Mainstreaming at the Preschool Level

1.  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: christine@puconline.org Mainstreaming at the Preschool Level  Including Special Needs Children in Your Typical Preschool Christine Gillan-Byrne

2. Constructivist Theory of Learning • We learn by constructing our own understandings based upon our experiences. • We are not born as "blank slates" on which to write endless information. • What we learn is affected by what we already know.... • Our experiences are unique, and therefore our understandings are unique. • To learn, we apply what we already know to a new situation. The Summer 2004 issue of Interaction, the journal of the Canadian Child Care Federation, 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 learning...

3. Make a list of individuals whom you personally know who have a special need. List the special need as well. For instance: Father – hearing impaired Schuyler – Spina bifida John – Asperger’s Syndrome

4. Mental Retardation Learning Disabilities Exceptional Abilities Social A-social Anti-social Behavioral Emotional Neediness Disturbances Physical Orthopedic Health Speech/Language Auditory Visual Types of Special Needs Spiritual

5. Special and Typical Needs • Each child is unique • Each child develops and matures at a different rate • Typical developmental milestones or characteristics help determine “special need” • Approximately 20% of all children can be considered to have a “special need”

6. Inclusion Rationale • State and Federal Laws (search web) • IDEA, ADA, P.L. 94-142, P.L. 99-457, P.L. 105-17 • Better role models • Realistic expectations • Perception = Reality • Develops positive attitudes = empathy

7. The Teacher’s Role • Be professionally knowledgeable about child development • Be observant • Document • Build a respectful and professional rapport with parents and families • Be familiar with and willing to use community resources for appropriate referral • Learn all you can!

8. Reality Check • Children with special needs need special services. • Such services may consist of extra planning, additional training or consultation. • It is often possible to provide the necessary special services within the regular setting. • The need for additional resources provides opportunities for collaboration and problem-solving.

9. Refer to your list of individuals with special needs… • Briefly describe your feelings toward the individuals on your list. • Briefly describe the impact they have had on you.

10. Avoidance or ignoring Discomfort Fearfulness Sadness or pity Vulnerability Denial Resentment Guilt Anger Unpreparedness Acceptance Permission Realistic expectations Appreciation Belief in Potential Feelings

11. All Children have potential and all children are capable of learning.

12. Preparing for the Special Needs Child

13. Scenario • This is Andrew’s first day at your center. • It time for outdoor play. • Andrew cannot walk. What would you do?

14. Attitude Acceptance Permission Realistic expectations Appreciation Belief in Potential What are some typical developmental milestones in children?

15. The Child • Meet the child and parents • Encourage family & child to visit center • Get acquainted with the individuals • Collect background information • Learn about the specific disability/need • Remember that abilities differ

16. Reality Check Not every challenged child can be successfully mainstreamed into a “typical” classroom.

17. The Classroom Developmentally Appropriate • Age Appropriateness • physical development • emotional development • social development • cognitive development • Individual Appropriateness • pattern and timing of growth • personality • learning style • coping skills • family background

18. Making Inclusion Successful • Purposefully plan lessons • Compare child’s performance with past • Know the present level of ability • Identify the next realistic level of ability • Observe behavior and progress • Supervise effectively • Put regular activities first • Encourage independence

19. Physical Inclusion presence Social Integration interaction Successful Mainstreaming 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.

20. Children of Typical Development Need: • To observe supportive, accepting adults • To have established rules • To have factual information • To have questions answered • To have guided perceptions (books, toys, pictures, props, misc. objects) • To have practice in praising • To have opportunities to explore • To pair with peers • To have interpretation provided

21. Working with Parents • Children’s first teachers • Compassion for challenges • Communication and support • Collaboratively-set realistic expectations • Routine enrollment process • Education and reassurance

22. Working with Other Agencies • Document and communicate • Be involved • Cooperate and collaborate • Avoid competitiveness

23. Specific Strategies • Predictability & consistency • Organization • Familiar objects and images • Collaborative games/activities • Clearly defined play/work areas • Duplicate materials • Soothing and relaxing materials • Expectations for independence • Search for volunteers

24. The Project ApproachHelping Teachers Include All Children • Include more children with special needs in their curriculum planning • Learn how to plan for groups of mixed ability or mixed- age children • Learn new strategies for understanding and documenting learning in nonverbal children • Learn that children with special needs are more capable than first imagined • Learn to use more open-ended and child-centered activities with a wide variety of materials • Increase appreciation for the diversity that children and families bring to programs Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005).

25. Physical adaptations Program adaptations Inclusion Plan Scenarios p. 156 Is this inclusion plan appropriate for this child and teacher?

26. And You? What have you done lately to make your classroom more developmentally appropriate? What have you done lately, or in the past, to make your room more individualized?

27.  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: christine@puconline.org Thank you for your attendance and participation

28. Resources • Chandler, Phyllis. (1993). A Place for Me. Early Childhood Training Center, 6949 S. 110th St., Omaha, NE 68128-5722; Ph: 402-597-4820 or 1-800-89-CHILD • Mary Donegan, Seong Bock Hong, Mary Trepanier-Street, & Caryn Finkelstein. (2005). "Exploring How Project Work Enhances Student Teachers’ Understanding of Children with Special Needs." Journal of Early Childhood Teacher Education,26, (1). pp.37-46 • IDEA 2004 News, Information and ResourcesNews, information and resources on the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), the nation's law that works to improve results for infants, toddlers, children and youth with disabilities: http://www.ed.gov/policy/speced/guid/idea/idea2004.html

29. Resources, cont. • http://www.canchild.ca/ • http://www.earlychildhoodconnections.org/ • http://www.christinaburkaba.com/ELvsNNP.htm • http://www.reedmartin.com/federallaws.htm • http://www.reedmartin.com/specialeducationstatutes.htm • http://www.mcps.k12.md.us/curriculum/pep/teach.htm • http://www.nichcy.org/pubs/outprint/nd15txt.htm • http://www.nichcy.org/index.html • http://www.nichcy.org/resources/curriculum1.asp • http://www.mcps.k12.md.us/curriculum/pep/pz.html • http://school.discovery.com/schrockguide/edspec.html

30. Evaluation • I came to this training because… • I learned this new information… • The most helpful part was… • This training could be improved if… • As I leave today, I will… • In the future, please…