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Have you got attitude? Debra Mayer MA SpeciaLink: The National Centre for Child Care Inclusion December 6, 2010 Inclusion in the Early Years: Promising Practices Provincial Symposium Edmonton AB

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Debra Mayer MA SpeciaLink: The National Centre for Child Care Inclusion. Have you got attitude?. December 6, 2010 Inclusion in the Early Years: Promising Practices Provincial Symposium Edmonton AB. Who are we?. - PowerPoint PPT Presentation

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Page 1: Have you got attitude?

Have you got attitude?

Debra Mayer MA

SpeciaLink: The National Centre for Child Care Inclusion

December 6, 2010Inclusion in the Early Years:

Promising Practices Provincial Symposium

Edmonton AB

Page 2: Have you got attitude?

Who are we?

SpeciaLink's goal is to expand the quality and quantity of opportunities for inclusion in child care and other early years programs, recreation, education, and other community settings, to young children with special needs and their families. We are working for an inclusive Canada, beginning with the early years.

Page 3: Have you got attitude?

Adapted Handout for “Have you got Attitude”

Page 4: Have you got attitude?

Who are the children with special support needs?

•disabilities•delays •disorders •family situations: e.g. refugee status

physical

social

intellectual

communicative

emotional

behavioural

These children require some level of additional support to assure full participation in community based early learning programs.

Page 5: Have you got attitude?

Personal Experience with Persons with Disabilities

Do you know someone with a disability, (extended family member or friend)?

Have you ever actually discussed their disability with this person (or persons) at some point? How did that go for you?

Page 6: Have you got attitude?

Personal Experience with Persons with Disabilities

Many Canadians have some degree of exposure to persons with disabilities.

75% know someone with a disability (extended family member or friend).

> ½ claim to have actually discussed the disability with this person (or persons) at some point.

Page 7: Have you got attitude?

Personal Experience with Persons with Disabilities

3/10 are aware that a person with a disability is currently employed in their workplace.

NO evidence such contact exerts a significant impact on how Canadians without disabilities view persons with disabilities and the issues they face.

Page 8: Have you got attitude?

Perceptions About Barriers Facing Persons with Disabilities

Prejudice is the most significant barrier to inclusion facing persons with disabilities (49%)

Page 9: Have you got attitude?

Prejudice & Discrimination

Prejudice seen as the principal cause of discrimination against persons with disabilities

Canadians suggest

public awareness…..

increase public acceptance

Page 10: Have you got attitude?

Canadian Association for Community Living’s No Excuses Campaign

Page 11: Have you got attitude?

Discussions: Government legislation & policy

What government legislation, policies and/or programs that support persons with disabilities are you aware of?

(local, provincial, federal, international)

Page 12: Have you got attitude?

Government legislation & policy

Canadians know little about government legislation, policies and programs currently in place that support persons with disabilities

Only 2% name the Canadian Charter of Rights and Freedoms

1% Canadian Human Rights Act!

Page 13: Have you got attitude?

The Canadian Charter of Rights and Freedoms

Reflects the principles of liberty, equality, accommodation of a wide variety of beliefs, respect for cultural and group identity, and human dignity that define us as Canadians.

All individuals must be treated equally, regardless of their race, national or ethnic origin, colour,

religion, sex, age or mental or physical disability.

Page 14: Have you got attitude?

Canadian Human Rights Act

Amendments in 1998 to the Canadian Human Rights Act require employers and service providers to accommodate special needs short of undue hardship, including those of people with disabilities.

Page 15: Have you got attitude?

What is Inclusion?

According to the Government of Alberta’s Inclusive Child Care Program (Children and Youth Services):

• A child is a child first

• All children have a right to participate

• Their parents should have access to the same child care choices within their communities as all other parents;

• A quality child care program can meet the needs of all children regardless of ability.

Page 16: Have you got attitude?

What is Inclusion?

Alberta’s Setting the Direction framework • a way of thinking and acting that

demonstrates universal acceptance of, and belonging for, all students.

• a values-based approach to accepting responsibility for all students.

• equitable opportunity to be included

Page 17: Have you got attitude?

What is Inclusion?

Alberta’s Setting the Direction framework Strategic Direction #10

Develop and implement a model of support for young children who experience at-risk factors that enable programming and supportin the most natural pre-school environment along with a seamless transition into grade 1.

Page 18: Have you got attitude?

United Nations Convention on the Rights of the Child

The rights of children worldwide are now better understood and protected.

