Making Environments Accessible

Day 2

Today’s Goals You will be able to:• Identify characteristics of High Quality Inclusive Environments

• Examine your program’s readiness to support children’s special needs

• Discuss Universal Design for Learning (UDL) and Least Restricted Environments (LRE) concepts.

• Identify ways to incorporate UDL and LRE in your environment with all children and address questions or concerns of inclusion.

Getting Started…

What do you see in a high-quality early learning environment ?

In your group, list your answers on chart paper.

Review classroom criteria from ELLCO, ELLERT and ECERS materials. Compare the criteria to the answers on your environmental chart.

Examine the comparison and determine what revisions to the chart you want to make?

What does the research say

Let’s take a look at potential students in your program…

Does your environment meet their needs?

Individually, read….Including Children with Special Needs –

Are You and Your EC Program Ready?

and complete the inclusion readiness checklist.

Taking a closer look at environment

Taking a closer look…

Taking a closer look

Taking a closer look

LUNCH

What is a Quality Inclusive Environment

Skim the article:

What to look for in a Quality Inclusive Pre-K Classroom.

Please go back to your chart ONE last time. What conclusions can you make about quality environments?

DEBATE

Debate around inclusive environments

In your groups: 1. Form your arguments – these will be assigned

Pro – for inclusive environments Con – against inclusive environments 2.

Prepare key points of your argumentsEach group will have an opportunity to

present their points and make one rebuttal.

Universal Design

Universal Design for Learning (UDL)…

… is a framework for providing all learners an opportunity to gain knowledge, skills, and a positive disposition toward learning.

This requires teachers: To be flexible in the design and use of

environment and curriculum and To consider all needs of learners as the utilize

three guiding principles.

Three Guiding Principles…

• Multiple means of Representation

• Multiple means of Action and Expression

• Multiple means of Engagement

Least Restricted Environment

• What’s it all about?

• What are the benefitsSee: • Understanding Least Restrictive Environments and • Tips for Parents of Preschool Children with Disabilities

UDL and LRE in action…Videos:• Disability Awareness: Including All Children• Just Do It

As you view the video, consider the topics we covered this morning:

EnvironmentChildren in the classroomInclusionAdaptations you noticedOther observations

Preparing for children

Book: Inclusive Early Childhood Classrooms Chapter 1:

-Descriptions of six areas of special needs (pp 13-15), -Checklists for observation guides and helpful strategies(pp16-31)-Skill Development Checklist (p.32)

• Think about a child in your settings who has been diagnosed w/ a special need or you suspect has one.

• Use the items listed above to identify some behaviors you observe and/or strategies to help with this child.

• Plan to share out with the group

Preparing for a NEW Child

After reading the description of a new child entering your classroom, use the behavior checklist to determine the type of special needs indicated.

Review strategies to support this child.

Plan to report out to the whole group.

Materials and Resources Catalogs:• Review the materials in the catalogs and identify

some materials which support young children w/ a specific special need.

Resources:• What specific resources do you feel you need?• Where might you locate these?