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Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
New Perspectives on Early Childhood Special Education
Curriculum and Practices
Presented by:
Dillon HenrySEEDS Project, Core Consultant Orange County Department of
Education, Special Education Coordinator
______
SEACO MeetingSpecial Education Administrators of County Offices March 17, 2005 San Diego,
CA
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Purpose
To examine trends in Early Childhood Education (ECE) that are influencing Early Childhood Special Education (ECSE)
To analyze the influences of NCLB and IDEA 2004 on Early Childhood Special Education (Part B)
To identify compatible Standards and Accountability in ECE and ECSE
To explore guidelines for Best Practice
Trends in Early Childhood Education (ECE)
No Child Left BehindUniversal Preschool InitiativesSchool Readiness Initiatives
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Trends in Early Childhood Education (ECE)
No Child Left Behind All children “ready for school” -
preschool experience as prevention/early intervention for high risk populations (poverty, ethnicity, ELL)
“Evidence-based”/”Research-based” Best Practice
“Access to core curriculum”: pre-literacy & numeracy
Standards and accountability
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Trends in Early Childhood Education (ECE)
Universal Preschool Initiative* Preschool as tool for closing the achievement
gap for poor, minority, ELL Develop high-quality pre-K content standards Build a first-class professional learning system
for preschool teachers. Implement a results-based accountability
system. Create seamless transitions from pre-K to
kindergarten and first grade. Involve all stakeholders in the learning process.
* Ca. Dept. of Education: http://www.cde.ca.gov/eo/in/se/yr05preschoolwp.asp
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Trends in Early Childhood Education (ECE)
School Readiness Initiatives: 5 Essential and Coordinated Elements*
Early Care and Education Parenting and Family Support Services Health and Social Services School’s Readiness for Children/School Capacity Program Infrastructure, Administration and
Evaluation
* First 5 California: http://www.ccfc.ca.gov/SchoolReady.htm
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Trends in Early Childhood Education (ECE) *Influences on ECSE? * Don Bailey, Ph.D “What Can Universal Preschool Learn from
Special Education?”, Foundation for Child Development, May 2002.
Allows ECSE service delivery within the larger system of services
Fulfillment of LRE and FAPE provisions Continuum of placement options ECSE curriculum and service delivery with a focus
on school readiness goals ECSE partnerships with public and NPAs
Based on needs of child/family/community Culturally/linguistically responsive
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
IDEA and No Child Left Behind
The law requires that preschool age children with disabilities be educated in regular preschool programs to the maximum extent appropriate.
One of the primary purposes of special education is to enable children with disabilities to be educated to the same standards that we expect for all children.
The IEP is intended to address goals, objectives and services that will enable the child to be involved in and progress in the general curriculum.
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
IDEA and No Child Left Behind
Reauthorization of IDEA 2004 Preschool-Part B
Performance goals & indicators: Measurable annual progress including academic, developmental, and functional indicators
Participation in state and district-wide assessment programs including literacy and numeracy (or alternate assessments)
Permissive use of Part B $$ for “coordinated early intervening services” for K-3, alligned with NCLB
Permissive identification of Specific Learning Disability through diagnostic teaching (versus discrepancy model)
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
IDEA and No Child Left Behind
Reauthorization of IDEA 2004 Infants/Toddlers – Part C (Effective 7/1/05)
US Dept. of Education draft regulations pending “…program shall include an educational
component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills…” (Sec. 632(5)(B)(ii))
Outreach to homeless and wards of the state
Practices based on peer-reviewed research
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Compatible Standards and Accountability in ECE and ECSE Standards
CDE, Child Development Division (CDD) Prekindergarten Learning and Development
Guidelines (CDE Publication, 2000) Preschool Standards (due Spring 2005) Curriculum Frameworks (to be developed)
Accountability CDE, CDD & Special Education Division
Desired Results Developmental Profile SED -Desired Results-Access (due fall 2005)
IEP/IFSP goals: “Access to core curriculum”
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Compatible Standards and Accountability in ECE and ECSE
California Preschool Instructional Network (CPIN) Funding from CDE Child Development
and Special Education Divisions Administered by CCSESA Calif.County Superintendents Educational Services
Association Contract with Sacramento County Office of
Ed. 11 CCSESA Regions with designated regional
LEA Staff: Regional Lead & Special Education
Specialist
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Compatible Standards and Accountability in ECE and ECSE
Purpose of CPIN: Leadership/coordination with school
readiness programs Professional development on
instructional standards for preschool Focus for Years 1-2 Literacy, Years 3-4
Numeracy Training & support for LEA, private,
state/fed. funded preschool, Head Start, etc.
Guidelines for Best Practice
Compatibility of ECE and ECSE Considerations for children with moderate-severe disabilities Inclusive strategies Resources for program development and evaluation
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
ECE and ECSE share compatible foundations... Developmental theory and models
Developmentally appropriate practices Individually appropriate practices Child outcomes
Independence/self-help Cognitive/problem-solving Communication/language Social-emotional competence
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
Children with moderate-severe disabilities Appropriate goals/objectives
Developmental milestones in all domains Amelioration of disability impacts Active engagement: self-initiation and relationships
Adaptations Materials and activities Assistive technology
Modifications to activities Approximations Participation
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
Inclusive strategies for children with moderate-severe disabilities Peers: observation, imitation, interaction Play as a natural form of engagement Mediation by adults and peers Control of variables: environment,
stimuli, reinforcement Transdisciplinary teaming and planning
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
Resources: Division of Early Childhood,
Council for Exceptional Children“DEC Recommended Practices in Early Intervention/ECSE”
Program Assessment tool Video: Selected Strategies for Teaching…
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
DEC Recommended Practices in EI/ECSE
Recommended Practices: Assessment Child-Focused Interventions Family-Based Practices Interdisciplinary Models Technology Applications Policies, Practice, and Systems Change Personnel Preparation
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
Resources: National
Association for the Education of Young Children (NAEYC)Developmentally Appropriate Practice in Early Childhood Education
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Guidelines for Best Practice
Resources: Early Childhood
Environment Rating Scale, Revised Edition
Infant/Toddler Environment Rating Scale, Revised Edition
Dillon Henry, SEACO/SEEDS 3/17/05, rev. 3/31/05
Conclusion Trends
Public education is PreK-Grade 12+ ECSE practices within a broader system of early
care/education (public & private) COEs are in a leadership position
Promote range of ECSE program/service options Comprehensive plan for staff development Promote collaborations beyond the education
system Partnership with agencies outside LEA
Health, mental health, EC care and education network