Article 23 addresses the human rights of children with a disability

promotes dignity and self-reliance

facilitates the active participation of children with disabilities in their communities.

Page 19: Have you got attitude?

Convention on the Rights of Persons with Disabilities

The Convention recognizes that a change of attitude in society is necessary if persons with disabilities are to achieve equal status.

Many Canadians believe full citizenship begins with children’s entitlement to inclusive early learning programs.

Page 20: Have you got attitude?

Have you got attitude ?

Research shows that

attitude is the most significant influence on the effectiveness of an inclusive program

and the quality of education and intervention provided.

Page 21: Have you got attitude?

Where do our attitudes come from?

Prevailing social messages

Our own childhood experiences

Current encounters, predicaments, feelings

Some are conscious

Some are not

Page 22: Have you got attitude?

People First Language

The words you use reflect your attitude and beliefs to the person with a disability and all people around you.

Speak of the person first, then the disability.

Say “child with a disability” rather than special needs child.

Page 23: Have you got attitude?

Language

Emphasize ability rather than disability (strength based model).

Choice and independence are key. Allow the child to choose for himself (as appropriate).

Do not patronize or condescend.

Page 24: Have you got attitude?

Discussion: Back in the day….

Why do you think they changed their names? How does language shape the way we think

about the value that people with disabilities hold in our society?

How are these ideas reflected in prejudice and stereotypes?

Does some of our language still exist that implies messages we do NOT wish to share?

Page 25: Have you got attitude?

Social Model of Disability

• Another way of thinking about this change • Barriers and exclusion experienced by

people with disabilities are the result of societal attitudes rather than being inherent within the person.

As our attitudes have changed, so too has the kind of language we use.

Page 26: Have you got attitude?

Attitude continuum

Awareness Understanding Attitude Shift Change

Rejecting

Accepting/ tolerating

Romanticizing

Celebrating

Used by permission of State (Ohio) Support Team, Region 7 (formerly North Central Ohio Special Education Region Resource Center)

Page 27: Have you got attitude?

A British study of early years inclusion and special needs

“providers who promote positive outcomes for children with special needs see inclusion as a process of identifying, understanding and breaking down barriers to participation and belonging”

requires recognition that they must often “change cultures, practices and above all attitudes”.

Government of Great Britain. Office of Standards in Education. 2005. Removing barriers: A can-do attitude www.ofsted.gov.uk/publications

Page 28: Have you got attitude?

A British study of early years inclusion and special needs

Common characteristics of the most effective providers

• know individual children well

• build respectful relationships

• work closely with parents

• have high expectations of children with special needs

• enable children to make choices, and where possible, plan their activities

Page 29: Have you got attitude?

Common characteristics of the most effective providers

Hold a positive can-do attitude to solving problems

Effective leadership that planned ahead and monitored and evaluated the effectiveness of the setting.

Page 30: Have you got attitude?

Common characteristics:

Promote benefits of an inclusive culture more job satisfaction for staff

better understanding of individual needs and how to meet them

a richer and more tolerant play and learning

environment that benefits all children

Page 31: Have you got attitude?

Overarching Values

www.specialinkcanada.org

Page 32: Have you got attitude?

Inclusion Principles

1. Zero Reject2. Naturally Occurring Proportions3. Same Days / Hours of Attendance Available to

All Children4. Full Participation5. Maximum feasible parent participation at

parent’s comfort level6. Leadership, Proactive Strategies and Advocacy

for High Quality Inclusive ECCE

Page 33: Have you got attitude?

Underlying Values in Inclusion Measurement Scales

Families need to acquire information about their child’s disability and become empowered as Advocates

Lions, and tigers, and bears! Oh, my!

Page 34: Have you got attitude?

Inclusion Principles

Full Participation

To score 7/7, all staff work as a team and

demonstrate a positive, celebratory attitude in their modifications and adaptations for children with special needs.

Page 35: Have you got attitude?

Inclusion Principles

1. Zero Reject

2. Naturally Occurring Proportions

3. Same Days / Hours of Attendance Available to All Children

4. Full Participation

5. Maximum feasible parent

6. Leadership, Proactive Strategies and Advocacy

How does your own early learning site reflect these principles? What implementation

challenges do you face?

Page 36: Have you got attitude?

Inclusion Practices

1. Physical Environment and SN

2. Equipment and Materials3. Director’s Role as an

Inclusion Leader4. Staff support within the

centre5. Provisions for staff

training6. Therapies, collaboration

1. IPPs2. Parents of Children with

Special Needs

3. Involvement of Typical Children

4. Board of Directors or similar units

5. Preparation for the transition to school

Page 37: Have you got attitude?

