Mainstreaming at the Preschool Level Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne and Robin Aaron September, 2004 1 Constructivist Theory of Learning We learn by constructing our own understandings based upon our experiences. We are not born as "blank slates" on which to write endless information. What we learn is affected by what we already know.... Our experiences are unique, and therefore our understandings are unique. To learn, we apply what we already know to a new situation. The Summer 2004 issue of Interaction, the journal of the Canadian Child Care Federation, features a series of articles on "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning... September, 2004 3 Make a list of individuals who you personally know that have a special need. List special need as well. For instance: Father – hearing impaired Schuyler – Spina bifida John – Asperger’s Syndrome September, 2004 4 Types of Special Needs Mental Retardation Learning Disabilities Exceptional Abilities Social Emotional A-social Anti-social Behavioral Physical Spiritual September, 2004 Neediness Disturbances Orthopedic Health Speech/Language Auditory Visual 5 Special and Typical Needs Each child is unique Each child develops and matures at a different rate Typical developmental milestones or characteristics help determine “special need” Approximately 20% of all children can be considered to have a “special need” September, 2004 6 Inclusion Rationale State and Federal Laws (search web) IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17 Better role models Realistic expectations Perception = Reality Develops positive attitudes = empathy September, 2004 7 The Teacher’s Role Be professionally knowledgeable about child development Be observant Document Build a respectful and professional rapport with parents and families Be familiar with and willing to use community resources for appropriate referral Learn all you can! September, 2004 8 Reality Check Children with special needs need special services. Such services may consist of extra planning, additional training or consultation. It is often possible to provide the necessary special services within the regular setting. The need for additional resources provides opportunities for collaboration and problem-solving. September, 2004 9 Refer to your list of individuals with special needs… Briefly describe your feelings toward the individuals on your list. Briefly describe the impact they have had on you. September, 2004 10 Feelings Avoid or ignore Uncomfortable Afraid Sadness or pity Vulnerability Denial Resentment Guilt Anger Unprepared September, 2004 Acceptance Permission Realistic expectations Appreciation Belief in Potential 11 All Children have potential and all children are capable of learning. September, 2004 12 Preparing for the Special Needs Child September, 2004 13 Scenario This is Andrew’s first day at your center. It time for outdoor play. Andrew cannot walk. What would you do? September, 2004 14 Acceptance Permission Realistic expectations Appreciation Belief in Potential September, 2004 What are some typical developmental milestones in children? 15 The Child Meet the child and parents Encourage family & child to visit center Get acquainted with the individuals Collect background information Learn about the specific disability/need Remember that abilities differ September, 2004 16 Reality Check Not every challenged child can be successfully mainstreamed into a “typical” classroom. September, 2004 17 The Classroom Developmentally Appropriate Age Appropriateness physical development emotional development social development cognitive development Individual Appropriateness pattern and timing of growth personality learning style coping skills family background September, 2004 18 Making Inclusion Successful Purposefully plan lessons Compare child’s performance with past Know the present level of ability Identify the next realistic level of ability Observe behavior and progress Supervise effectively Regular activities first Encourage independence September, 2004 19 Successful Mainstreaming Physical Inclusion • presence Social Integration • interaction Children with special needs will often learn more from other children than from adults. Children with typical needs will also learn from children with special needs. Activities designed especially for the child with special needs should include other children whenever possible. Be balanced in your efforts. September, 2004 20 Children of Typical Development Need: To observe supportive, accepting adults Have established rules Factual information Questions answered Guided perceptions (books, toys, pictures, props, misc. objects) Practice praising Opportunities to explore Pair peers Provide interpretation September, 2004 21 Working with Parents First teachers Compassion for challenges Communicate and support Collaboratively set realistic expectations Routine enrollment process Educate and reassure September, 2004 22 Working with Other Agencies Document and communicate Be involved Cooperate and collaborate Avoid competitiveness September, 2004 23 Specific Strategies Predictability & consistency Organization Familiar objects and images Collaborative games/activities Clearly defined play/work areas Duplicate materials Soothing and relaxing materials Expectations for independence Search for volunteers September, 2004 24 The Project Approach Helping Teachers Include All Children Include more children with special needs in their curriculum planning Learn how to plan for groups of mixed ability or mixed age children Learn new strategies for understanding and documenting learning in nonverbal children Learn that children with special needs are more capable than first imagined Learn to use more open-ended and child-centered activities with a wide variety of materials Increase appreciation for the diversity that children and families bring to programs September, 2004 Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005). 25 Inclusion Plan Scenarios Physical adaptations p. 156 Program adaptations Is this inclusion plan appropriate for this child and teacher? September, 2004 26 And You? What have you done lately to make your classroom more developmentally appropriate? What have you done lately, or in the past, to make your room more individualized? September, 2004 27 Thank you for our attendance and participation September, 2004 28 Evaluation 1. 2. 3. 4. 5. 6. I came to this training because… I learned this new information… The most helpful part was… This training could be improved if… As I leave today, I will… In the future, please… September, 2004 29