip. It will be helpful to have your copy of the Joint Position Statement open to the definition (page 2) as you watch.

Camille Catlett

Rolling with Friendshttp://community.fpg.unc.edu/connect-modules/resources/videos/video-1-12

• Did the children have access to the learning?

• Were all the children able to fully participate?

• What supports made this scenario possible?

• If Jake received traditional pull out therapy, what would he miss? What would his classmates miss?

Camille Catlett

Too often we think of inclusion as only happening in a program setting. Think about the Joint Position Statement on Inclusion as you watch the next video clip which looks at inclusion in a home context. It will be helpful to have your copy of the Joint Position Statement open to the definition (page 2) as you watch.

Camille Catlett

Just Being Kids (Nolan’s Story)http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm#top

• At the beginning of the segment, Nolan was able to access bath time, unhappily. At the end of the segment, Nolan is able, happily, to fully participate in bath time. What happened to make that possible?

• What were the family’s top priorities? How did the therapist incorporate them so Nolan could be included more effectivelyl?

Camille Catlett

Camille CatlettFrank Porter Graham Child Development Institute

camille.catlett@unc.edu

Wednesday, February 6, 2013 7:00 – 8:30 PM

Tools You Can Use

How could you use the definition and position statement to . . . Create high

expectations for every child to reach his or her full potential?

Develop a program philosophy on inclusion?

Revise a parent handbook or manual?

Identify topics for future professional development?

How could you use this quiz in your work?

Who would you share this article with?

How could you use these resources in your work?

How could you use this list to promote discussion?

Parting thoughts

Please complete the reflection assignment by February 11 and return to Jacqui Carr Gouveia

Parting thoughts

Please complete the evaluation by February 11 and return to Jacqui Carr Gouveia

Parting thoughts

Shane’s Inspirationhttp://www.youtube.com/watch?v=44E5ezgbzHg