Promoting Inclusive
Practices: Part 2
SST Region 11 - Columbus, OH
November 20, 2009
William McInerney
Laurie Dinnebeil
University of Toledo / Judith Herb
College of Education
Agenda
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9-10:30—Follow up to 10-30-09 questions
10:30-10:45—Break
10:45-11:30—Embedding Instruction
11:30-12:30—Lunch
12:30-2:00 —Embedded Instruction (cont.)
2:00-2:15—Break
2:15-3:00—Embedded Instruction (cont.) Determining Intensity of Instruction
3:00-3:30—Tour of Website Resources
Questions from 10-30 Discussions
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How do teachers and administrators in different agencies work
together to promote inclusion and collaboration so children
receive consistent services?
How do we identify community-based partners or early childhood
programs that are willing (and excited) to include children with
disabilities?
How do we build a model of effective and efficient collaboration
that works to support children’s success?
What are the roles and responsibilities of teachers and
administrators involved in collaborative processes?
How do we promote inclusive practices for related services?
Criteria for Inclusion
Steps towards inclusion…
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Finding good partners
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Eager to work with young
children who have
special needs
Programs reflect best
practices
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Step Up to Quality
NAEYC Accreditation
Are responsive to
families’ needs
Finding Good Partners
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Eagerness to work with
young children who
have special needs…
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Have history of inclusion
Are welcoming of all
children
Interested in partnering
with others
Welcome new
opportunities
Are “includers”
Where to find partners…
Region 9 CCR&R
OHSA
Finding good partners
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Commitment to quality Indicators
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Step Up to Quality Rating
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NAEYC Accreditation
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Step Up To Quality is Ohio's voluntary quality rating system for
ODJFS-licensed child care programs. Step Up To Quality
recognizes early care and education programs that exceed
quality benchmarks over and above Ohio's licensing
standards. Supports and awards are available to assist
programs in achieving and maintaining a Star Rating.
Search for Programs
SUTQ Grove City
Collaboration
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How do we build a model of effective and
efficient collaboration that works to support
children’s success?
Roles and Responsibilities
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Understanding the roles
and responsibilities of
all individuals involved
in an inclusive program
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General education
teacher: Lead &
Assistant
Itinerant ECSE teacher
ECSE classroom teacher
Administrators
Related service providers
Parents
Who Does What in
Collaborative Relationship?
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Who does what in a Consultative Model?
Responsibility/
Task
Providing
Instruction or
Intervention
Curriculum
Planning
Monitoring of
Progress of
Child
Other?
Itinerant
Teacher /
H.S. Disability
Coord.
ECE Partner
Teachers
Administrators LEA/H.S./ECE
Program
Related
Services
Professionals
(SLP, OT, PT)
Parents
Roles of Consultant
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Observer/‘ Reflector’
•
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Fact Finder
•
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‘teaches’ partner specific SPED strategies
Expert
•
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offers alternatives and participates in decisions
Trainer/Educator
•
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gathers child ‘data’ and intervention support
Problem Solving Partner
•
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raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Consultation Objectives and Outcomes
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Assist partner in acquiring a new skill
•
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Introduce new resource
•
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Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
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Use of microswitch to activate spin art
Modify environment
•
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Use of PECS system
Adapt materials
•
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Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
Outcomes of Consultation
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Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
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Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
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Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
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Changes in child’s environment
•
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The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
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Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the Effectiveness
of the Consultation Process
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Time Demands (e.g. caseload, travel, planning time)
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Administrative Support
•
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Letters of Introduction
‘Contract’
Partner’s Expectations for ‘Consultation’
•
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Create released time (volunteer relief, university students, subs)
Schedule meetings
Establish consultation logs / information exchange (e.g. listserv)
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Characteristics of Effective Consultants
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10. Good Communicator
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9. Understands the System
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8. Trustworthy
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7. Confident
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6. Effective in Establishing Rapport
Characteristics of Effective Consultants
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5. Approachable
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4. Knowledgeable
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3. Demonstrates Respect for Others
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2. Maintains Confidentiality
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1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Functional IEP/IFSP Objectives?
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Top 10 ... Least Heard Phrases
By Colleen F. Tomko
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10. I hate to brag, but my kid can grasp and maintain grasp during activities.
