Master Class 3

Supporting Young Learners

of Diverse Abilities

in Inclusive Learning

Opportunities1

ONE WAY OF THINKING ABOUT EVIDENCE-BASED PRACTICES AND DEVELOPMENTEvidence-Based Practice Empowers Early Childhood Professionals and Families1 http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

Chronological DevelopmentVermont Early Learning Standards (VELS) http://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdf

Vermont Early Learning Standards Introduction video https://youtu.be/U3zsHsE8pNU

VELS Shorthand Guide & Resources1

http://www.puentesculturales.com/projects/vermont-workshop/learning-about-our-world/Resources/

Using the VELS to Support Each and Every Child’s Full Participation1

Vermont Personas + alignment chart1

Development + Culture, Diversity, Language, Race, Ethnicity, EquityAll resources from Master Class 1: Supporting Diverse Young Children and Their Families http://fpg.unc.edu/presentations/master-class-1

All resources from Master Class 2: Supporting Young Children who are Learning More Than One Language and Their Families http://fpg.unc.edu/presentations/master-class-2

Individual DevelopmentDivision for Early Childhood Recommended Practices http://www.dec-sped.org/dec-recommended-practices

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Lori Erbrederis MeyerUniversity of Vermont lori.meyer@uvm.edu

Camille CatlettFrank Porter Graham Child Development Institute

camille.catlett@unc.edu1Resources for Master Class 3 are available online at

http://fpg.unc.edu/presentations/master-class-3

Recognizing and Performing the DEC Recommended Practices http://ectacenter.org/decrp/

Making Recommended Practices Real https://padlet.com/ssandall/dec2017

DEC Recommended Practice Monograph Series (overview, environment, family)http://bookstore.dec-sped.org/recommendedpracticesseries-s/1821.htm

PRACTICES THAT SUPPORT ACCESS TO THE ENVIRONMENT FOR EACH AND EVERY CHILD

The Apple Activity

DEC Recommended Practices on Environment http://ectacenter.org/decrp/topic-environment.asp Universal Design for LearningAdaptation Notes Source: Milbourne, S. A., & Campbell, P. H. (2007). CARA’s Kit: Creating adaptations for routines and activities. DEC, NAEYC, Brookes Publishing. 1 (see page 7)

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web. 1 https://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf

Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13. 1 http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Tables 1 and 2. Missoula, MT: Author. 1 http://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf

Early Childhood Building Blocks: Universal Design for Learning in Early Childhood Inclusive Classrooms1 http://teachingcommons.cdl.edu/tk/modules_teachers/documents/Buildingblocks.pdf

Grandma-Baby Conversation https://www.youtube.com/watch?v=E7IlnTG7wzk

Handout 15: Using Choice and Preference to Promote Improved Behavior1 http://csefel.vanderbilt.edu/briefs/handout15.pdf

IRIS Center. (n.d.). Universal design for learning: Creating a learning environment that challenges and engages all students. http://iris.peabody.vanderbilt.edu/udl/cresource.htm

Long Division Rap https://www.youtube.com/watch?v=y3F0SItM-os

The Right Stuff October 2017: UDL resources http://fpg.unc.edu/presentations/right-stuff

Take a Look: Visual Supports for Learning1 http://www.naeyc.org/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf

Assistive TechnologyAdapt and Accommodate http://connectability.ca/2014/06/14/adapt-and-accomodate/

Assistive Technology (AT) for Infants, Toddlers and Young Children http://ectacenter.org/topics/atech/atech.asp

Center for Early Literacy Learning Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

CONNECT Module 5: Assistive Technology http://community.fpg.unc.edu/connect-modules/learners/module-5

Examples of Assistive Technology Adaptations http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-3.pdf

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Curriculum Map (Kirkwood Community College)1 http://www.kirkwood.edu/site/index.php?p=33656

Emerging Literacy through Assistive Technology1 http://webzoom.freewebs.com/sallydoxie/VOL.35NO.2NOVDEC2002_TEC_Article%206.pdf

EZ AT https://www.yumpu.com/en/document/view/30717393/ez-at-pacer-center

Kid Can’t Blow Out Candle https://www.youtube.com/watch?v=OULuqNgEWmU

Supporting Early Literacy Through UDL & AT http://headstartinclusion.org/family-literacy-2

Toy Tips: Ideas and Options for Children with Special Needs1 https://ganinfo.org/docs/gan-toy-workshop.pdf

PRACTICES THAT SUPPORT INTERACTIONS FOR EACH AND EVERY CHILD

Responsive interactions are important for practitioners to learn because not only will they need to engage in these practices as professionals, but also they play an important role in supporting family members to engage in responsive interactions with their young children (McCollum, 2015).

