September, 2004 1 Mainstreaming at the Preschool Level Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne Christine L

September, 2004September, 2004 11

Mainstreaming at Mainstreaming at the Preschool Levelthe Preschool Level

Including Special Needs Including Special Needs Children in Your Children in Your Typical Typical

PreschoolPreschool

Christine Gillan-Byrne

Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. E-mail responses and/or questions to: [email protected]


Constructivist Theory of Constructivist Theory of LearningLearning

We learn by constructing our own understandings based We learn by constructing our own understandings based upon our experiences.upon our experiences.

We are not born as "blank slates" on which to write endless We are not born as "blank slates" on which to write endless information. information.

What we learn is affected by what we already know....What we learn is affected by what we already know....

Our experiences are unique, and therefore our Our experiences are unique, and therefore our understandings are unique. understandings are unique.

To learn, we apply what we already know to To learn, we apply what we already know to a new situation.a new situation.

The Summer 2004 issue of The Summer 2004 issue of Interaction, Interaction, the journal of thethe journal of the Canadian Child Care Federation Canadian Child Care Federation, features a series of articles on , features a series of articles on "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of "Science and Early Learning." As a part of this series, Anita Elworthy outlines the essentials of the constructivist theory of learning...learning...


Make a list of individuals whom Make a list of individuals whom you personally know who have a you personally know who have a

special need. List the special need special need. List the special need as well.as well.

For instance:For instance:

Father – hearing impairedFather – hearing impairedSchuyler – Spina bifidaSchuyler – Spina bifidaJohn – Asperger’s John – Asperger’s

SyndromeSyndrome


Types of Special NeedsTypes of Special Needs

MentalMental RetardationRetardation Learning DisabilitiesLearning Disabilities Exceptional AbilitiesExceptional Abilities

SocialSocial A-socialA-social Anti-socialAnti-social Behavioral Behavioral

EmotionalEmotional NeedinessNeediness DisturbancesDisturbances

PhysicalPhysical OrthopedicOrthopedic HealthHealth Speech/LanguageSpeech/Language AuditoryAuditory VisualVisual

SpiritualSpiritual


Special and Typical Special and Typical NeedsNeeds

Each child is uniqueEach child is unique Each child develops and matures at a Each child develops and matures at a

different ratedifferent rate Typical developmental milestones or Typical developmental milestones or

characteristics help determine characteristics help determine “special need”“special need”

Approximately 20% of all children can Approximately 20% of all children can be considered to have a “special be considered to have a “special need”need”


Inclusion RationaleInclusion Rationale

State and Federal Laws (search web)State and Federal Laws (search web) IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17

Better role modelsBetter role models Realistic expectationsRealistic expectations Perception = RealityPerception = Reality Develops positive attitudes = Develops positive attitudes =

empathyempathy


The Teacher’s RoleThe Teacher’s Role Be professionally knowledgeable about Be professionally knowledgeable about

child development child development Be observantBe observant DocumentDocument Build a respectful and professional rapport Build a respectful and professional rapport

with parents and familieswith parents and families Be familiar with and willing to use Be familiar with and willing to use

community resources for appropriate community resources for appropriate referralreferral

Learn all you can!Learn all you can!


Reality CheckReality Check

Children with special needs need special Children with special needs need special services. services.

Such services may consist of extra planning, Such services may consist of extra planning, additional training or consultation.additional training or consultation.

It is often possible to provide the It is often possible to provide the necessary special services within the necessary special services within the regular setting.regular setting.

The need for additional resources provides The need for additional resources provides opportunities for collaboration and problem-solving.opportunities for collaboration and problem-solving.


Refer to your list of individuals Refer to your list of individuals with special needs…with special needs…

Briefly describe Briefly describe your feelings your feelings toward the toward the individuals on your individuals on your list.list.

Briefly describe the Briefly describe the impact they have impact they have had on you.had on you.


FeelingsFeelings

Avoidance or ignoringAvoidance or ignoringDiscomfortDiscomfortFearfulness Fearfulness

Sadness or pitySadness or pityVulnerabilityVulnerability

DenialDenialResentmentResentment

GuiltGuiltAngerAnger

UnpreparednessUnpreparedness

AcceptanceAcceptancePermissionPermission

Realistic expectationsRealistic expectationsAppreciationAppreciation

Belief in PotentialBelief in Potential


All Children have potentialand

all children are capable of learning.