9. I love my husband because he can comb his hair.
8. Its really nice the way you cross your mid-line plane.
7. My mother is a wonderful person, she can count change.
6. You're a great friend, you can really isolate your index finger.
5. If I couldn't vacuum, why life wouldn't be worth much.
4. My sister is really cool, she can take pennies out of theraputty.
3. Every time I hear this song, it reminds of when I first reciprocal stepped up stairs.
2. Man, if only "I" could tolerate a vestibular board like she does.
1. From the moment I first saw his pincher grasp, I knew we were going to have a
good meeting.
Surfin’ the Web
Head Start Center on Inclusion
http://depts.washington.edu/hscenter/
 Special Quest
http://www.specialquest.org/
 National Early Childhood Center on
Transition
http://www.hdi.uky.edu/NECTC/Home.aspx
 CONNECT
http://community.fpg.unc.edu/connect
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Surfin’ continued
OCALI & Autism Internet Modules
http://www.ocali.org/
 Autism Speaks
http://www.autismspeaks.org/
 Circle of Inclusion
http://www.circleofinclusion.org/
 TACTICS
http://tactics.fsu.edu/
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Embedding Instruction
Opportunities for Young
Children with Special Needs
EMBEDDED INTERVENTION
Weaving Teaching and
Intervention into Routine
Activities
Recipe for Embedding Instruction for
Children with Special Needs
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Functional learning goals and objectives
Opportunities for children to learn and
practice functional skills or behaviors
across the curriculum and across daily
activities
Developmentally appropriate routines
and activities
Material taken from Project Open House,
Drs Dinnebeil and McInerney
A Routines-Based Approach
What’s the best way to address
children’s learning goals and
objectives?
Most experts in early childhood and early
childhood special education will agree
that a “routines-based approach” works
best (Bricker, Pretti-Frontzcak, & McComas, 1998;
Sandall & Schwartz, 2002).
Material taken from Project Open House,
Drs Dinnebeil and McInerney
What are Routines?
Activities that are predictable (may occur
at the same time of the day or in same
sequence every day)
Examples of Routines
Family / Home
Wake up
Eat meals
Church on Sunday
Laundry on Mon. & Weds
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Classroom
Snack
Outside Play
Circle Time
Centers
A “Routines-Based” or “Activity-Based”
Model for Intervention:
Embedded Instruction
- Focuses on a child’s daily routines or
activities like snack, playtime, circle time,
dramatic play as a context for learning and
OPPORTUNITY for EMBEDDING
- Teachers give children opportunities to
practice targeted IEP or IFSP goals or
activities during these daily routines or
activities instead of creating special
instructional time.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Daily Routines and Activities Provide Opportunities for
Learning for Young Children
Play time!
Blocks, dramatic
play, outside play,
manipulatives, art
materials
Reading!
Reading alone or
being read to
individually or in
groups
Singing songs!
Participating in
group songs or
fingerplays
Eating!
Breakfast, snack,
lunch or dinner
Resting!
Napping,
sleeping,
spending quiet
time alone
Taking care of
oneself!
Bathroom,
washing, getting
dressed
Transitioning!
Coming to school
and going home,
changing
activities during
the day
Others?? Are
there other
routines or daily
activities that
occupy the time
of children you
know?
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Why does a “Routines-Based”
approach help young children learn?
1.
2.
3.
Children learn best when they’re
interested and motivated.
Children learn best when opportunities to
learn and practice skills occur
throughout the day, instead of just
during one period of time.
It’s difficult for busy early childhood
teachers to take time out of the
classroom schedule to provide special
instruction to meet children’s learning
needs.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
How do I use a “Routines-Based”
approach?
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Find good times to help children learn
about and practice new skills or
behaviors. Good times are times when
children usually use certain skills. For
example,
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Taking turns during a board game
Using names of objects when playing
in the housekeeping area
Requesting things during a meal
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Using a “Routines-Based” approach:
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Know what children are interested in,
what gets their attention or what
motivates them
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Favorite activities…going down the
slide, being read to, playing with
blocks
Favorite foods…apple juice, graham
crackers, pizza
Favorite people…Ms. Susan, friend
Tommy, next door neighbor Mr. Gray.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Finding Time to Help Children
Practice
Once teachers have identified some
times that children naturally use
skills, they can devise learning
opportunities embedded within the
routine or activity.
. . . Some examples?
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Let’s help Justin practice following
directions…..
Justin is 5 and has trouble following 2part directions (like “Put away the
truck and come sit down.”)
It’s important that Justin learns how to
follow directions because he’s going
to kindergarten next year.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Tom’s Plan
Tom is Justin’s teacher and knows that
Justin really likes to look at books after
lunch.
