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September, 2004September, 2004 11
Mainstreaming at Mainstreaming at the Preschool Levelthe Preschool Level
Including Special Needs Including Special Needs Children in Your Children in Your Typical Typical
PreschoolPreschool
Christine Gillan-Byrne
Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. E-mail responses and/or questions to: christine@puconline.org
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Constructivist Theory of Constructivist Theory of LearningLearning
We learn by constructing our own understandings based We learn by constructing our own understandings based upon our experiences.upon our experiences.
We are not born as "blank slates" on which to write endless We are not born as "blank slates" on which to write endless information. information.
What we learn is affected by what we already know....What we learn is affected by what we already know....
Our experiences are unique, and therefore our Our experiences are unique, and therefore our understandings are unique. understandings are unique.
To learn, we apply what we already know to To learn, we apply what we already know to a new situation.a new situation.
The Summer 2004 issue of The Summer 2004 issue of Interaction, Interaction, the journal of thethe journal of the Canadian Child Care Federation Canadian Child Care Federation, features a series of articles on , features a series of articles on "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning...learning...
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Make a list of individuals whom Make a list of individuals whom you personally know who have a you personally know who have a
special need. List the special need special need. List the special need as well.as well.
For instance:For instance:
Father – hearing impairedFather – hearing impairedSchuyler – Spina bifidaSchuyler – Spina bifidaJohn – Asperger’s John – Asperger’s
SyndromeSyndrome
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Types of Special NeedsTypes of Special Needs
MentalMental RetardationRetardation Learning DisabilitiesLearning Disabilities Exceptional AbilitiesExceptional Abilities
SocialSocial A-socialA-social Anti-socialAnti-social Behavioral Behavioral
EmotionalEmotional NeedinessNeediness DisturbancesDisturbances
PhysicalPhysical OrthopedicOrthopedic HealthHealth Speech/LanguageSpeech/Language AuditoryAuditory VisualVisual
SpiritualSpiritual
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Special and Typical Special and Typical NeedsNeeds
Each child is uniqueEach child is unique Each child develops and matures at a Each child develops and matures at a
different ratedifferent rate Typical developmental milestones or Typical developmental milestones or
characteristics help determine characteristics help determine “special need”“special need”
Approximately 20% of all children can Approximately 20% of all children can be considered to have a “special be considered to have a “special need”need”
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Inclusion RationaleInclusion Rationale
State and Federal Laws (search web)State and Federal Laws (search web) IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17
Better role modelsBetter role models Realistic expectationsRealistic expectations Perception = RealityPerception = Reality Develops positive attitudes = Develops positive attitudes =
empathyempathy
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The Teacher’s RoleThe Teacher’s Role Be professionally knowledgeable about Be professionally knowledgeable about
child development child development Be observantBe observant DocumentDocument Build a respectful and professional rapport Build a respectful and professional rapport
with parents and familieswith parents and families Be familiar with and willing to use Be familiar with and willing to use
community resources for appropriate community resources for appropriate referralreferral
Learn all you can!Learn all you can!
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Reality CheckReality Check
Children with special needs need special Children with special needs need special services. services.
Such services may consist of extra planning, Such services may consist of extra planning, additional training or consultation.additional training or consultation.
It is often possible to provide the It is often possible to provide the necessary special services within the necessary special services within the regular setting.regular setting.
The need for additional resources provides The need for additional resources provides opportunities for collaboration and problem-solving.opportunities for collaboration and problem-solving.
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Refer to your list of individuals Refer to your list of individuals with special needs…with special needs…
Briefly describe Briefly describe your feelings your feelings toward the toward the individuals on your individuals on your list.list.
Briefly describe the Briefly describe the impact they have impact they have had on you.had on you.
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FeelingsFeelings
Avoidance or ignoringAvoidance or ignoringDiscomfortDiscomfortFearfulness Fearfulness
Sadness or pitySadness or pityVulnerabilityVulnerability
DenialDenialResentmentResentment
GuiltGuiltAngerAnger
UnpreparednessUnpreparedness
AcceptanceAcceptancePermissionPermission
Realistic expectationsRealistic expectationsAppreciationAppreciation
Belief in PotentialBelief in Potential
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All Children have potentialand
all children are capable of learning.
