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

Crosswalks Toolbox http://fpg.unc.edu/~crosswalks

Early Childhood Learning and Knowledge Center

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

http://nichcy.org/

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.

http://www.fpg.unc.edu/~scpp/nat_allies/na_resources.cfm

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 LearningTeaching Tolerance

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.