McCollum, J. (2015). From qualities of interaction to intervention practices: Using what comes naturally. DEC recommended practices: Enhancing services for young children with disabilities and their families (DEC Recommended Practices Monograph Series No. 1, pp. 87-97). Los Angeles, CA: Division for Early Childhood.

Question: In what ways, and through what kinds of experiences, do students in your program begin to develop their knowledge and skills to become a responsive adult to young children? How about supporting family members to engage in positive, responsive interactions with young children?

DEC Recommended Practices on Interaction http://ectacenter.org/decrp/topic-interaction.asp

Adult-Child Interactions

Serve & Return: https://developingchild.harvard.edu/science/key-concepts/serve-and-return/

Dad and Son Beatbox Duo: https://www.youtube.com/watch?v=SUONaqn0LZg

Toxic Stress: https://developingchild.harvard.edu/science/key-concepts/toxic-stress/

Infant’s 2-month Shots: https://www.youtube.com/watch?v=pEwOHnS4XcU&feature=share

My Daddy Wears Plucky, Ducky Underwear: Discovering the Meanings of Laughter in a Preschool Classroom1 http://www.naeyc.org/files/naeyc/images/voices/11_Smidl%20v9-1.pdf

Getting the Picture: Using the Digital Camera as a Tool to Support Reflective Practice and Responsive Care1 http://www.naeyc.org/yc/files/yc/file/201203/Luckenbill_YC0311.pdf

Child-Child Interactions

15-minute In-service Suites on Engaging Interactions and Environments: https://eclkc.ohs.acf.hhs.gov/teaching-practices/article/engaging-interactions-environments (English)

Examples of Peer Support http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-2.pdf

Rolling With Friends http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-12

Jacob’s Story: https://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids

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Peer Relationships

Friendship is Magic: Getting to Know Your Child Through Their Best Friendhttps://www.youtube.com/watch?v=0S_cBtb57cc

Making Friends: Assisting Children’s Early Relationships1

http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/snapshots/FPG_Snapshot55_2008.pdf

Facilitating Membership in the Classroom & Friendship Kithttp://headstartinclusion.org/teacher-tools

Children See Difference, Differentlyhttps://www.youtube.com/watch?v=1MJrRvpjB1I

Pick a Book, Any Book: Using Children’s Books to Support Positive Attitudes Toward Peers with Disabilities https://rampages.us/ecse604/wp-content/uploads/sites/7379/2015/06/Pick-a-Book-Any-Book-Ostrosky-et-al..pdf

HIGH QUALITY INCLUSION

Put yourself on a continuum

Resources to Support Inclusive Practices1 What is inclusion?

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: UNC, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Foundations of Inclusion Birth to Five http://community.fpg.unc.edu/connect-modules/resources/videos/foundations-of-inclusion-birth-to-five

U.S. Department of Health and Human Services, & U.S. Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs. Washington, DC: U.S. Department of Health and Human Services & U.S. Department of Education. Retrieved from http://www.ed.gov/early-learning/inclusion

What do we know about inclusion?Fact Sheet of Research on Preschool Inclusion http://www.pyramidplus.org/sites/default/files/images/Inclusion%20Fact%20Sheet%202014.pdf

National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Preschool Inclusion: Key Findings from Research and Implications for Policy http://www.nccp.org/publications/pub_1154.html

Strain, P. (2016). Preschool Inclusion: What’s the Evidence, What Stands in the Way, and What Do the Stellar Programs Look Like? Archived webinar. http://ectacenter.org/~calls/2016/nationalinclusion.asp What does inclusion look like?Deaf Children Talk About Inclusion https://www.youtube.com/watch?v=8ZpgAx8nrgk

Dear Teacher https://www.youtube.com/watch?v=kYS3TzhSm4Y

Video 1.16 Reading at Circle Time http://community.fpg.unc.edu/connect-modules/resources/videos/video-1-16