Preparing

for the

Special Needs Child


ScenarioScenario

This is Andrew’s first day at your This is Andrew’s first day at your center.center.

It time for outdoor play.It time for outdoor play. Andrew cannot walk.Andrew cannot walk.

What would you do?


AcceptanceAcceptance

PermissionPermission

Realistic Realistic expectationsexpectations

Appreciation Appreciation

Belief in PotentialBelief in Potential

What are some typical developmental milestones

in children?


The ChildThe Child

Meet the child and parentsMeet the child and parents Encourage family & child to visit centerEncourage family & child to visit center Get acquainted with the individualsGet acquainted with the individuals Collect background informationCollect background information Learn about the specific disability/needLearn about the specific disability/need Remember that abilities differRemember that abilities differ


Reality CheckReality Check

Not every challenged child can be Not every challenged child can be successfully mainstreamed into a successfully mainstreamed into a

“typical” classroom.“typical” classroom.


The ClassroomThe Classroom

DevelopmentallDevelopmentally Appropriatey Appropriate

Age AppropriatenessAge Appropriatenessphysical developmentphysical developmentemotional developmentemotional developmentsocial developmentsocial developmentcognitive developmentcognitive development

Individual AppropriatenessIndividual Appropriatenesspattern and timing of pattern and timing of growthgrowthpersonalitypersonalitylearning stylelearning stylecoping skillscoping skillsfamily backgroundfamily background


Making Inclusion Making Inclusion SuccessfulSuccessful

Purposefully plan lessonsPurposefully plan lessons Compare child’s performance with pastCompare child’s performance with past Know the present level of abilityKnow the present level of ability Identify the next realistic level of abilityIdentify the next realistic level of ability Observe behavior and progressObserve behavior and progress Supervise effectivelySupervise effectively Put regular activities firstPut regular activities first Encourage independenceEncourage independence


Successful Successful MainstreamingMainstreaming

Physical InclusionPhysical Inclusion• presencepresence

Social IntegrationSocial Integration• interactioninteraction

Children with special needs will often learn more from other children than from adults.

Children with typical needs will also learn from children with special needs.

Activities designed especially for the child with special needs should include other children whenever possible.

Be balanced in your efforts.


Children of Typical Children of Typical DevelopmentDevelopment

Need:Need:

To observe supportive, To observe supportive, accepting adultsaccepting adults

To have established rulesTo have established rules To have factual informationTo have factual information To have questions answeredTo have questions answered To have guided perceptions To have guided perceptions

(books, toys, pictures, props, misc. objects)(books, toys, pictures, props, misc. objects)

To have practice in praisingTo have practice in praising To have opportunities to To have opportunities to

exploreexplore To pair with peersTo pair with peers To have interpretation To have interpretation

providedprovided


Working with ParentsWorking with Parents

Children’s first teachersChildren’s first teachers Compassion for challengesCompassion for challenges Communication and supportCommunication and support Collaboratively-set realistic expectationsCollaboratively-set realistic expectations

Routine enrollment processRoutine enrollment process Education and reassuranceEducation and reassurance


Working with Other Working with Other AgenciesAgencies

Document and communicateDocument and communicate Be involvedBe involved Cooperate and collaborateCooperate and collaborate Avoid competitiveness Avoid competitiveness


Specific StrategiesSpecific Strategies

Predictability & Predictability & consistency consistency

OrganizationOrganization Familiar objects and Familiar objects and

imagesimages Collaborative Collaborative

games/activities games/activities Clearly defined play/work Clearly defined play/work

areas areas Duplicate materialsDuplicate materials Soothing and relaxing Soothing and relaxing

materials materials Expectations for Expectations for

independence independence Search for volunteersSearch for volunteers


The Project ApproachThe Project ApproachHelping Teachers Include All ChildrenHelping Teachers Include All Children

Include more children with special needs in their Include more children with special needs in their curriculum planningcurriculum planning

Learn how to plan for groups of mixed ability or Learn how to plan for groups of mixed ability or mixed- age childrenmixed- age children

Learn new strategies for understanding and Learn new strategies for understanding and documenting learning in nonverbal childrendocumenting learning in nonverbal children

Learn that children with special needs are more Learn that children with special needs are more capable than first imaginedcapable than first imagined

Learn to use more open-ended and child-centered Learn to use more open-ended and child-centered activities with a wide variety of materialsactivities with a wide variety of materials

Increase appreciation for the diversity that Increase appreciation for the diversity that children and families bring to programschildren and families bring to programs

Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).