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Preparing
for the
Special Needs Child
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ScenarioScenario
This is Andrew’s first day at your This is Andrew’s first day at your center.center.
It time for outdoor play.It time for outdoor play. Andrew cannot walk.Andrew cannot walk.
What would you do?
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AcceptanceAcceptance
PermissionPermission
Realistic Realistic expectationsexpectations
Appreciation Appreciation
Belief in PotentialBelief in Potential
What are some typical developmental milestones
in children?
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The ChildThe Child
Meet the child and parentsMeet the child and parents Encourage family & child to visit centerEncourage family & child to visit center Get acquainted with the individualsGet acquainted with the individuals Collect background informationCollect background information Learn about the specific disability/needLearn about the specific disability/need Remember that abilities differRemember that abilities differ
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Reality CheckReality Check
Not every challenged child can be Not every challenged child can be successfully mainstreamed into a successfully mainstreamed into a
“typical” classroom.“typical” classroom.
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The ClassroomThe Classroom
DevelopmentallDevelopmentally Appropriatey Appropriate
Age AppropriatenessAge Appropriatenessphysical developmentphysical developmentemotional developmentemotional developmentsocial developmentsocial developmentcognitive developmentcognitive development
Individual AppropriatenessIndividual Appropriatenesspattern and timing of pattern and timing of growthgrowthpersonalitypersonalitylearning stylelearning stylecoping skillscoping skillsfamily backgroundfamily background
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Making Inclusion Making Inclusion SuccessfulSuccessful
Purposefully plan lessonsPurposefully plan lessons Compare child’s performance with pastCompare child’s performance with past Know the present level of abilityKnow the present level of ability Identify the next realistic level of abilityIdentify the next realistic level of ability Observe behavior and progressObserve behavior and progress Supervise effectivelySupervise effectively Put regular activities firstPut regular activities first Encourage independenceEncourage independence
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Successful Successful MainstreamingMainstreaming
Physical InclusionPhysical Inclusion• presencepresence
Social IntegrationSocial Integration• interactioninteraction
Children with special needs will often learn more from other children than from adults.
Children with typical needs will also learn from children with special needs.
Activities designed especially for the child with special needs should include other children whenever possible.
Be balanced in your efforts.
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Children of Typical Children of Typical DevelopmentDevelopment
Need:Need:
To observe supportive, To observe supportive, accepting adultsaccepting adults
To have established rulesTo have established rules To have factual informationTo have factual information To have questions answeredTo have questions answered To have guided perceptions To have guided perceptions
(books, toys, pictures, props, misc. objects)(books, toys, pictures, props, misc. objects)
To have practice in praisingTo have practice in praising To have opportunities to To have opportunities to
exploreexplore To pair with peersTo pair with peers To have interpretation To have interpretation
providedprovided
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Working with ParentsWorking with Parents
Children’s first teachersChildren’s first teachers Compassion for challengesCompassion for challenges Communication and supportCommunication and support Collaboratively-set realistic expectationsCollaboratively-set realistic expectations
Routine enrollment processRoutine enrollment process Education and reassuranceEducation and reassurance
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Working with Other Working with Other AgenciesAgencies
Document and communicateDocument and communicate Be involvedBe involved Cooperate and collaborateCooperate and collaborate Avoid competitiveness Avoid competitiveness
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Specific StrategiesSpecific Strategies
Predictability & Predictability & consistency consistency
OrganizationOrganization Familiar objects and Familiar objects and
imagesimages Collaborative Collaborative
games/activities games/activities Clearly defined play/work Clearly defined play/work
areas areas Duplicate materialsDuplicate materials Soothing and relaxing Soothing and relaxing
materials materials Expectations for Expectations for
independence independence Search for volunteersSearch for volunteers
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The Project ApproachThe Project ApproachHelping Teachers Include All ChildrenHelping Teachers Include All Children
Include more children with special needs in their Include more children with special needs in their curriculum planningcurriculum planning
Learn how to plan for groups of mixed ability or Learn how to plan for groups of mixed ability or mixed- age childrenmixed- age children
Learn new strategies for understanding and Learn new strategies for understanding and documenting learning in nonverbal childrendocumenting learning in nonverbal children
Learn that children with special needs are more Learn that children with special needs are more capable than first imaginedcapable than first imagined
Learn to use more open-ended and child-centered Learn to use more open-ended and child-centered activities with a wide variety of materialsactivities with a wide variety of materials
Increase appreciation for the diversity that Increase appreciation for the diversity that children and families bring to programschildren and families bring to programs
Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).
