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Collaborative Approaches to Including Children With and Without Disabilities. Together We’re Better. Camille Catlett & Jennie Couture November 9, 2012. Silos of Early Childhood. PreK. Child Care. Early Intervention. Head Start. How does it work in your state/community?.

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together we re better

Collaborative Approaches to Including Children

With and Without Disabilities

Together We’re Better

Camille Catlett & Jennie Couture November 9, 2012

silos of early childhood
Silos of Early Childhood


Child Care

Early Intervention

Head Start

how does it work in your state community
How does it work in your state/community?

Is professional development coordinated across key sectors (child care, Head Start, public pre-k, early intervention, health, mental health) or organized separately within individual sectors?


An integrated professional development system is “a comprehensive system of preparation and ongoing development and support for allearly childhood education professionals working with and on behalf of young children” from birth to age 8 and their families (LeMoine, 2008)


Definition of professional development

“Professional development is facilitated teaching and learning experiences that are transactionaland designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice …”


Definition (continued)

The key components of professional development include:

  • characteristics and contexts of the learners (i.e.,the “who” );
  • content (i.e., the “what” of professionaldevelopment); and
  • organization and facilitation of learning experiences (i.e., the “how”).”

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.


All early childhood personnel in Georgia will benefit from an integrated continuum of professional development and other systemic supports and services that prepare them to promote the full participation of each child, including those with diverse abilities and challenges, in high quality inclusive settings
Increase emphasis on children with disabilities and inclusion in statewide structures and programs

Increase emphasis on inclusion throughout statewide professional development efforts

Grow the regional cross-sector professional development system to support the entire state


Statewide Structures and Programs

Quality Rating and Improvement System

Child Care Licensing Rules

Georgia’s Pre-K Guidelines

Early Childhood Advisory Initiatives

Content-Related PD Products


Emphasis on Inclusion in State Professional Development Efforts

Technical College System Curriculum Support

NPDCI Landscape Survey

GAYC Pre-Conference Session

georgia regional team system
Georgia Regional Team System


  • Increase collaboration and coordination
  • Decrease duplication of efforts
  • Provide targeted support to ECE professionals
  • Increase number of inclusive ECE opportunities for all children
  • Differing regional needs
  • Lack of emphasis on inclusion in PD offerings
  • Limited collaboration among partners
  • Duplication of efforts
  • Active support provided by Department of Early Care and Learning, the Child Care Resource and Referral Agencies,

and members of the Georgia Quest for Quality Inclusion State Leadership Team

  • A Child Care Resource and Referral Agency

Inclusion Coordinator serves as the leader of

each regional team

  • Team members are individuals with responsibility for professional development, drawn from sectors across

the region

  • Preschool Special Education
  • DOE PD System leaders
  • Higher Education
  • Child Care
  • Head Start
  • Georgia’s Pre-k
  • Early Intervention
  • Private Trainers
  • Parents and Families
georgia regional team system1
Georgia Regional Team System
  • 7 current teams
  • 3 being developed in 2012
  • Criteria
    • 0-5 population
    • Numbers of providers
    • Early Intervention Natural Environment Data
    • DOE LRE Data
    • Areas “At Potential”
getting started
Getting Started
  • Kick-Off Summit
  • Regional Needs Assessment
  • Focus on Child Care (center, family, informal)
  • Planning to meet identified needs
  • Supported and targeted PD efforts
  • Evaluation
  • Ongoing sharing of PD resources and offerings in the region
what s different for communities
What’s Different for Communities?
  • Increased focus on inclusion
  • Regional partners moving out of silos
  • Increase in number of Georgia Pre-K fully inclusive classes
  • Georgia Pre-K inclusion classes begun in critical areas
what s different for ece professionals
What’s Different for ECE Professionals?
  • Leaders
  • Collaborative PD Offerings
  • Collaborative Coaching and TA
  • Increased Collaboration Between Child Care and Professionals Serving Child
evaluation of the regional team approach
Evaluation of the Regional Team Approach

Surveys Sent: 50

Surveys Completed: 33

Return Rate: 66%

Survey Dates: Jan-Feb 2011

evaluation of the regional team approach1
Evaluation of the Regional Team Approach

Increased Collaboration: 66%

Know Resources: 63%

Continue Regional Teams: 81%

Expansion: 93%

landing pads
Landing Pads

A sampling of evidence and resources, related to each feature, to support your learning and professional development needs

Find them online at




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