early childhood inclusion at the frank porter graham child care program:

Early Childhood Inclusion at the Frank Porter Graham Child Care Program:

A Collaborative and Routines-Based Approach

Presenters: Ruth Miller, M.Ed., Special Services Coordinator, FPG Child Care ProgramKathy Davis, M.A., CCC-SLP, FPG Child Care Program

The Frank Porter Graham Child Care Program in Chapel Hill, NC

Provides quality childcare to children birth to 5 years of age, including children with special needs

Supports the research and educational missions of the Frank Porter Graham Child Development Institute and the University of North

Carolina at Chapel Hill Enrollment typically approximately 80 children; 25-30% of children

enrolled have identified disability Special services staff works closely with classroom teachers NC Five Star License; NAEYC Accreditation; Developmental Day

Certification

A Collaborative Model of Inclusion

Major Components:

• Routine-Based Assessment• Team Goal Planning Process• Integrated Therapy• Embedded Intervention

This model has been developed by and is used by researchers, specialists and teachers at the Frank Porter Graham Child Care Program

Routines Based Assessment• Family Interview• Classroom Teacher Interview

Routines-Based Assessment• Interview conducted with family

targets home routines and activities:• Waking up• Meals• Going out in the community• Playtime• Bedtime• Self-care (dressing, toileting, bathing,

toothbrushing…)• Etc.

Routines-Based Assessment• Interview conducted with teacher

targets classroom routines and activities:• Meals• Free play• Structured play activities• Outdoor play• Transitions• Self-care (dressing, toileting, washing

hands)• Circle time

The Interview

Using the Results…

• To determine whether there is a need for further assessment (observation, evaluation of specific skills, environmental assessment, etc.)

• Priorities that emerge from Routines-Based Assessment become targeted outcomes or goal areas

Sample Priorities

IEP/IFSP Development Process

• Family Directed

•Team Approach

• Outcomes based on Priorities emerging from Routines Based Assessment

• Functional Outcomes

The Goal Planning MeetingPre-IEP and IFSP Development

Purpose: To develop a mutually agreed upon

plan for serving young children with special needs

To bring together the people involved in a child’s life

To meet federal, state and local guidelines for young children with special needs

IEP and IFSP Development

Process: Review and discuss family and

classroom priorities and outcomesDiscuss and select goals based on

prioritiesPrioritize goals Suggest teaching strategies

IEP and IFSP Development

Writing Functional Goals

Writing Functional Goals

Writing Functional GoalsA goal is functional when it is: Specific enough so everyone knows

what is being worked on? General enough so the child has options

for how he or she performs the skill Worded in a way most ordinary people

would understand Respectful of diverse cultures and

backgrounds One in which all are invested

Writing Functional Goals

Functional goals:reflect concerns of familyare “jargon free”address skills/behaviors

immediately useful in children’s everyday routines

are integrated into daily routinesare evaluated with a logical

criterion

“Functional” Defined

Synonyms:UsefulPracticalHandy

Functional Goals & Objectives

All Goals should focus on• Engagement: Goal directedness,

attention, participation• Independence: Functioning in the

environment on one’s own without support

• Social Competence: Interacting with both peers and adults in interactions that are reciprocated, rewarding and positive

Engagement

Goal Directedness, Attention, Participation

Independence

Functioning in the environment on one’s own without support

Social CompetenceInteracting with both peers and adults

in interactions that are reciprocated, rewarding and positive

Integrated Therapy

Intervention strategies are integrated into the daily routines and activities of the child, and when the therapist interacts with the child, it is typically within the context of those daily activities and routines.

Integrated Therapy

More than just “in the classroom”Let’s look at….

• Location• Presence of Peers• Adult versus Child Initiations• Context• Focus of Interventions• Role of specialist

Integrated Therapy

Service delivery models, from most to least segregated:

• One-on-one pull-out• Small-group pull-out• One-on-one in classroom• Group activity• Individualized within routines• Consultation models

Integrated Therapy

• Use of this model requires: On-going collaboration between

teachers and therapists Flexibility of scheduling Change in focus of the specialist

Integrated services can look very different depending on the needs of the child and the discipline of the specialist.

Integrated TherapyBenefits of Most Integrated Models• Specialists assess functioning in daily

routines• Children are learning skills related to

daily routines and activities• Specialists and teachers can more

easily problem solve as needs arise and determine whether current strategies are working

Integrated TherapyMore Benefits…• Peer models are readily available• Teachers learn intervention strategies by

observation of and instruction by specialists• Children’s social relationships are fostered

Integrated Therapy

Video Examples

Team Planning Process

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Team Planning Process

Therapist/teacher meetings biweekly

Making sure we are explicitly targeting priority goals/outcomes

Strategy/goal forms at team meetings

Using goal/activity matrices Collaborative consultation methods

Team Planning ProcessTeam meeting and record forms:

STRATEGY DEVELOPMENT AND PROGRESS

REPORT

CLASSROOM RECORD

FORM

Team Planning Process

Embedded Intervention

Embedded intervention refers to the process of collaboratively planning and implementing intervention strategies that occur within daily activities and routines.

Embedded Intervention

The classroom teacher and/or parent becomes the primary provider of the intervention strategies.

Intervention Strategies

Structuring physical space

Structuring social space Vary child roles Using child preferences

(follow child’s lead) Positive reinforcement Priming Add/enhance cues Reduce or increase

required response Prompting and Time

delay

Object and Visual Cues Picture and Object

Schedules Child Choice Systems Social Stories Adaptive Equipment and

Assistive Technology Peer-Mediated

Interventions Incidental Teaching Musical Interventions Increase

frequency/number of opportunities for practice

Structuring Physical & Social Space

Visual Supports

Use of Adaptive Equipment and Assistive Technologies

Peer Play Interventions

Incidental Teaching

Embedded Intervention

Effective embedding of strategies requires

• Ongoing collaborative consultation between teachers and specialists

• Material support (making picture systems, adapting existing classroom materials)

• Good variety of classroom and playground activities

Additional Planning Forms

GOAL/ ACTIVITY MATRIX

LESSON PLAN

ADAPTED LESSON

PLAN

Embedded Intervention at FPG

Taking the Model Home…

o Questions?o Discussion?

Contact Us

Kathy Davis, FPG Child Care Program105 Smith Level Road, CB #8180Chapel Hill, NC 27599-8180Phone: 919-966-5188Email: davis@mail.fpg.unc.edu

Ruth Miller, FPG Child Care Program105 Smith Level Road, CB #8180Chapel Hill, NC 27599-8180Phone: 919-966-5095Email: miller@mail.fpg.unc.edu