LRE Study Group (2012-13)
SST4
ABC’s of Inclusion for EC Teachers
“Promoting development and belonging for every child is a widely held value among early
education and intervention professionals and throughout our society. The defining features of
inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.” (From DEC/NAEYC joint position statement on Inclusion,
2009)
The purpose of the study group process is:
1. To develop the capacity of child care or (Head Start) staff/program to meet the
needs of children identified with a disability and therefore serve as the Least Restrictive
Environment (LRE);
2. To enhance the teacher knowledge base of effective implementation of early
learning content standards, individualization, and universal design in order to meet the
needs of all children served in the class, and particularly children indentified with a
disability.
Description: This study group will examine inclusive practices for children from birth
through the age of five and specifically addresses ways to promote and support success
of children within child care settings. Teams will work on strategies for meeting the
needs of individual children including making adaptations and modifications in the
environment and on the curriculum.
Content: Throughout this study group participants will examine: early childhood
environments; importance of early relationships and attachment; relationship-based
approach; appropriate curriculum for infants and toddlers with special needs;
addressing child’s unique needs; importance of relationships and attachment;
temperaments; learning styles; peer to peer support; strategies for supporting inclusive
practices; socio-emotional guidance strategies; modifications and adaptations of the
environment; managing challenging behaviors; and importance of routines and
individualized care practices
Objectives: Study group participants will be able to:
o Explain how appropriate environments and developmentally appropriate
curriculum driven by child interest can best support inclusive practices.
o Understand and practice methods for modifying their programs to address the
child’s special needs, challenging behaviors and individualizing routines.
o Demonstrate knowledge on a relationship-based approach as critical to the
healthy psychological development of young children
Date
Time
Format
Content
Evidence/Product
D. Sutton 3/2013 1
1. March 21
1:00
Face to Face
Planning and
Discussion
Introduction
ABC’s of
Inclusion:
Awareness
2. March 25
TBD
Online
participation
3. March 28
1:00
Face to Face
Presentation
and
Discussion
UDL - view video
Group reflection:
TQIRT
ABC’s of
Inclusion: Build
capacity
Draft Action Plan
Create strategies
that support
inclusive practices
4. April 1
TBD
Online
participation
5. April 11
1:00
Face to Face
Presentation
and
Discussion
ABC’s of
Inclusion: ABC’s
of Inclusion:
Data driven
decision-making
Review ABC’s
syllabus and first
steps
Attendance
participation
Comment (1)
UDL information
you learned
The Inclusive
Early Childhood
Classroom
Attendance
participation
Read pgs. 9-15
Complete
checklists pgs.
16-20.
Post strategies
that apply
Building Blocks
for Teaching
Preschoolers
with Special
Needs
6. April 15
TBA
Online
Building
Partnerships
Identify (1) data
collection method
and apply
Post comments
7. April 18
1:00
Face to face
Presentation
and
Discussion
Engage parent
partners
CSEFEL:
Attendance
Participation
CSEFEL website
Identify and
share (1) parent
resource
Celebrate and
Share: strategies
8. April 22
TBA
Online
participation
9. May 2
1:00
Face to face
Presentation
and
Discussion
Online
participation
10. May 6
TBA
Supporting Young
children’s behavior
for Inclusion
Identify (1)
highlight of ABC’s
Post resource
and comment
Submit Final
Action Plan
Attendance
Participation
Post and explain
*Must attend at least 4 out of the 5 highlighted dates.
D. Sutton 3/2013 2
Materials:
PreK Special Quest Modules
Teacher Quality Inclusion Reflection Tool (TQUIRT) and Quality Inclusive Early
Childhood Program Reflections
Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
Books:
Building Blocks for Teaching Preschoolers with Special Needs by Susan Sandall and
Ilene S. Schwartz, (2008) Brookes
The Inclusive Early Childhood Classroom by Patti Gould and Joyce Sullivan
Related Resources:




Joint Position Statement on Early Childhood Inclusion
Research Synthesis Points on Early Childhood Inclusion
CONNECT: Policy Advisory on Inclusion
Special Quest
ABC’s of Inclusion
 Awareness
o Gain a deeper understanding of Inclusion Practices through current research,
national and state policies on LRE and resources including Special Quest,
ORC-REC and CONNECT http://community.fpg.unc.edu/connect )

Build capacity
o Offer ideas and supports utilizing UDL, ORC learning experiences; Ohio Early
Learning and Development Standards
o Develop an online community of practice to engage in ongoing sharing and
discussion
o Each teacher (team) will develop an action plan that specifies how they will
utilize the stipend through materials and experiences that will be embedded
into current classroom practices.
D. Sutton 3/2013 3

Create strategies that sustain inclusive practices
o Implement strategies in the early childhood classroom that include Universal
Design (UDL), environmental modifications, peer supports and other ideas to
enhance and differentiate instructional activities.

Data driven decision-making
o Learn approaches to collect data to inform instruction.
o Utilize on-going authentic assessment practices to gain a better
understanding of effective instructional practices that support every child in
the class.

Engage the greater early childhood community in creating partnerships
o Share ideas, best practices, professional development opportunities
o Utilizing the online community of practice (WIKI) to post links, websites and
resources, and connect to each other in ongoing discussions.
Additional requirements include:
o An MOU must be signed by the participants of the study group which includes a
commitment by participants to attend/participate in 9 of the 10 sessions(Face to
face and online)
o Engage in an online community of practice developed by SST4
o Each teacher (or classroom team) will develop an action plan with timelines of
how they will utilize a $150 stipend. A teacher and other staff member from the
same classroom will develop a single action plan that will utilize a single stipend
of $150.
Contact Deb Sutton dsutton@lakeesc.org for more information.
D. Sutton 3/2013 4