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When the Best of Us Steps Up https://www.youtube.com/watch?v=pFuwUiHo-WI Tools and Resources for Learning About and Supporting InclusionIncluding Children with Special Needs: Are You and Your Early Childhood Program Ready? 1

https://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf

Soukakou, E. P. (2016). The Inclusive Classroom Profile. Baltimore: Brookes. http://products.brookespublishing.com/The-Inclusive-Classroom-Profile-ICP-Set-Research-Edition-P969.aspx

o Using the ICP to think about inclusion quality1

Generic Options for Instructors

Division for Early Childhood http://www.dec-sped.org/ Publications: Young Exceptional Children, Journal of Early Intervention From Article to Action

Erwin, E. J., Robinson, K. A., McGrath, G. S., & Harney, C. J. (2017, June). “It’s Like Breathing In Blue Skies and Breathing Out Stormy Clouds”: Mindfulness Practices in Early Childhood. Young Exceptional Children, 20(2), 69-85.1

From Article to Action: Using Mindfulness Practices1

Dilemmas of Daily Practice

A friend of yours with a four-year-old child has come to you with a dilemma. She is going back to work and is looking for a high-quality program for her child. The program she likes the best is a program in which children of diverse abilities are included full-time in each classroom. Your friend has concerns and questions about placing her child in this program – will her child receive as much attention as the children with disabilities? Will her child pick up negative habits and behaviors from the children with disabilities?

What would you say to her? What resources would you draw on to support your response?

Rubrics

Faculty FindsAll resources are free. Anyone can sign up to receive future issues of Faculty Finds. Send an email with no message to subscribe-facultyfinds@listserv.unc.edu Past issues are archived in Portable Document Format (PDF) at http://fpg.unc.edu/resources/faculty-finds

Head Start Disabilities Services Newsletter Produced monthly by the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL). It is dedicated to staff working with young children with disabilities and their families. Subscribe at https://eclkc.ohs.acf.hhs.gov/subscribe View archived issues at https://eclkc.ohs.acf.hhs.gov/children-disabilities/newsletter/disabilities-services-newsletters

Questions to Support an Evolving Vision

Resources for Specific Courses

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Looking for the Indicators of Inclusive Classroom Quality: An Observation Guide1

To what extent do you see . . . What did you observe?

1. Adaptations of Space, Materials, and EquipmentInadequate: Materials and equipment are not accessible to all children.

Excellent: Adults intentionally organize the physical space and materials throughout the day to accommodate individual needs and encourage peer interaction.2. Adult Involvement in Peer InteractionsInadequate: Adults consistently control and restrict the initiation and development of spontaneous social interactions.

Excellent: Adults consistently encourage and support children’s social engagements through scaffolding strategies that aim to help children engage in many sustained interactions with their peers.3. Adult’s Guidance of Children’s Free-Choice Activities

and PlayInadequate: No free time is set aside in the daily schedule. Adults make no attempts to become involved in children’s free-choice activities and play.

Excellent: Adults observe children’s response to support and adjust their level and type of scaffolding as needed to facilitate sustained engagement.4. Conflict ResolutionInadequate: Adults mainly use strict ways to redirect children’s peer conflicts (e.g., children put in time out, adults use harsh tone).

Excellent: Adults encourage children to take an active role in negotiating their differences while providing the necessary individual support.5. MembershipInadequate: Adults do not intervene to stop the bullying and teasing of children in the class.

Excellent: Adults consistently and intentionally promote a sense of belonging and membership by encouraging children’s participation.

1 The content of this observation guide is drawn from the following source: Soukakou, E. P. (2016). Inclusive Classroom Profile (ICP): Research edition. Baltimore: Brookes.

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Looking for the Indicators of Inclusive Classroom Quality: An Observation Guide

To what extent do you see . . . What did you observe?

6. Relationships Between Adults and ChildrenInadequate: Most social interactions are mainly nonverbal, involving routine caregiving (e.g., adult passes out tissues).

Excellent: Adults consistently respond to each child’s emotional needs through supportive interactions.7. Support for CommunicationInadequate: Adults make no attempt to adapt their communication for individual children.