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Inclusion Plan Scenarios Inclusion Plan Scenarios p. 156p. 156
Physical Physical adaptationsadaptations
Program Program adaptationsadaptations
Is this inclusion plan appropriate for this child and teacher?
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And You?And You?
What have you done lately to make What have you done lately to make your classroom more your classroom more developmentally appropriate?developmentally appropriate?
What have you done lately, or in the What have you done lately, or in the past, to make your room more past, to make your room more individualized?individualized?
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Thank you for your attendance and participation
Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. E-mail responses and/or questions to: christine@puconline.org
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ResourcesResources Chandler, Phyllis. (1993). Chandler, Phyllis. (1993). A Place for Me.A Place for Me. Early Early
Childhood Training Center, 6949 S. 110th St., Childhood Training Center, 6949 S. 110th St., Omaha, NE 68128-5722; Ph: 402-597-4820 or 1-800-Omaha, NE 68128-5722; Ph: 402-597-4820 or 1-800-89-CHILD89-CHILD
Mary Donegan, Seong Bock Hong, Mary Trepanier-Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005). "Exploring How Street, & Caryn Finkelstein. (2005). "Exploring How Project Work Enhances Student Teachers’ Project Work Enhances Student Teachers’ Understanding of Children with Special Needs." Understanding of Children with Special Needs." Journal of Early Childhood Teacher Education,Journal of Early Childhood Teacher Education, 2626, , (1). pp.37-46 (1). pp.37-46
IDEA 2004 News, Information and ResourcesIDEA 2004 News, Information and ResourcesNews, information and resources on the News, information and resources on the Individuals Individuals with Disabilities Education Improvement Act of 2004with Disabilities Education Improvement Act of 2004 ((IDEAIDEA), the nation's law that works to improve ), the nation's law that works to improve results for infants, toddlers, children and youth with results for infants, toddlers, children and youth with disabilities: disabilities: http://www.ed.gov/policy/speced/guid/idea/idea2004.htmlhttp://www.ed.gov/policy/speced/guid/idea/idea2004.html
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Resources, cont.Resources, cont. http://www.canchild.ca/http://www.canchild.ca/ http://www.earlychildhoodconnections.org/http://www.earlychildhoodconnections.org/ http://www.christinaburkaba.com/ELvsNNP.htmhttp://www.christinaburkaba.com/ELvsNNP.htm http://www.reedmartin.com/federallaws.htm http://www.reedmartin.com/federallaws.htm http://www.reedmartin.com/http://www.reedmartin.com/
specialeducationstatutes.htm specialeducationstatutes.htm http://www.mcps.k12.md.us/curriculum/pep/http://www.mcps.k12.md.us/curriculum/pep/
teach.htm teach.htm http://www.nichcy.org/pubs/outprint/nd15txt.htm http://www.nichcy.org/pubs/outprint/nd15txt.htm http://www.nichcy.org/index.html http://www.nichcy.org/index.html http://www.nichcy.org/resources/curriculum1.asp http://www.nichcy.org/resources/curriculum1.asp http://www.mcps.k12.md.us/curriculum/pep/pz.html http://www.mcps.k12.md.us/curriculum/pep/pz.html http://school.discovery.com/schrockguide/http://school.discovery.com/schrockguide/
edspec.html edspec.html
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EvaluationEvaluation
1.1. I came to this training because…I came to this training because…
2.2. I learned this new information…I learned this new information…
3.3. The most helpful part was…The most helpful part was…
4.4. This training could be improved if…This training could be improved if…
5.5. As I leave today, I will…As I leave today, I will…
6.6. In the future, please…In the future, please…