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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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)
“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 …”
The key components of professional development include:
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.
Increase emphasis on inclusion throughout statewide professional development efforts
Grow the regional cross-sector professional development system to support the entire state
Quality Rating and Improvement System
Child Care Licensing Rules
Georgia’s Pre-K Guidelines
Early Childhood Advisory Initiatives
Content-Related PD Products
Technical College System Curriculum Support
NPDCI Landscape Survey
GAYC Pre-Conference Session
and members of the Georgia Quest for Quality Inclusion State Leadership Team
Inclusion Coordinator serves as the leader of
each regional team
Surveys Sent: 50
Surveys Completed: 33
Return Rate: 66%
Survey Dates: Jan-Feb 2011
Increased Collaboration: 66%
Know Resources: 63%
Continue Regional Teams: 81%
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
Thank you for joining us today.