1 successful preschool inclusion: an lea’s perspective barbara hanft ma, otr, faota edward...
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Successful Preschool Inclusion: An LEA’s
Perspective
Barbara Hanft MA, OTR, FAOTA Edward Feinberg PhDSally Mastroberti MS
Institute on InclusionAugust 5, 2005
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*Federal/State Statistics*
US Dept. of Ed. 50% of all preschoolers with disabilities are
receiving services in inclusive settings. Maryland State Dept. of Ed’s LRE goal
less than 15% of students should receive services in separate special education settings;
however, many Maryland counties have high rates of segregated services.
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Status 2003: Anne Arundel Co.
39% of preschoolers receive special education services in segregated settings remainder receive speech as a single service at
their home elementary school.
2 of 567 students received services in a community-based preschool or childcare.
Service delivery model essentially unchanged since the late 1970s.
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Service system vs policy/research
IDEA All children should be educated in their natural or
LRE: Must raise expectations.
Higher standards equal higher performance.
All children should have access to regular curriculum.
Must support regular educators through quality staff development on relating to children with disabilities.
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Service system vs.
policy/research
Research
Children in inclusive settings perform better.
Children in inclusive settings behave better.
Children in inclusive settings demonstrate positive views about individuals with disabilities.
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Goal: Move from classroom to community-based system
Expand the continuum of special education services-
to increase the incidence of preschoolers with disabilities receiving special education and related services in inclusive early childhood settings.
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Results
September 2003
- Started with 5 students in inclusive settings
- 4 community-based settings involved
June 2005
- 88 students served in inclusive settings (+ 319%)
- 82 inclusive settings involved
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What can inclusive special education service look like?
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What can inclusive special education look like?Community Based Service Matrix
Individual Group Individual Group Small Large Resource Teacher Co-taught Lead ConsultationHome * School * Group Group Own session * Teacher
Family Philosophy
Schedule (wants/needs)
EnvironmentPhilosophy
Schedule
Peers
Space
Teacher's needs
Child Needs/Areas of weakness
Likes/dislikes
IEP requirements
*It must be in combination.
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Video Selections: Katelyn
Family wanted Katelyn included, no individual attention worked full-time, no time for home visits
Childcare 4 year old program, missing literature component teacher needed help in morning all students included
Katelyn Issues: Attention, fine motor, processing verbal info Setting where she had to ignore distractions Loved stories about animals
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Video Selections: Richard Family
Concern- Richard’s lack of participation in large groups
Preschool/Teachers Willing to learn, requested help for large group
instruction Class issues with social skills (hitting, not sharing etc.) Needed guidance on class management and redirection
Richard Participating in large group Answering questions with an audience Increase self-confidence for improved peer interaction Loved being teacher’s helper
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Professional development: Points to ponder
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From neurons to neighborhoods…..
The essential features of the environment that influence children’s development are their relationships with the important people in their lives – beginning with their parents and other family members, and extending outward to include child care providers, teachers, and coaches – within the places to which they are exposed – from playgrounds to libraries to schools to soccer leagues.”
National Scientific Council on the Developing Child, 2004, p. 4
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Key myths about consultation/coaching
Can double/triple caseloads
Therapists train others to do OT/PT/SP
Never work one-one with a child
One way to consult
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The big difference………
Expert vs.
expertise
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Principles of adult learning
Identify partner’s motivators What will influence my partner to collaborate with
me and refine knowledge/information?
Respect partner’s learning environment/style
Which physical and emotional factors will promote a positive learning environment?
Help partner integrate past and current experience
What is my partner’s knowledge/experience base?
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Principles of adult learning
Promote partner’s self-direction/active involvement Involvement vs engagement
Support partner’s reflective thinking Link to role and child outcomes
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1. Be aware of power in your relationships
Power (reward, coercive and legitimate) → lack of commitment
Referent power, via identification, builds rapport, shows respect and breaks down professional distance
Harris & Cancelli, 1991
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2. Deal with entry issues
Clarify partners expectations and past efforts
What do you want for your child? Settings to participate in….. Interactions to engage….
What works? What has not?
Maximize partner’s choices about how to consult with you
Harris & Cancelli, 1991
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3. Ensure investment in the consultation
Focus on partner’s roles/concerns, rather than yours
What’ s working for this child? What’s the most challenging part of the day
caring for him/her?
Encourage questions, provide explanations vs. give advice
Ask partner to evaluation your recommendations How will this work for you?
Harris & Cancelli, 1991
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Continuation
Observation
Action
Reflection
Initiation
Evaluation
Key components of Coaching (Hanft, Rush, & Shelden, 2004)
Resolution
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Process is interactive….
Observation
Action
Reflection
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Reflecting: Asking probing ?
1. Prompt Partner to recall or gather information
Tell me about… Tell me more…. What did you want to happen? What happened when …..? What did you do/say when……? What went well? Where does that most often occur? When did you first notice this?
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How professionals talk affects How professionals talk affects caregiver participationcaregiver participation
Indirect behavior: praise/encouragement, ask ?, accepting feelings/ideas
Encourages caregivers to initiate and structure interactions- BUT-
95% of praise was about child, not caregiver actions
96% of questions were close-ended
Direct behavior: giving info, directing, criticizing
Leads to professionals giving more info
Brady et al, 2004. Journal of Early Intervention#26(2), pp.146-159
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Observations are outcome related and include:
partner’s behavior Nonverbal communication, comments,
interaction and actions in response to events, others and the coach
Reactions of others to your partner Esp. acceptance of partner’s actions
Physical and social context of child and partner
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Visual learning
partner observes coach partner observes peers
partner watches video partner reads an article and/or looks at illustration
Auditory learning
partner summarizes feedback from coach partner narrates actions watching a video partner listens to audiotape partner talks to another partner
Kinesthetic learning
partner keeps journal of actions/reflections partner rehearses actions in mind
partner practices actions partner demonstrates actions to others
Actions……
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What makes inclusion work?
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Anne Arundel Co.’s GoalStarted Sept. 2003
To expand the continuum of special education services to increase the percentage of preschoolers with disabilities receiving special education and related services in inclusive early childhood settings.
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How?
School System Awareness
Educating and sharing goals. Collaboration with other professionals.
Parental Involvement
Educating parents about their options. Providing support in choosing positive
inclusive settings. -
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How?
Community Support
Developing positive relationships with nursery schools and child care centers; expanding perspective on appropriate settings for children with disabilities.
Offering staff development, coaching, adapted materials, co-taught classes, etc.
Involving outside resources. -
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Community Support *The biggest, most positive factor*
Starts with the family First contact is critical First visit to inclusive setting creates the
atmosphere/partnership/relationship Patience leads to cooperation and respect Positive recognition leads to teamwork Communication leads to trust and openness Commitment – modeling, co-teaching, training,
literature, materials Individualize to meet everyone’s needs