Early Childhood Inclusion at the Frank Porter Graham Child Care Program:

1. Early Childhood Inclusion at the Frank Porter Graham Child Care Program: A Collaborative and Routines-Based Approach

2. Presenters:Ruth Miller, M.Ed., Special Services Coordinator, FPG Child Care ProgramKathy Davis, M.A., CCC-SLP, FPG Child Care ProgramMargie Muenzer, M.S., PTTeresa Jones, M.S., OTR/L The Frank Porter Graham Child Care Program in Chapel Hill, NC • Provides quality childcare to children birth to 5 years of age, including children with special needs • Supports the research and educational missions of the Frank Porter Graham Child Development Institute and the University of North Carolina at Chapel Hill • Enrollment typically approximately 80 children; 25-30% of children enrolled have identified disability • Special services staff works closely with classroom teachers • NC Five Star License; NAEYC Accreditation; Developmental Day Certification

3. A Collaborative Model of Inclusion • Major Components: • Routine-Based Assessment • Team Goal Planning Process • Integrated Therapy • Embedded Intervention • This model has been developed by and is used by • researchers, specialists and teachers at the Frank Porter • Graham Child Care Program

4. Routines Based Assessment • Family Interview • Classroom Teacher Interview

5. Routines-Based Assessment • Interviews conducted with family and teachers target the following routines: • Meals • Play • Self Care • Bedtime/Nap • Community • Outdoor Time • Circle Time • Structured Activities • Transitions

6. The Interview

7. Sample Priorities Using the Results… • To determine whether there is a need for further assessment (observation, evaluation of specific skills, environmental assessment, etc.) • Priorities that emerge from Routines-Based Assessment become targeted outcomes or goal areas

8. IEP/IFSP Development Process • Family Directed • Team Approach with input • from parents, teachers and • therapists • Outcomes based on • Priorities emerging from • Routines Based Assessment • Functional Outcomes

9. Writing Functional GoalsAddress skills and behaviors in everyday routines and activities

10. Functional Goals & Objectives All Goals should focus on Engagement Independence Social Competence

11. Engagement Goal Directedness, Attention, Participation

12. Independence Functioning in the environment on one’s own without support

13. Social Competence Interacting with both peers and adults in interactions that are reciprocated, rewarding and positive

14. Integrated Therapy Intervention strategies are integrated into the daily routines and activities of the child, and when the therapist interacts with the child, it is typically within the context of those daily activities and routines.

15. Integrated Therapy • Use of this model requires: • On-going collaboration between teachers and therapists • Flexibility of scheduling • Change in focus of the specialist Integrated services can look very different depending on the needs of the child and the discipline of the specialist.

16. Integrated Therapy • Peer models are readily available • Teachers learn intervention strategies by observation of and instruction by specialists • Children’s social relationships are fostered

17. Integrated Therapy Video Examples

18. Team Planning Process + =

19. Team Planning Process Therapist/teacher meetings biweekly Strategy/goal forms at team meetings to focus planning on priority areas Completed forms provide information for parents Use of goal/activity matrices

20. Team Planning Process Team meeting and record forms: STRATEGY DEVELOPMENT AND PROGRESS REPORT CLASSROOM RECORD FORM

21. Team Planning Process

22. Embedded Intervention Embedded intervention refers to the process of collaboratively planning and implementing intervention strategies that occur within daily activities and routines.

23. Embedded Intervention The classroom teacher and/or parent becomes the primary provider of the intervention strategies.

24. Structuring Physical & Social Space

25. Visual Supports

26. Use of Adaptive Equipment and Assistive Technologies

27. Peer Play Interventions

28. Incidental Teaching

29. The list of intervention strategies goes on…. Structuring physical space Structuring social space Vary child roles Using child preferences (follow child’s lead) Positive reinforcement Priming Add/enhance cues Reduce or increase required response Prompting and Time delay Object and Visual Cues Picture and Object Schedules Child Choice Systems Social Stories Adaptive Equipment and Assistive Technology Peer-Mediated Interventions Incidental Teaching Musical Interventions Increase frequency/number of opportunities for practice

30. Embedded Intervention Effective embedding of strategies requires • Ongoing collaborative consultation between teachers and specialists • Material support (making picture systems, adapting existing classroom materials) • Good variety of classroom and playground activities

31. Embedded Intervention at FPG

32. Additional Planning Forms GOAL/ ACTIVITY MATRIX LESSON PLAN ADAPTED LESSON PLAN

33. Taking the Model Home… Questions? Discussion?

34. Contact Us FPG Child Care Program 105 Smith Level Road, CB #8180 Chapel Hill, NC 27599-8180 Kathy Davis Phone: 919-966-5188 Email: davis@mail.fpg.unc.edu Ruth Miller Phone: 919-966-5095 Email: miller@mail.fpg.unc.edu Teresa Jones Phone: 919-843-7356 Email: jonest@mail.fpg.unc.edu Margie Muenzer Phone: 919-843-9335 Email: muenzer@mail.fpg.unc.edu