Excellent: Adults create many opportunities to facilitate communication among children.8. Adaptations of Group ActivitiesInadequate: Children are excluded from all planned group activities.

Excellent: Adults consistently use strategies to differentially support each child’s learning and behavior needs while encouraging children’s active engagement in the group.9. Transitions Between ActivitiesInadequate: No provisions are made to help children transition between classroom activities.

Excellent: Adults consistently support each child who has difficulty making the transition between activities throughout the day.10. FeedbackInadequate: Negative feedback predominates in the classroom.

Excellent: Each child’s learning experiences, efforts, and progress are acknowledged and reinforced multiple times for much of the day.

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Questions to Support an Evolving Vision2

August 2017

Coursework Does coursework provide students with opportunities to increase their knowledge of

their own culture, heritage, values, and biases? Does coursework provide learning opportunities and encourage dialogue and reflection

about anti-racist and anti-bias curricula and approaches? Does coursework provide opportunities to systematically learn about and from various

cultural and linguistic groups in ways that are not stereotypic? Does coursework provide learning opportunities and encourage dialogue and reflection

about the skills needed to work with children who are dual language learners and to support home language(s)?

Does coursework provide learning opportunities and encourage dialogue and reflection about culturally appropriate methods of interaction, assessment, teaching, and intervention?

Does coursework engage students in activities in which they learn how culture, race, ethnicity, language, socioeconomic status, and other factors influence early childhood development and practices?

Does coursework draw upon families and their stories as a resource to the instructional process?

Practica Do practica occur in a variety of home and community settings serving diverse young

children and families (e.g., homes of participating families, homeless shelters, Early Head Start/Head Start, WIC programs)?

Do practica offer opportunities to interact directly with children and families who are culturally and linguistically diverse?

Do practica provide opportunities for students to collaborate with and learn from interpreters, translators, and cultural mediators?

Program Practices Does the program have diverse faculty and staff who reflect the diversity of the

students in the program as well as the overall community? Does the program have students who reflect the diversity of the overall community? Does the program have strategies for recruiting faculty and students from culturally

and linguistically diverse backgrounds? Does the program draw upon community resources (e.g., guest speakers, co-

instructors, service learning opportunities) to support student learning and reflection about diversity?

Does the program create environments for learning in which differences are acknowledged, celebrated and respected?

Does the program offer supports (e.g., advising, mentoring) for culturally and linguistically diverse students?

2 These questions were developed as a resource for faculty members and instructors who want their courses to reflect and be responsive to the Vermont Guiding Principles for the Full Participation of Each and Every Young Child and Their Family. They draw extensively on the work of Eva Thorp, Sylvia Sanchez, Susan Moore, Susan Maude, and the Crosswalks Project.

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Resources for Specific Courses

Course Content Examples Where to Find More

Family and Community

DEC Recommended Practices: Family Practices (0-8)http://ectacenter.org/decrp/topic-family.aspThis website features checklists of evidence-based practices for supporting families, with emphasis on families of young children with or at risk for disabilities.Fostering Parent and Professional Collaboration: Research Brief (0-9)https://www.utoledo.edu/education/grants/partnerproject/focus/docs/Parent%20and%20Professional%20Collaboration%20Research%20Brief%20-%20Final.pdfThis document summarizes historical trends in parent-professional collaboration, with emphasis on families in which there is a child with a disability. It explains the research behind such collaboration, describes potential barriers to effective partnerships, and provides strategies for successful collaborations.Supporting Families of Children with Disabilities in Inclusive Programs (0-5)http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdfThis article presents ways in which inclusive early childhood intervention programs can support children with disabilities and their families. These include coordinated planning, establishing ongoing communication, and helping families to access comm-unity resources. Advantages and challenges of each approach are shared, as well as suggestions for addressing the challenges.

