extending your reach: a master class
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Extending Your Reach:
A Master Class
Camille CatlettFrank Porter Graham Child Development Institute
Resources, Tools, and Strategies for Supporting Each Child’s Full Participation and Inclusion in Early Education Settings
Shifting Paradigms
•be able to do
Know &
•Evidence-based practices
Evidence
Shifting Paradigms
• Developmentally appropriate practices
NAEYC standards
• DEC recommended practices
DEC standards
Parts of a whole
Individually
Appropriate
Developmentally Appropriate
Culturally Appropria
te
Basics - DAP
Basics – Recommended Practices
Use DEC Recommended Practices to . .
Promote discussion of intentional teaching practices
Guide observation
Promote reflection
Build rubrics
CONNECT Resource Library
SpecialQuest Multimedia Training Library
Fred Rogers Center Early Learning Environment
Curriculum Toolkit
Fred Rogers Center ELE
Fred Rogers Center ELE
National Center on Cultural and Linguistic Responsiveness
National Center on Quality Teaching and LearningNational Center for Quality Teaching a
nd Learning
15-Minute In-Services
Expansions
Thick and Thin Conversations
Asking Questions
Engaging Children in Conversations
The Head Start Child Development and Early Learning Framework
The Head Start Child Development and Early Learning Framework
CONNECTNPDCI
Landing Pads
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
CONNECTNPDCI
8 EBP Landing Pads Available
Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC
Definition
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.
Additional Resources
Defining Features Access
Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.
Universal Design (UD)/Universal Design for Learning (UDL) Assistive Technology (AT)
Evidence-Based Practices that Support ACCESS
EBP: Universal Design and Universal Design for Learning
UD and UDL mean the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).
Three key concepts
Three key concepts
Multiple Means of Representation
Various formats:
kinestheticVisualauditory
What can it look like?
UDL: Multiple Means of Engagement
Attention curiosity
MOTIVATION
Interests preferences
personal style
What can it look like?
UDL: Multiple Means of Expression
Typing/texting
What can it look like?
Children get to choose the method/form in which they express or demonstrate their understanding (that matches the teacher’s learning goal)
There ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways
There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product)
Read About It
See for Yourself
Find It Online
Meet Sophia
• 3 years old• Lives with parents , who arrived this fall from Colombia to take
faculty positions at a local university• Cognitive, motor, and social-emotional skills are age-
appropriate• Speaks and understands Spanish• Has a few English labels; rarely initiates or engages in social
conversation with her English-speaking classmates• Often seems very quiet or withdrawn• Loves: housekeeping area, listening to audiotape of Spanish songs her mother sent in
Supporting Sophia with UDL
How might you use• multiple means of representation (visual, auditory,
kinesthetic)
• multiple means of engagement (interests, preferences, curiosity, motivation)
• multiple means of expression (speaking, pointing, singing, drawing, gestures)
to support Sophia and children like her?
Defining Features Participation
Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.
Embedded Instruction and Other Naturalistic Interventions Scaffolding Strategies Tiered Models of Instruction/Intervention
Evidence-Based Practices (EBP) that
Support PARTICIPATION
Defining Features [Systemic] Supports
Supports – refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.
• Higher preschool performance and promotion to next grade
• More positive engagement with peers, adults, and learning
• Buffers negative impact of poverty on academic and behavioral outcomes
Engage Families Help Their Children to Succeed
Families can become lifelong partners or lifelong bystanders based on how you engage them in the process of supporting their child.
CONNECT
Landing Pads
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in
North Carolina
http://scriptnc.fpg.unc.edu/resource-search
CONNECT
SCRIPT-NC Landing Pads
National Center on Quality Teaching and Learning:
Disabilities
National Center on Quality Teaching and Learning:
Disabilities
Meet Drew
• 3 years old• Lives with parents and two brothers, one older and one
younger• Diagnosed with autism at 30 months• Cognitive skills are near age-appropriate• Significant delays in social and communication skills• Rarely initiates or engages in social conversation• Favorite toys: trains, Disney figurines, markers• Tendency to tantrum• Difficult time following directions• Reacts strongly when told “no”
Putting It All Together
Drew can find transitions to be very challenging. With a partner, use the Adaptation Notes to think about ways in which you can help him be successful during transitions.
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