HELP IS ON THE WAY! Indiana’s System to Increase Inclusive Care

1. HELP IS ON THE WAY!Indiana’s System to Increase Inclusive Care Renee’ S. Kinder Indiana Partnership for Inclusive Child Care Program Director The Indiana Association for Child Care Resource & Referral

2. The Indiana Partnership for Inclusive Child Care Program (IPICC) is a program of the Indiana Association for Child Care Resource & Referral and the Family and Social Services Administration, Bureau of Child Care.

3. Today’s Agenda • Introductions • The Indiana Partnership for Inclusive Child Care Program (IPICC) History • Expected Benefits • Inclusion Specialists’ Roles • Training for Inclusion Specialists • Inclusion Specialists and Paths to QUALITY • Center Director Inclusion Training • Lessons Learned • On the Horizon

4. Introductions • Please share with the group: • Your name • State • Position Subject to change depending on size of group.

5. IPICC History In 1999 we: • Imbedded “SpecialCare” curriculum into Ivy Tech child development courses. • Received one year of private funding: • Hired Inclusion Coordinator • Established six CCR&R pilot sites • What do child care providers need and want? • Provided training and technical assistance to providers and families.

6. IPICC History • During year two Inclusion Coordinator: • Conducted on-site consultation visits using the Environmental Rating Scales. • Continued support to six CCR&R pilot sites. • Worked at state level: • State Transition Team • Special Needs Task Force • Child Care Health Consultant Project • Others

7. IPICC History • During the third year: • Collaborated with Riley Child Development Center, Riley Hospital for Children. • Received three years of federal funding from the Administration on Developmental Disabilities to develop and deliver components of the Indiana Partnership for Inclusive Child Care Program.

8. IPICC History • Through IPICC we: • Established Inclusion Specialist roles in two CCR&R agencies to provide: • Enhanced referrals for families of children with disabilities • Community outreach • Training and technical assistance

9. IPICC History • CELEBRATE! • Inclusion Specialist role built into CCR&R base contract in 2004. • 11 Inclusion Specialists throughout Indiana.

10. 11 Local Child Care Resource and Referral Service Delivery Areas

11. Expected Benefits Children: • Access to quality child care. • Providers who are responsive to children’s developmental needs. • Continuity of care

12. Expected Benefits Communities: • Increased awareness of need, quality child care issues and knowledge of disability-related issues. • Collaboration of services among partners at the local level. • Increased capacity of child care.

13. Expected Benefits • Ability to engage public/private partnerships and leverage other resources. • Coordination of all related services to children.

14. Expected Benefits State Benefits: • Development of a coordinated inclusive system of child care that will support children, with and without disabilities, in child care programs. • Fully utilized local level services. • A reduction in the disparity of underserved and unserved populations.

15. Expected Benefits National Benefits: • Demonstration and dissemination of a model for other states to replicate. • A comprehensive child care system supportive of including children with disabilities.

16. Inclusion Specialists’ Roles • Starting in the 2004-2005 contract year Specialists’ roles included: • Providing enhanced referrals for families of children with special needs. • Carrying out community outreach activities. • Offering training and technical assistance.

17. Enhanced Referrals • Paper intake form • Completed by Referral Specialist or Inclusion Specialist depending on agency. • Contains components of NACCRRA’s Quality Assurance. • Review form

18. Something to Consider • The Americans with Disabilities Act! • If enhanced referrals are available they must be offered to ALL families. “Through the Indiana Partnership for Inclusive Child Care Program we are able to look for providers who have experience caring for children with special needs. Is this an option you’re interested in?”

19. Something to Consider • “Does your child have special needs?” • Asking the question outright is against the Americans with Disabilities Act • The answer may alter the way the service is provided • If the parent reveals their child has a disability, is o.k. to ask questions.

20. Enhanced Referrals • Vacancy checks are completed. • A minimum of three referrals for every family are provided within 48 hours. • Initial packet sent to family. • Sent with referrals. • Includes educational materials about inclusive child care and family-specific materials. • Sent to selected provider once established.

21. Enhanced Referrals • Follow up completed with 15 or 20% of families (whichever comes first): • Call within two weeks • Has care been located? • Additional services needed? • Usefulness of enhanced referral service • Additional information sent to families at 3, 6, 9 and 12 months after intake. • Follow up call completed at 9 months to establish continuity of care and additional needs.

22. Community Outreach • Developed outreach folders that include educational materials and distributed to: • First Steps (birth to three early intervention system) • Special Education Cooperatives (intervention system for children three years thru 21 years of age) • Office of Family and Children • WIC • Other community agencies

23. Community Outreach • All agencies have developed a bookmark or flyer for intervention systems to provide to all of their families. • E-mails sent to all early childhood special education staff in schools in service delivery area about IPICC project. • Continue to make contact with other disability-related agencies in service delivery areas.

24. On-Site Technical Assistance • Inclusion Specialists offer on-site TA at the request of: • Family • Child care provider • Other service provider • First Steps • Special Education Cooperative • Outside therapist • Other CCR&R staff such as Infant Toddler Specialist or Mentor.

25. On-Site Technical Assistance On-site observations are completed ONLY with consent of parent.

26. On-Site Technical Assistance • Inclusion Specialists work with providers to: • Modify the environment as appropriate. • Make necessary referrals to outside services. • Talk with families about child’s needs. • Support families.