Family Engagement Resourceshttp://fpg.unc.edu/presentations/vermont-resource-collections

SCRIPT-NC: Child, Family and Communityhttp://scriptnc.fpg.unc.edu/child-family-and-community

Language / Literacy

Adapting Literacy Learning Practices for Young Children with Disabilities (0-5)http://www.earlyliteracylearning.org/ppts/OSEP_National_EC_Conf_Dec_08.ppsDeveloped by the CELL, this PowerPoint presentation provides suggestions for literacy activities for young children with disabilities that educators and parents can use.The A-Z of Adapting Books (4-9)http://www.telability.org/handouts/Th%2520AtoZofAdaptingBooksFinalPPTminimizer1.pdfThis document lists helpful tips and methods for adapting books for students with disabilities.Disability Awareness Through Language Arts and Literacy: Resources for PreK and Elementary School (3-9) http://www.fddc.org/sites/default/files/file/publications/7%202%2012%20disability%20guide%20PDF%20final.pdfThis resource guide explains the importance of disability awareness and describes language arts and literacy activities that can be implemented in the classroom. It also contains a section on how children’s literacy can be used to increase disability awareness and includes lesson plans from pre-K through Grade 5.Dual Language Learners with Disabilities: Supporting Young Children in the Classroom (3-5) http://iris.peabody.vanderbilt.edu/module/dll/This module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessment, and identifies strategies for supporting them in inclusive preschools.

Language Resources/ Literacy Resourceshttp://fpg.unc.edu/presentations/vermont-resource-collections

SCRIPT-NC: Language and Literacyhttp://scriptnc.fpg.unc.edu/language-and-literacy

Course Examples Where to Find More

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Content

Child Development

Health, Safety, and Nutrition

Pathways Awareness Foundation Motor Development Videos (0-6) https://www.youtube.com/user/PathwaysAwareness/videosIf you’re looking for excellent video footage that shows what development looks like for children who are typically developing and those who aren’t, these are a great instructional resource. Print information accompanies each video and all are available in English and Spanish.Physical Activity in the Child Care Setting (0-5) http://www.youtube.com/watch?v=F-mcKvLKNtkThis video clip discusses the importance of physical activity for young children and offers suggestions on implementing activities in childcare settings. It also includes considerations for children with disabilities.Promoting the Health, Safety &Well-Being of Young Children with Disabilities & Developmental Delays (0-8) https://tinyurl.com/ybq27mtu This 2013 position statement from the Division for Early Childhood elaborates on six recommendations for promoting the health, safety and well-being of young children with disabilities and developmental delays.

Growing, Moving and Being Healthy Resources http://fpg.unc.edu/presentations/vermont-resource-collections

SCRIPT-NC: Child Development http://scriptnc.fpg.unc.edu/child-development-conception-through-age-8

Math/Science

Help! They Still Don’t Understand Counting (3-5) http://files.eric.ed.gov/fulltext/EJ875422.pdfThis article describes a developmental framework for counting and weaves within it helpful activities derived from recent research as well as a few activities based on long-established best practices. The article briefly discusses how difficulty with counting may or may not be indicative of a math disability.Helping Teachers of Mathematics Integrate the Knowledge and Culture of Families Into Their Practice (0-9) http://www.hfrp.org/complementary-learning/snapshots/helping-teachers-of-mathematics-integrate-the-knowledge-and-culture-of-families-into-their-practiceThis article highlights four key considerations for making math more relevant to each young child and family.Teaching Science to Students with Learning Disabilities (5-9)http://www.nsta.org/publications/news/story.aspx?id=51706This online article outlines basic educational principles that support the unique learning needs of students with learning disabilities. Each principle is accompanied by examples of how a science instructor might put that principle into practice.

Math Resourceshttp://fpg.unc.edu/presentations/vermont-resource-collections

Science Resourceshttp://fpg.unc.edu/presentations/vermont-resource-collections

Social-Emotional

Development

Position Statement on Challenging Behavior and Young Children (0-8) https://tinyurl.com/y8omad5dThis position statement readdresses the significance of healthy social-emotional competence of all children and provides guidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC's position includes culturally sustaining, family-focused practices, as well as a commitment to inclusion, professional development, technical assistance, and using approaches that eliminate suspension and expulsion.Promoting Social Behavior of Young Children in Group Settings: A Summary of Research (0-4)http://www.challengingbehavior.org/do/resources/documents/roadmap_3.pdfThis synthesis summarizes evidence-based practices for promoting adaptive social-emotional behavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as having disabilities or who are at risk for disabilities, and who have identified social-emotional problems.

Social and Emotional Development Resources http://fpg.unc.edu/presentations/vermont-resource-collections

Vermont Suspension-Expulsion Resourceshttp://fpg.unc.edu/presentations/vermont-resource-collections

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