Inclusion Plan Scenarios Inclusion Plan Scenarios p. 156p. 156

Physical Physical adaptationsadaptations

Program Program adaptationsadaptations

Is this inclusion plan appropriate for this child and teacher?


And You?And You?

What have you done lately to make What have you done lately to make your classroom more your classroom more developmentally appropriate?developmentally appropriate?

What have you done lately, or in the What have you done lately, or in the past, to make your room more past, to make your room more individualized?individualized?


Thank you for your attendance and participation

Christine L. Gillan is the Early Childhood Education and Care Division Coordinator for the Pacific Union Conference of Seventh-day Adventists Office of Education. E-mail responses and/or questions to: [email protected]


ResourcesResources Chandler, Phyllis. (1993). Chandler, Phyllis. (1993). A Place for Me.A Place for Me. Early Early

Childhood Training Center, 6949 S. 110th St., Childhood Training Center, 6949 S. 110th St., Omaha, NE 68128-5722; Ph: 402-597-4820 or 1-800-Omaha, NE 68128-5722; Ph: 402-597-4820 or 1-800-89-CHILD89-CHILD

Mary Donegan, Seong Bock Hong, Mary Trepanier-Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005). "Exploring How Street, & Caryn Finkelstein. (2005). "Exploring How Project Work Enhances Student Teachers’ Project Work Enhances Student Teachers’ Understanding of Children with Special Needs." Understanding of Children with Special Needs." Journal of Early Childhood Teacher Education,Journal of Early Childhood Teacher Education, 2626, , (1). pp.37-46 (1). pp.37-46

IDEA 2004 News, Information and ResourcesIDEA 2004 News, Information and ResourcesNews, information and resources on the News, information and resources on the Individuals Individuals with Disabilities Education Improvement Act of 2004with Disabilities Education Improvement Act of 2004 ((IDEAIDEA), the nation's law that works to improve ), the nation's law that works to improve results for infants, toddlers, children and youth with results for infants, toddlers, children and youth with disabilities: disabilities: http://www.ed.gov/policy/speced/guid/idea/idea2004.htmlhttp://www.ed.gov/policy/speced/guid/idea/idea2004.html

http://www.ed.gov/policy/speced/guid/idea/idea2004.html


Resources, cont.Resources, cont. http://www.canchild.ca/http://www.canchild.ca/ http://www.earlychildhoodconnections.org/http://www.earlychildhoodconnections.org/ http://www.christinaburkaba.com/ELvsNNP.htmhttp://www.christinaburkaba.com/ELvsNNP.htm http://www.reedmartin.com/federallaws.htm http://www.reedmartin.com/federallaws.htm http://www.reedmartin.com/http://www.reedmartin.com/

specialeducationstatutes.htm specialeducationstatutes.htm http://www.mcps.k12.md.us/curriculum/pep/http://www.mcps.k12.md.us/curriculum/pep/

teach.htm teach.htm http://www.nichcy.org/pubs/outprint/nd15txt.htm http://www.nichcy.org/pubs/outprint/nd15txt.htm http://www.nichcy.org/index.html http://www.nichcy.org/index.html http://www.nichcy.org/resources/curriculum1.asp http://www.nichcy.org/resources/curriculum1.asp http://www.mcps.k12.md.us/curriculum/pep/pz.html http://www.mcps.k12.md.us/curriculum/pep/pz.html http://school.discovery.com/schrockguide/http://school.discovery.com/schrockguide/

edspec.html edspec.html

http://www.canchild.ca/

http://www.earlychildhoodconnections.org/

http://www.christinaburkaba.com/ELvsNNP.htm


EvaluationEvaluation

1.1. I came to this training because…I came to this training because…

2.2. I learned this new information…I learned this new information…

3.3. The most helpful part was…The most helpful part was…

4.4. This training could be improved if…This training could be improved if…

5.5. As I leave today, I will…As I leave today, I will…

6.6. In the future, please…In the future, please…

Documents

September, 2004 1 Mainstreaming at the Preschool Level Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne Christine L