Underlying Values in Inclusion Measurement Scales

Effective opportunities for children with disabilities to make friends

Well-designed IPPs

Page 38: Have you got attitude?

An Individualized Program Plan CycleIP Planning Cycle

Observe

Plan

Implement Reflect & Evaluate

Adjust, adapt, change

Adapted from Crowther, 2006, Inclusion in Early Childhood

Settings, p.129

Page 39: Have you got attitude?

Pay particular attention to Practice #9

Involvement of typical children

To score a 7/7—excellent:• Children with special needs included in group

social play • Systematic use of techniques to promote social

inclusion• Cooperation • the barometer of whether inclusion is working

Page 40: Have you got attitude?

Inclusion Practices

1. IPPs

2. Involvement of Typical Children

How does your own early learning site reflect these practices? What implementation

challenges do you face?

Page 41: Have you got attitude?

Discussions

What has changed for children with special support needs who attend the early learning and care programs you work at?

What environmental changes have you seen made? What are the other changes you have seen made in

practice? How were your intended goals for children with

special needs met? Where are they now?

Page 42: Have you got attitude?

Discussions

What inclusion strategies have you used that have been particularly successful when working in an early learning environment with these or other groups of learners:English language learners, learners with special needs, gifted/talented learners, low achieving learners, male or female learning groups.

Describe one strategy, from your practice, you consider to be a promising inclusive, early learning practice, including the impact on the learning of the children and the evidence you used to determine the strategy was successful.

Page 43: Have you got attitude?

What makes it work?

A range of children are meaningfully included All staff feel equally comfortable in working with

children with special needs Best use of available funding and multi-disciplinary

consultants Parents are key partners

YOU act an advocate

Page 44: Have you got attitude?

What about the ECE?

PLANS and IMPLEMENTS individual programs and curriculum to meet the developmental needs of children

Government of Ontario Ministry of Training, Colleges and Universities

Early Childhood Education Program Standard

Page 45: Have you got attitude?

What about the ECE?

UTILIZES a variety of observation techniques to enhance work with children, families and co-workers

Page 46: Have you got attitude?

Better understanding of individual needs

Discovery Children’s Centre, Winnipeg

MB

Page 47: Have you got attitude?

What do we provide for children on a daily basis & how independently can all children involve themselves in what we offer?

What constitutes quality programming for those of us our program for children, & what are the implications for all families/children enrolled here?

Reflect on individual needs

Page 48: Have you got attitude?

Can all children participate in activities that assist them in making friends & feeling good about themselves?

How do all interactions in the centre look, feel, & sound? What is the tone of this centre?

Do we see the strengths of all children & do we see the child first & the needed support second?

Reflect on individual needs

Page 49: Have you got attitude?

When you are committed to working with all children….

Work to embed the child's individual objectives into the classroom activities & routines.

Identify, implement & evaluate appropriate opportunities & strategies for fading involvement & stepping back to let children interact without adults.

Build bridges between children with disabilities & typically developing peers.

Page 50: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

AcceptAcknowledgeAccommodateAdaptAdvocate

Page 51: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

Accept-Zero Reject Policy

-Naturally occurring proportions

What is your vision?

Page 52: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

Acknowledge

Think about what changes are needed to support your vision.

Page 53: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

AcknowledgeReflect on your respective biases and fears.

Make changes to reflect your commitment to include.

Page 54: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

AccommodateTime Staff roles on the inclusion teamBuild partnershipsPhysical modificationsTeaching aids

Page 55: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

AdaptObserve

Assess comfort level of ECEs

Are children thriving?

Is personhood acknowledged and appreciated?

Page 56: Have you got attitude?

Five A’s of Anti-Bias Virginia O’Connell, CCCF Interaction 1998

AdvocateECEs are central

Children are cherished & valued

Attitude that honours all children and celebrates each child’s abilities.

Anti bias approach

Page 57: Have you got attitude?

Who benefits by your own attitude change?

Everyone!•Children with special needs •Typical children •Parents •Staff•Society

The Preschool Centre, Fredericton, New Brunswick

Page 58: Have you got attitude?

Give yourselves an A+

Page 59: Have you got attitude?

Celebrate!

Page 60: Have you got attitude?

Quality inclusive early learning and care experiences help children prepare for the futureand to live “ordinary lives.”