Successful Inclusion and Family Engagement in Early Intervention
Developmentally Appropriate Practice
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
What is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and development
What is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family
What is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation
Pennsylvania Infant, Toddler, and PreKindergarten Standards for Early Childhoodhttp://www.education.pa.gov/Early%20Learning/Early%20Learning%20Standards/Pages/Infant-Toddler-Pre-K-Learning-Standards.aspx#.VhvwlyuK92A
Pennsylvania Infant, Toddler, and PreKindergarten Standards for Early Childhoodhttp://www.education.pa.gov/Early%20Learning/Early%20Learning%20Standards/Pages/Infant-Toddler-Pre-K-Learning-Standards.aspx#.VhvwlyuK92A
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Camille Catlett [email protected]
This handout is available to download athttp://fpg.unc.edu/presentations/successful-inclusion
Which of these domains were bring supported?
Domain ExampleApproaches to LearningLanguage and LiteracyMathematical and Scientific ThinkingSocial Studies (connecting to community)Creative Thinking and ExpressionHealth, Wellness and Physical DevelopmentSocial and Emotional DevelopmentPartnerships with Families
Culturally and Contextually Appropriate Practices
Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF
What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families http://www.naeyc.org/files/tyc/file/WhatECENeedToKnow.pdf
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Evidence-Based Practices for Supporting Children who are Culturally, Racially, Ethnically, and Socio-Economically Diverse Assess and update your own practices
Engage families. First seek to understand, then to be understood.
Reflect each child in your environments, materials, and interactions
Focus on the potential of each child
Maintain high expectations and support each child in achieving them
ResourcesDiversity and Equity Resources http://fpg.unc.edu/presentations/ccrr2017
Exploring Culture and Emotions http://www.earlyedualliance.org/featured-video/Real-to-Reel-Exploring-Culture-and-Emotions.mp4
It’s Hard to Be What You Can’t See http://www.huffingtonpost.com/marian-wright-edelman/its-hard-to-be-what-you-c_b_8022776.html
Featured Film: Three beautiful human minutes https://www.youtube.com/watch?v=BBgSxUeHU80
Linguistically Appropriate Practices
Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
Stages of Second Language Acquisition Stage One: Use of First LanguageThe young dual language learner tries to communicate in his/her first language (the language from home) and does not yet realize the other person speaks a different language.
Stage Two: Quiet PeriodThe young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.
Stage Three: Telegraphic and Formulaic SpeechThe young dual language learner begins to speak the new language with a single word or short familiar words or phrases.
Stage Four: Productive SpeechThe young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.
Evidence-Based Practices for Supporting Dual Language Learners Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.
Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum
Provide opportunities for families and community members to share stories and information in their home language
Support children’s continued development of the home language and facilitate English language learning
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Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices
Remember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports.
ResourcesResources to Support the Full Participation of Young Children who are Dual Language Learners (DLLs) and their Families http://fpg.unc.edu/presentations/vermont-resource-collections
Colorín Colorado! http://www.colorincolorado.org/
The Importance of Home Language series http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html
Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Languagehttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/planned-language-approach/support-dlls.html
Supporting Children with Disabilities who are also Dual Language Learnershttps://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/curricula/disabilities-dialogue.html
The Young Dual Language Learner: 20 Short Videos https://www.youtube.com/channel/UCKQ5FgGVIFpdt36_sv9FL-Q
Featured Film: What kind of Asian are you? https://www.youtube.com/watch?v=AvSDV1ppuh8
Individually Appropriate Practices Definitions and Defining Features of InclusionEarly Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
Early 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.
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.htmlInclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.
Inclusion ResourcesThe Evidence for Inclusion https://divisionearlychildhood.egnyte.com/dl/Km4JarKddN
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Fact Sheet of Research on Preschool Inclusion http://www.pyramidplus.org/sites/default/files/images/Inclusion%20Fact%20Sheet%202014.pdf
Research Synthesis Points on Early Childhood Inclusionhttp://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf
Research Sythesis Points on Quality Inclusive Practices http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf
What to Look for in a High-Quality, Literacy-Rich, Inclusive Pre-Kindergarten and Kindergarten Learning Environmenthttp://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/What%20to%20Look%20for%20in%20a%20Quality%20Literacy-Rich%20Preschool%20Learning%20Environment.pdf
What to Look for in a High-Quality Inclusive Pre-Kindergarten and Kindergarten Pro-Social Learning Environmenthttp://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/What%20to%20Look%20for%20in%20a%20High-Quality%20Inclusive%20Preschool%20Pro-Social%20Learning%20Environment.pdf
Supporting Inclusion: Evidence-Based Practices Universal Design for Learning
Designing for Each Child https://divisionearlychildhood.egnyte.com/dl/GfzuXuDX12
Handout 15: Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/handout15.html
Integrating Principles of Universal Design into the Early Childhood Curriculum http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation https://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf
Take a Look: Visual Supports for Learning http://www.naeyc.org/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf
Universal Design Means Toys for Everyone http://letsplay.buffalo.edu/UD/ud_edplay.pdf
Assistive TechnologyAdapt and Accommodate http://connectability.ca/2014/06/14/adapt-and-accomodate/
Center for Early Literacy Learning Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php
CONNECT Module 5: Assistive TechnologyExamples of Assistive Technology Equipment http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-2.pdf
Examples of Assistive Technology Adaptations http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-3.pdf
Emerging Literacy through Assistive Technology http://webzoom.freewebs.com/sallydoxie/VOL.35NO.2NOVDEC2002_TEC_Article%206.pdf
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EZ AT https://www.yumpu.com/en/document/view/30717393/ez-at-pacer-center
Toy Adapting Ideas http://www.letsplay.buffalo.edu/toys/toy%20adapting%20ideas-%20VT.pdf
Embedded LearningCONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1
Embedded Instruction: Doing What Comes Naturally http://dec.membershipsoftware.org/files/REVISED%20EI%20Handout%20Packet.pdf
Embedded Instruction for Early Learning http://www.embeddedinstruction.net/
Embedded Learning Opportunities http://depts.washington.edu/hscenter/elo
Families Speak Out: Views on Embedded Interventions http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-5.pdf
Peer SupportsExamples of Peer Support http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-2.pdf
Peer Support https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/individualized/iss/peer-support.html
Using Classroom Activities and Routines as Opportunities to Support Peer Interaction http://csefel.vanderbilt.edu/resources/wwb/wwb5.html
DEC Recommended PracticesRecognizing and Performing the DEC Recommended Practices http://ectacenter.org/decrp/
Featured Films: When the Best of Us Steps Up https://www.youtube.com/watch?v=pFuwUiHo-WI Students with learning disabilities give their teachers advice https://www.youtube.com/watch?