27. On-Site Technical Assistance Inclusion Specialists do NOT diagnose children!

28. Training • All Inclusion Specialists are trained on the following: • Training methods • “Caring for Children with Special Needs” • Awareness-level “canned” curriculum • Child Care plus+ Curriculum on Inclusion Strategies • Developed by the University of Montana

29. Training • Promoting Children’s Social and Emotional Competence • Based on the Center on Social and Emotional Foundations for Early Learning-Vanderbuilt University • Disability-specific information • The Environmental Rating Scales • Others based on community needs

30. Training • Specialists are required to provide the following in one contract year: • One “Caring for Children with Special Needs” training (2 hours) • Two Child Care plus+ content trainings • One modifications/adaptations training • One “Promoting Infant and Toddler Social and Emotional Competence” series (12 hours) • Two “Promoting Children’s Social and Emotional Competence” series (12 hours each) • Others as determined by needs assessment

31. Inclusion Specialists and Paths to QUALITY • Indiana’s quality rating system. • Voluntary program for licensed and registered providers. • Phased-in statewide rollout starting in January, 2008. • Rolled out as of July: • 6 agencies • 57 counties

32. Inclusion Specialists and Paths to QUALITY • Four levels: • Level 1: Health and safety needs of children • Level 2: Environment supports children’s learning • Level 3: Planned curriculum guides child development and school readiness • Level 4: National accreditation is achieved • Same expectations for centers, homes and ministries.

33. Inclusion Specialists and Paths to QUALITY A Level 3 Center Indicator: 11. Plans and environmental accommodations for children with special needs are evident. Indicators must include: 1. A written plan is in place for effectively caring for children with special needs. 2. Space is arranged to provide children of different ages and abilities daily access to materials and opportunities to engage in play and projects without limitation or interference from one another. 3. Adaptation of materials occurs to provide children of different ages and abilities daily access to materials and opportunities to engage in play and projects without limitations or interference from one another.

34. Inclusion Specialists and Paths to QUALITY 4. The teachers include children in age-appropriate self-help activities, such as dressing, picking up toys, washing hands, folding clothes, serving food, and setting or cleaning up meals. 5. The teachers answer children’s questions about differences in a respectful and factual way. From “Center Paths to QUALITY Standards”

35. Inclusion Specialists and Paths to QUALITY • Inclusion Specialists will: • Deliver trainings to help providers meet increased educational requirements. • Provide on-site technical assistance to help providers meet special needs indicator. • Work with other CCR&R mentoring staff to increase the overall quality of a program.

36. Center Director Training “A Special Place: Inclusive Child Care in Indiana” • Requirement for training written into center regulations in 2004. • Two day training required of all Directors of Record within six months of hire. • Delivered two times per month October, 2004-June, 2006. • Delivered one time per month from July, 2006 and on. • Offered in various locations throughout state.

37. Center Director Training • Day One: • Disability legislation overview • Special needs-related licensing regulations • Training methods • Defining inclusion • Person first language

38. Center Director Training • Day One con’t: • The Americans with Disabilities Act • Facilitating inclusion • Indicators of successful inclusion • Resources

39. Center Director Training EXAMPLE OF ACTIVITY: Disability Legislation Activity Put the pieces of disability legislation listed on the cards into chronological order.

40. Disability Legislation Dates • Head Start Act • 1965 • Head Start Act Amendments • 1972 • The Rehabilitation Act • 1973 • Education of the Handicapped Act • 1975

41. Disability Legislation Dates • Education of the Handicapped Act Amendments • 1986 • Individuals with Disabilities Education Act • 1990 • Americans with Disabilities Act • 1990 • Individuals with Disabilities Education Act Amendments • 1997

42. Center Director Training EXAMPLE OF ACTIVITY: INCLUSION activity Using the letters in INCLUSION, list words that describe including children with disabilities into community settings.

43. Center Director Training • Day Two: • Promoting Social and Emotional Competence While Reducing Challenging Behaviors • Curriculum developed by the professionals affiliated with the Center on the Social and Emotional Foundations for Early Learning located at Vanderbuilt University

44. Center Director Training • Day Two con’t: • Early Childhood Literacy and Learning: Inclusive Approaches for Children with Special Needs • The importance of language and literacy for children with special needs. • Teaching tips for facilitating language and literacy for children with disabilities. • Strategies to make language and literacy a part of every day activities for ALL children.

45. Lessons Learned • We don’t always know what parents want. • Visiting with families • Tracking families over long periods of time is a challenge! • Sometimes people don’t know what they don’t know. • Fear is the biggest obstacle we have to overcome.

46. Lessons Learned • The ADA does NOT mean the “American Dental Association”. • Clearly define what “Inclusion” means. • Partnerships are vital to the success of the project. • Inclusion Specialists don’t need to know everything coming in. It’s a BIG learning curve!

47. Lessons Learned • We can’t save the world in one day. • This process takes TIME! • Sometimes a more narrow focus is o.k. • There is strength in numbers.

48. Lessons Learned Can we do it? YES WE CAN!!!!

49. On The Horizon • Training on “Promoting Infant and Toddler Social and Emotional Competence” information. • Inclusion Specialists trainings available on-line for group. • Narrowing focus of Inclusion Specialists’ work. • Challenging behaviors?

50. On The Horizon • Continued development of an inclusive environment tool. • Finalize a statewide CCR&R train-the-trainer model. • Increased level of on-site technical assistance visits and trainings due to Paths to QUALITY.