Successful Preschool Inclusion: An LEA’s Perspective

1. Successful Preschool Inclusion: An LEA’s Perspective Barbara Hanft MA, OTR, FAOTA Edward Feinberg PhD Sally Mastroberti MS Institute on Inclusion August 5, 2005

2. *Federal/State Statistics* • US Dept. of Ed. • 50% of all preschoolers with disabilities are receiving services in inclusive settings. • Maryland State Dept. of Ed’s LRE goal • less than 15% of students should receive services in separate special education settings; • however, many Maryland counties have high rates of segregated services.

3. Status 2003: Anne Arundel Co. • 39% of preschoolers receive special education services in segregated settings • remainder receive speech as a single service at their home elementary school. • 2 of 567 students received services in a community-based preschool or childcare. • Service delivery model essentially unchanged since the late 1970s.

4. Service system vs policy/research IDEA • All children should be educated in their natural or LRE: Must raise expectations. • Higher standards equal higher performance. • All children should have access to regular curriculum. • Must support regular educators through quality staff development on relating to children with disabilities.

5. Service system vs.policy/research Research • Children in inclusive settings perform better. • Children in inclusive settings behave better. • Children in inclusive settings demonstrate positive views about individuals with disabilities.

6. Goal: Move from classroom to community-based system Expand the continuum of special education services- to increase the incidence of preschoolers with disabilities receiving special education and related services in inclusive early childhood settings.

7. September 2003 Started with 5 students in inclusive settings 4 community-based settings involved June 2005 88 students served in inclusive settings (+ 319%) 82 inclusive settings involved Results

8. What can inclusive special education service look like?

9. What can inclusive special education look like? *It must be in combination.

10. Video Selections: Katelyn Family • wanted Katelyn included, no individual attention • worked full-time, no time for home visits Childcare • 4 year old program, missing literature component • teacher needed help in morning • all students included Katelyn • Issues: Attention, fine motor, processing verbal info • Setting where she had to ignore distractions • Loved stories about animals

11. Video Selections: Richard Family • Concern- Richard’s lack of participation in large groups Preschool/Teachers • Willing to learn, requested help for large group instruction • Class issues with social skills (hitting, not sharing etc.) • Needed guidance on class management and redirection Richard • Participating in large group • Answering questions with an audience • Increase self-confidence for improved peer interaction • Loved being teacher’s helper

12. Professional development: Points to ponder

13. From neurons to neighborhoods….. • The essential features of the environment that influence children’s development are their relationships with the important people in their lives – beginning with their parentsand other family members, and extending outward to include child care providers, teachers, and coaches – within the places to which they are exposed – from playgrounds to libraries to schools to soccer leagues.” National Scientific Council on the Developing Child, 2004, p. 4

14. Key myths about consultation/coaching • Can double/triple caseloads • Therapists train others to do OT/PT/SP • Never work one-one with a child • One way to consult

15. The big difference……… Expert vs. expertise

16. Principles of adult learning • Identify partner’s motivators • What will influence my partner to collaborate with me and refine knowledge/information? • Respect partner’s learning environment/style • Which physical and emotional factors will promote a positive learning environment? • Help partner integrate past and current experience • What is my partner’s knowledge/experience base?

17. Principles of adult learning • Promote partner’s self-direction/active involvement • Involvement vs engagement • Support partner’s reflective thinking • Link to role and child outcomes

18. 1. Be aware of power in your relationships • Power (reward, coercive and legitimate) → lack of commitment • Referent power, via identification, builds rapport, shows respect and breaks down professional distance Harris & Cancelli, 1991

19. 2. Deal with entry issues • Clarify partners expectations and past efforts • What do you want for your child? Settings to participate in….. Interactions to engage…. • What works? What has not? • Maximize partner’s choices about how to consult with you Harris & Cancelli, 1991

20. 3. Ensure investment in the consultation • Focus on partner’s roles/concerns, rather than yours • What’ s working for this child? • What’s the most challenging part of the day caring for him/her? • Encourage questions, provide explanations vs. give advice • Ask partner to evaluation your recommendations • How will this work for you? Harris & Cancelli, 1991

21. Initiation Key components of Coaching (Hanft, Rush, & Shelden, 2004) Action Observation Reflection Evaluation Resolution Continuation

22. Process is interactive….

23. Reflecting: Asking probing ? 1. Prompt Partner to recall or gather information • Tell me about… • Tell me more…. • What did you want to happen? • What happened when …..? • What did you do/say when……? • What went well? • Where does that most often occur? • When did you first notice this?

24. How professionals talk affects caregiver participation Indirect behavior: praise/encouragement, ask ?, accepting feelings/ideas Encourages caregivers to initiate and structure interactions- BUT- • 95% of praise was about child, not caregiver actions • 96% of questions were close-ended Directbehavior: giving info, directing, criticizing Leads to professionals giving more info Brady et al, 2004. Journal of Early Intervention#26(2), pp.146-159

25. Observations are outcome related and include: • partner’s behavior • Nonverbal communication, comments, interaction and actions in response to events, others and the coach • Reactions of others to your partner • Esp. acceptance of partner’s actions • Physical and social context of child and partner

26. Actions……

27. What makes inclusion work?

28. Anne Arundel Co.’s GoalStarted Sept. 2003 To expand the continuum of special education services to increase the percentage of preschoolers with disabilities receiving special education and related services in inclusive early childhood settings.

29. How? School System Awareness • Educating and sharing goals. • Collaboration with other professionals. Parental Involvement • Educating parents about their options. • Providing support in choosing positive inclusive settings. -

30. How? Community Support • Developing positive relationships with nursery schools and child care centers; expanding perspective on appropriate settings for children with disabilities. • Offering staff development, coaching, adapted materials, co-taught classes, etc. • Involving outside resources. -

31. Community Support*The biggest, most positive factor* • Starts with the family • First contact is critical • First visit to inclusive setting creates the atmosphere/partnership/relationship • Patience leads to cooperation and respect • Positive recognition leads to teamwork • Communication leads to trust and openness • Commitment – modeling, co-teaching, training, literature, materials • Individualize to meet everyone’s needs