Parents and Family Members

1. Assessing the Quality of Inclusion: A Closer LookMartha DiefendorfElena Soukakou Kelly Maxwell11th Annual Inclusion InstituteChapel Hill, NCMay 17, 2011

2. WelcomeWho Is In the Room?Why are indicators of quality inclusion important to you and others like you?

3. Parents and Family Members They want to feel comfortable and assured that: • their selection of a program for their child is appropriate • the teacher has suitable knowledge, skills and disposition • their child will be fully included • their child will make friends • their child’s needs will be met and will learn new skills • they will be included as partners

4. Practitioners – Service Providers, Teachers They want to be sure that: • they can provide quality experiences for all children • they feel knowledgeable and comfortable about disabilities • they have appropriate skills to individualize and consider strategies for improving practice • they know how to collaborate with specialists • they know how to communicate and partner with families

5. Program Administrators They want to be sure that: • their program provides quality experiences for all children • their policies and procedures support inclusion of children with special needs • they support practitioners’ opportunities to improve their knowledge and skills • they promote collaboration among teachers, specialists and families • families with children in the program are satisfied

6. Pre-service Instructors and In-Service TA Providers They want to be sure that: • the content of their coursework is practical and relevant • they support practitioners (and future practitioners) to improve their knowledge and skills regarding inclusion • their PD opportunities are aligned with the needs of the workforce • they promote collaboration among teachers, specialists and families

7. State Administrators They want to be sure that: • The state quality rating and improvement systems (QRIS) is designed to promote the development of all children • Their data system and monitoring procedures promote quality practices and services for inclusion • Resource allocation ensures that young children with disabilities or special needs experience high quality early education and inclusion experiences.

8. Who else is here today?Are their other roles or perspectives we haven’t mentioned?

9. Why assess the quality of inclusion? • Quality of EC programs  children’s development • More children with disabilities in pre-k • Growing body of evidence-based practices • Greater consensus on definition of key dimensions of inclusion

10. DEC-NAEYC Position Statementon Inclusion

11. Definition 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.

12. 3 Key Defining Features of Inclusion • Access • Participation • Supports can be used to guide the development of standards/indicators for including young children with disabilities:

13. Defining Feature of Inclusion: Access means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.

14. What does ACCESS look like? • Sample indicators: • Simple modifications, removal of physical and structural barriers, instruction in multiple and varied formats, and/or technology are used to ensure that every young child has access. • The learning environment, typical routines, and activities are accessible to children with a wide range of abilities. • The teacher makes adaptations of space and materials so all children are able to safely access and engage in the learning opportunities presented. • Outdoor play area is designed to accommodate a variety of motor experiences, such as running, climbing, balancing, jumping, and swinging.

15. Defining Feature of Inclusion: Participation means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

16. What does Participation look like? • Sample indicators: (could relate to child or adult behaviors or actions) • The child with special needs is an active participant in classroom activities, not just an observer. • The teacher sets up situations for intentional teaching of skill on the IEP, in the context of an engaging activity for the child and typical peers for maximum enjoyment and learning. • There is evidence of intentional teaching of social skills built into the daily plan with an attempt to individualize to children’s needs. • Teaching staff provides supervision to facilitate children’s activities and play, making sure all are involved. • The teacher encourages play between the “selected child” and a friend by commenting on their activities in an encouraging way.

17. Defining Feature of Inclusion: Supports refers to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

18. What do SUPPORTS look like? • Sample indicators: • The program director regularly visits classrooms and monitors staff performance. • The program director arranges for on-the-job training or coaching. • The program director makes staff available to attend IEP/IFSP meetings to participate in planning efforts with family and service providers. • The program collaborates with community services and organizations for additional adult support, such as park districts for assistance with summer recreation programs.