v=kYS3TzhSm4Y
Partnerships for Learning/Family Engagement
Four Evidence-Based Commitments that Support Family Engagement
1. Clarify your values and terms, together Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)? Do you have guiding principles to underscore your shared commitment to families in all aspects of your work? Have they been developed collaboratively with families?
Family Engagement: From the Early Years to the Early Gradeshttp://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdf
2. Communicate, communicate, communicate Is communication with family members shaping the quality of your work? Are family members helping you to intentionally and effectively support practices that connect home cultures and
languages to their learning?
CONNECT Module 3: Communication for Collaboration 6
http://community.fpg.unc.edu/connect-modules/learners/module-3
National Center on Parent, Family, and Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center
3. Acknowledge and respect diversity Do you welcome all families and all family structures, sizes, and arrangements? Are you building the capacity of diverse families to support the capability and success of their children?
Family Engagement Resources http://fpg.unc.edu/presentations/vermont-resource-collections
4. Use relevant, evidence-based curricula and instructional approaches Have you identified specific competencies related to evidence-based practices for supporting each young child,
including those who are culturally, linguistically, and ability diverse, and their families? Do you have explicit requirements for early childhood professionals in developing their capacity to support each
young child and their family?
Pennsylvania Standards: Partnerships for Learning – Families, Early Care and Education Programs, and Communitieshttps://www.pakeys.org/uploadedContent/Docs/Career%20Development/2014%20Pennsylvania%20Learning%20Standards%20for%20Early%20Childhood%20Infants%20Toddlers.pdf
Recommended Practice: Family Practices http://ectacenter.org/decrp/topic-family.asp Family Centered Practices Checklist http://ectacenter.org/~pdfs/decrp/FAM-1_Fam-Ctrd_Practices.pdf Family Capacity-Building Checklist http://ectacenter.org/~pdfs/decrp/FAM-4_Fam_Capacity-Building.pdf
CONNECT Module 4: Family-Professional Partnershipshttp://community.fpg.unc.edu/connect-modules/learners/module-4
Putting It All Together: Checklist of Effective Partnerships with Families (page 8)
Featured Films: Hello/Goodbye https://vimeo.com/98050303
My Beautiful Woman https://www.youtube.com/watch?v=bjwTTWcqfQY
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Checklist of Effective Partnerships with Families
What Should You See?Did You See It?
YES NOEnhanced Communication Asking families open-ended questions about the people, places, and activities that are important to
them Listening to families’ perspectives without sharing your own opinions first Learning about how families prefer to communicate (e.g., phone, email, in person) Using an interpreter to support interactions with family members who speak another language Learning and using key words and phrases in the languages of the children Seeking families’ input on topics when there are differences that need to be openly addressed Being persistent about communicating with each family, even when they have not been responsive
thus far Demonstrating how disagreements or differences of opinion do not interfere with your commitment
to the family and child
High Expectations Asking families what they see as their child’s strengths Focusing on the child’s strengths and not just the child’s needs Asking families about goals for their child Involving families in all decisions about their child Celebrating with families as children meet new milestones
Respect Asking families what is important to know about their culture, language(s), celebrations, and
customs and showing genuine interest Listening to families with particular attention to insights and information about cultural and
linguistic preferences and priorities Asking how you should address members of the family Asking families how they have been involved in their child’s program in the past and how they
would like to be involved in the future Reflecting the cultures and languages of families in each classroom or program
Commitment Holding meetings at times and places suited to the families’ needs and availability whenever
possible Reflecting the cultures, language(s), celebrations, customs and values of the families in
environments, interactions, and curriculum Discussing ways to find options that are responsive to families’ cultural values Developing and using a process for regularly soliciting and implementing input from families to
inform program decisions
Created by Camille Catlett. Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents http://teachatb.org/partneringwithparents/; Language Castle http://www.languagecastle.com/2014/09/fast-5-gamechangers-really-get-parents-dlls-engage/; NCLR Core Qualities for Successful Early Childhood Education Programs
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