Inclusion From the Start: Creating the Foundation for an ... · Inclusion From the Start: Creating...

Inclusion From the Start:

Creating the Foundation for an

Inclusive Life

Penny Dell & Kathy Whaley

Inclusion Institute

May 2017

Participants will:

Learn some of the myths, facts, and laws regarding inclusion

Understand the importance of beliefs & attitudes

Learn about resources

Haywood’s Story

Involve

Hold

Embrace

Encompass

Take in

IDEA

“Disability is a natural part of the human

experience and in no way diminishes the right

of an individual to participate in or

contribute to society. Improving educational

results for children with disabilities is an

essential element of our national policy of

ensuring equality of opportunity, full

participation, independent living, and

economic self-sufficiency for individuals with

disabilities.” IDEA Sec. 682 (c) (1)

The Focus of Early Childhood

Inclusion is…

3 Key Features

Access

http://www.dec-sped.org/position-statements

http://www.swiftschools.org/

What Does the Law Say?

Natural Environments for infants & toddlers

Team decision

Family involvement

Least Restrictive Environment for preschoolers

Team decision

Accommodations/modifications

Dear Colleague https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf

Let’s Look at Myths and Facts

ectacenter.org/~pdfs/topics/inclusion/research/Research_Supporting_Preschool_Inclusion_R.pdf

Myth

a widely held but

false belief or idea

Fact

a thing that is

indisputably the

case

Myth: Inclusion is too expensive

Facts:

Less expensive than segregated programs

Key is to be flexible with funding sources

Funding sources can be pooled

Myth: Children need to be

“developmentally ready” to benefit

Facts:

Infants, toddlers, and young children learn

best within their daily routines and

activities

Children with disabilities have a more

difficult time “generalizing” a skill from

one setting to another

Myth: My child with a disability will

not benefit

Facts:

Greater progress may occur in communication skills, social

competence, & perhaps play skills

Their behavior appears to be positively affected

https://unc-fpg-cdi.adobeconnect.com/_a992899727/p7qou2d471q/?launcher=false&fcsContent=true&pbMode=normal

Myth: My child with a disability will

not benefit

Facts:

Young children learn best from their peers

No data supporting that children who are

less involved are “better candidates” for

inclusion

Myth: Typically developing children

“lose out” Facts:

Improved cognitive, language skills

Decreased challenging behavior

Advanced social skills

Decreased negative stereotyping

Myth: Typically developing children

“lose out”

Facts:

Parents report beneficial changes in their

children’s confidence, self-esteem, and

understanding of diversity

Fully inclusive settings tend to be higher

quality settings

High quality early intervention services can change a child’s developmental trajectory & improve outcomes for children, families, and communities

Intervention is likely to be more effective and less costly when it is provided earlier in life rather than later

Parents & teachers influence children’s

values regarding disability

Positive outcomes occur for both children

with & without disabilities in high-quality

inclusive settings

Successful inclusion requires intentional &

effective collaboration & teaming

No evidence documents any positive

outcomes of segregating children with

disabilities

What are the Long Term

Benefits of High Quality

Inclusion?

Long Term Benefits

High-Quality Inclusion

Improved social/emotional skills and

friendships

Later success in life

https://unc-fpg-cdi.adobeconnect.com/_a992899727/p7qou2d471q/?launcher=false&fcsContent=true&pbMode=normal

Later Success in Life Means:

Later Success in Life Means:

IDEA

“Disability is a natural part of the human

experience and in no way diminishes the right

of an individual to participate in or

contribute to society. Improving educational

results for children with disabilities is an

essential element of our national policy of

ensuring equality of opportunity, full

participation, independent living, and

economic self-sufficiency for individuals with

disabilities.” IDEA Sec. 682 (c) (1)

Challenges

Beliefs & Attitudes

Belief

An acceptance that a statement is true or

that something exists.

Attitude

A settled way of thinking or feeling about

someone or something, typically one that is

reflected in a person's behavior.

So…. where do our beliefs &

attitudes come from?

Silent Activity

Become familiar with facts, the law,

Federal Policy Statements

Federal Policy Statement on

Inclusion for Young Children

https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf

8 Local Recommendations

Partner with families

Adhere to legal provisions of support & services in inclusive settings

Assess & improve the quality of inclusion in EC programs

Review/modify resource allocation

8 Local Recommendations

Enhance professional development

Establish an appropriate staffing structure &

strengthen staff collaboration

Ensure access to specialized instruction

Develop formal collaborations with community

partners

Build Relationships

Involve EC groups & practioners (including

community programs) in the process as much as

possible to garner buy-in

Find your allies

Find ways to connect to civil service

Share Your Knowledge

Learn the facts/dispel the “myths”

Create & share visually appealing fact

sheets/research briefs

Host “Lunch & Learns”

Model People First Language

Resources Early Childhood Technical Assistance (ECTA) Center:

http://ectacenter.org/topics/inclusion/overview/overview.asp

http://ectacenter.org/topics/inclusion/research/research.asp

Federal Policy Statement: https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-

text.pdf

DEC Recommended Practices: http://www.dec-sped.org/dec-recommended-practices

DEC Resources Within Reason: http://www.dec-sped.org/resources-within-reason

The Preschool Inclusion Toolbox Erin Barton & Barbara Smith, Brookes Publishing

MILA

Penny Dell pd92consulting@gmail.com

Kathy Whaley kathy.whaley@unc.edu