19. The Compilation http://www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf

20. Five main sections Quality Inclusion Practice Considerations Classroom Observation Rating Tools Individual Child Focused Considerations Collaborative Inclusion Practices Quality Rating and Improvement Systems (QRIS)

21. What is a QRIS? • Common Elements • Quality standards • Process for assessing/monitoring standards • Outreach and support to programs • Financial incentives • Consumer awareness http://nccic.acf.hhs.gov/qrisresourceguide/index.cfm

22. QRIS Across the U.S.

23. Assessing Observed Quality in QRIS • 23 of 26 states with QRIS use an observation measure of quality • Most use the Environment Rating Scales (ERS) • A few (e.g., Virginia, Minnesota) use the Classroom Assessment Scoring System (CLASS) • Individual states use other measures

24. Special Needs • 8 of 26 states address for centers • 6 of 26 states address for family child care homes • Specialized training • Screening procedures • Planning for children with special needs • Documentation of plans & activities • Environmental accommodations

25. Future Directions • “Universal Design” as applied to QRIS • Broaden the stakeholders • Develop common understanding of quality • Next Generation of QRIS • Move beyond global quality • Assessment options at higher levels • Assessment as basis for professional development plan

26. What do you currently use to assess quality? How have you been using assessment information?

27. Why Do We Need New Quality Indicators? • To focus on evidence-based practices that support the learning needs of children w/ disabilities • Inadequacy of existing measures & standards • -Do not adequately assess multiple dimensions of high quality inclusion • - The problem with global ratings

28. “Young children with disabilities can experience low quality in classes that are otherwise rated as being of high quality”(Wolery et al., 2000)

29. The Inclusive Classroom Profile(ICP) • Structured observation • 1-7 pt Likert-type scale • 11 items • Focus Classroom-level practices

30. ICP Items • Adaptation of space and materials • Adult involvement in peer interactions • Adult guidance of children’s play • Conflict resolution • Membership • Relationships between adults and children • Support for social communication • Adaptation of group activities • Transitions between activities • Feedback • Planning and monitoring children’s individual needs and goals

31. Use of the ICP • To measure quality in inclusive classrooms for research purposes • To assess quality within QRIS systems • To reflect upon and improve practice

32. A Key Challenge Individualization Inclusion

33. Inclusive Adaptations “Practices which intentionally adapt the classroom’s environment, activities and instruction in ways that encourage access and active participation in the group, through adjustments that might differ from child to child.”

34. Singing a Song with Friends (1.11 )

35. Adult involvement in peer interactions • Encourage other peers to engage with particular children • Support children in initiating and responding to others • Balance btw/n getting involved and allowing spontaneous social engagements • Helping children sustain interactions with peers

36. Reading at Circle Time (1.16)

37. Adaptation of group activities(Item8) • Adapting an activity’s materials, objectives or type of instructional support to promote children’s participation • Engaging in the same type of activity as their peers, although child may be working on individual goals • ALL children are actively engaged

38. Making Requests at Mealtime (1.20)

39. Support for Communication(Item 7) • Access to alternative communication systems (ACS) • Providing the necessary help for children to use ACS into activities & interactions • Recognizing ‘what’ children communicate about, & responding to them in relation to the meaning and function of communication • Adjusting verbal interactions to children’s individual level of understanding • Facilitating communication among peers

40. Scaffolding Block Play (1.14 )

41. Adults’ guidance of children’s play (Item 3) • Use of scaffolding strategies to support play (e.g. modeling, prompting, use of visual supports) • Monitoring children’s involvement & helping children become involved in play • Facilitating individual and social play • Adult’s scaffolding enables children to sustain play

42. Rolling with Peers (1.12 )

43. Membership • Peers show understanding, familiarity and respect for children’s differences & individualized supports • Opportunities to assume social roles and responsibilities • Opportunities to make choices about their learning • Strategies for helping children make choices about their learning experiences

44. Transition to New Program (2.4)

45. Facilitating transitions between programs • Developing a school-family partnership based plan to facilitate transition • Planning specific strategies to support transition • Encouraging active child involvement • Monitoring plan to ensure successful implementation

46. http://community.fpg.unc.edu/discussions/blog-speaking-of-inclusion/measuring-the-quality-of-inclusionhttp://community.fpg.unc.edu/discussions/blog-speaking-of-inclusion/measuring-the-quality-of-inclusion

47. Resources DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion Cate, D., Diefendorf, M., McCullough, K., Peters, M. L. & Whaley, K. (Eds.). (2010). Quality Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. http://www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf Compendium of Quality Rating Systems and Evaluations and State Profiles http://www.acf.hhs.gov/programs/opre