He decides to use clean-up after lunch (and
before books) as a time to help Justin
practice following directions.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
More About Tom’s Plan…
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Once Justin is through with lunch, Tom
gives him a chance to practice
following directions by saying…
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“Justin, when you’re done with lunch,
throw your cup away and push in your
chair.”
He helps Justin follow the direction if
Justin needs help.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Planning for Ashley
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Ashley is 4 and has a language delay
and problems in communication that
often cause her to have difficulty
interacting with other children. Her
IEP includes the following objectives:
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Engage in conversations with other
children
Use words to describe common
objects
Take turns playing with toys and
materials
Material taken from Project Open House,
Drs Dinnebeil and McInerney
What about Ashley?
Ashley needs help naming common
objects…how could her teacher use one or
more of the “creating interest” strategies to
create an interesting learning opportunity
for Ashley?
Material taken from Project Open House,
Drs Dinnebeil and McInerney
How would you help Ashley?
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Using Ashley’s MATRIX, identify
WHEN and HOW her teacher can
help with her IEP objectives during
the activities or routines marked with
an “X”.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Ashley’s Activity Matrix
IEP Objectives
Free Play
Engage in
conversations
with other
children
x
Use words to
describe
common
objects
x
Take turns
playing with
toys and
materials
x
Snack
Outside
Bathroom
x
x
x
Material taken from Project Open House,
Drs Dinnebeil and McInerney
x
Circle
How about these strategies?
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Add novel materials to the room that are objects
that Ashley is familiar with—for example, new
dolls, a new kind of toy animal, ball, etc.
Sabotage a situation by leaving out an essential
item (that’s a common object) that Ashley needs to
complete a task.
“Violate expectations” by giving Ashley and
some others an inappropriate substitute for an item
(e.g., blocks for snack).
Let Ashley choose between two types of a
common object (e.g., red cups or blue cups for
snack).
Material taken from Project Open House,
Drs Dinnebeil and McInerney
How about kids like Robert who have
learning objectives such as “Will walk,
unassisted, for 10 feet” ?
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Set up furnishings in the classroom so that it’s easy to
mark 10 feet—from the snack table to the bookcase.
During daily classroom activities, Robert’s teacher can
easily keep track of how far he walked (e.g., halfway
from the snack table to the book case—about 5 feet).
Remember that Robert’s teacher has to make sure that
he has opportunities to walk unassisted and a good
reason to go from one place to another.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
What about kids like Todd?
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Finding interesting activities and other
children’s favorites during the day isn’t
a problem for most children. However,
for children like Todd, finding interesting
opportunities to practice skills can be
challenging.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Do you know kids like Todd?
Todd is 3 and is in Maria’s preschool
classroom. He doesn’t seem to be
interested in anything. He spends most of
his day wandering around the room, rarely
playing with toys or engaging in activities.
How can Maria help Todd practice skills
during daily routines if Todd’s not
interested?
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Setting Up Opportunities to Get
Children Interested
Here are some ways that Todd’s teacher
can get Todd interested in the activities
around him…
 Provide interesting or novel materials in
the classroom. Consider cycling toys or
materials that children are tired of and
adding novel toys / mateials that can
spark Todd’s interest.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Setting Up Opportunities to Get
Children Interested
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Place a desired toy or object within Todd’s
view but out of his reach. Todd might
become motivated to ask for help so he can
get the toy or the object.
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Provide “just a little” bit of a preferred
material or activity so Todd has a chance to
ask for more. For example, Todd’s teacher
might just give the children one cracker so
they’ll have a chance to ask for more.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
More tricks to interest children …
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Todd’s teacher might provide Todd and
others a chance to make choices
between activities or materials. For
example, providing different drinks
during snack (milk or juice) requires him
to make a choice and tell the teacher
what he wants.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
And…..More tricks interest
children…
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“Sabotage” an activity by “forgetting” to
provide all of the materials that Todd
wants or needs. For example,
“forgetful” teachers can give children
paintbrushes and paper, but no paint!
Children love to remind the teacher
what they’ve forgotten!
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Yet, more tricks to interest children..
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Set up an absurd or silly situation that
violates a child’s expectations. For
example, Todd’s teacher might decide to
serve the children blocks and plastic
animals for snack and wait to see their
reactions!
CAUTION: When using these “tricks of the
trade” remember not to single a child out.
Todd would feel badly if he was the only
child who always had to ask for “more”.
Material taken from Project Open House,
Drs Dinnebeil and McInerney