The Institute for

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(No Transcript)
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The Institute for Early Childhood Education and
Research Faculty of Education The University of
British Columbia
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Inclusive Education

• Addressing Children's Diversity in the Classroom
  Setting What Works?
• March 18, 2004
• Cuenca, Ecuador

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PRESENTERS

• Iris Berger, M.A., IECER, University of British
  Columbia, Vancouver, BC Canada
• Mari Pighini, M.A., HELP/ CHILD, University of
  British Columbia, Vancouver, BC Canada

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SYNOPSIS

• This workshop will examine inclusion, and in
  particular, inclusive education for children with
  special needs in British Columbia, Canada, from
  preschool to the Elementary years. The
  presentation will include the following topics

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Why Inclusion?

• The presenters will lead a discussion about the
• educational, ethical, and social
• rationale behind inclusion

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Risks and high and low incidence special needs in
young children

• An overview of typical and atypical child
  development milestones from 0 8 years,
  including children with sensory impairments
  (i.e.,deaf or hard of hearing), children with
  developmental/cognitive delays (i.e., Downs
  Syndrome), and children with autism, among others

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What Works?

• A description of a model of services and
  resources that are available for children with
  special needs and their families in British
  Columbia, Canada, with a reality check focused on
  the challenges and difficulties that children,
  families and educators face on a daily basis

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What Works? CONTINUED

• This will be an interactive session
• with case scenarios and problem
• solving exercises!

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In conclusion ...

• Taking a look at current research and
• technologies available to facilitate
• childrens inclusion in diverse
• classroom setting

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Your turn 1!

• When you think about disability what words come
  to your mind?
• A) Write down 3 words in the rectangle provided
  in your handout
• AND
• B) Talk to your immediate neighbours on your
  right and left sides and compare views

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1. Why Inclusion? A discussion about the
educational, ethical, and social rationale behind
inclusion
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What is inclusion ?

• Inclusion is the value system (participation,
  friendship and interaction) which holds that all
  students are entitled to equitable access to
  learning
• Inclusion is a process of making the classroom or
  school welcoming to children of all different
  abilities.
• It needs to be continually monitored and
  evaluated over an extended period of time
  (www.circleofinclusion.org)

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Ask yourself What can some positive outcomes of
inclusion be?

• 1)
• 2)
• 3)
• 4)

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Inclusion is about

• inspiration for democratic education what image
  you have of children
• looking at all the children at school, the entire
  school community and not only one classroom
  (welcoming, programming, accessibility,
  resources)
• positive, democratic, effective, cooperative
  team-based leadership
• providing and implementing a net of human
  resources with the necessary material resources
  (Slee, 2001)

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The principles of inclusion You cannot do it
alone!!!!

• Inclusion is not a one person project!
• It takes teamwork in the classroom, in the whole
  school, and in the whole community!

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The principles of inclusioncontinued...

• Establish a school philosophy of caring
• Take the labels off. Describe, dont label!
• Child with learning disabilities rather
  thanlearning disabled child.

• Establish a school philosophy of caring
• Take the labels off. Describe, dont label!
• Child with learning disabilities rather than
  learning disabled child.

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The principles of inclusion continued two

• Honour diversity display books and posters that
  explain and promote positive responses to
  differences.
• Encourage cooperation rather than competition
• Problem solving approach establish small
  committees comprised of teachers, students and
  staff to solve problems, so that everyone feels
  empowered (Kugelmass, 2001).

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Inclusion occurs ...

• ...when an educational team
• is working together
  
• to allow all children
  to take part
  
• 
  in the activities
• and learning experiences that
• occur as the regular program at school.

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2. Risks andhigh and low incidence special needs
in young children
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Infancy Birth to One Developmental Milestones
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Typical Vs. Atypical
Development 0 - 1
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Concerns

• Global developmental delay
• Biological - Genetic (PKU) or
• environmental factors (pre-natal malnutrition)
• Diagnosed syndrome
• Downs syndrome
• Moderate to severe cerebral palsy

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Toddlerhood 1 - 2Developmental Milestones
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Typical Vs. Atypical
Development 1 - 2 1/2

• 12-18 months
• Puts objects in container
• Points to objects with index finger
• Uses some words
• Shows affection
• Toddlerhood 18 30 months
• Motor development climbs, builds with blocks,
  paints
• Uses spoon, takes off shoes
• Shows interest in peers imitation of action and
  words and some interaction
• Begins to engage in dramatic/pretend play
• Language development uses words in short
  sentences, understand simple directions
• Shows some frustration tantrum (occasional and
  short)
• Self-identity recognizes self by name

• By the end of Year 2
• No exploratory or independent ambulatory
  movements
• No manipulation of small objects
• Does not identify himself/herself by name
• No listening or understanding of 1 simple
  instruction/command
• No two-word phrases few words
• Does not use the pronoun I
• Flat affect No eye contact no object of
  attachment (doll, stuffed animal, blanket) OR
• No self-soothing uncontrollable temper
  tantrums
• No interest in peers, surroundings, toys

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Concerns.Babies born premature and/or small for
gestational age and/or with peri/post natal
complications

• Specific developmental delays
• language
• motor
• Mild to moderate cerebral palsy
• Sensorial impairments
• hearing
• vision

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Preschool Years 3 - 5 Developmental Milestones
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Concerns...

• Autism/ Autism Spectrum Disorder
• Asperger Syndrome
• Sensory Integration Disorder
• Speech Articulation Disorder/Language acquisition
  delay
• Behaviour /Emotional difficulties
• Oppositional defiant
• Attachment disorder

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Typical Vs. Atypical
Development 3 5 years

• 3-5 years
• Motor development climbs, run, jump with ease
• Toilet trained
• Fine motor holds a pen, manipulates small
  objects, snips with scissors
• Engages in complex
• dramatic play
• Interacts with peers and
• cooperative play
• Language uses sentences, expresses wants and
  ideas,
• Tells a simple story, asks
• questions
• Shows empathy
• Develops gender identity

• By year 5
• Little or no balance when running
• No anticipation of toilet needs
• frequent accidents
• Cannot copy a cross (year 3) a circle
• (year 4), a square (year 5)
• Cannot draw simple shapes/representative
• designs
• No control when handling/manipulating
• scissors
• No gender identity or association
• Only short/stereotype phrases
• Communication limited to basic needs/pointing

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Primary 6 - 8 years
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Typical Vs. Atypical
Development 6 8 years

• Complex motor skills Rides bicycle, plays
  sport/games soccer, baseball
• Develops writing skills From printing words to
  writing sentences, and short paragraphs
• Manipulates cutting tools cuts and pastes with
  ease
• Acquires reading skills from sight words, to
  short text to short chapter books
• Understands and follows a minimum of 3
  commands/instructions
• Complex language skills narrates describes
  experiences includes fantasy
• Cooperative play skills plays games with rules

• By the end of year 8
• Clumsy/awkward movements
• when running poor balance
• Difficulty with printing/writing written output
• Needs assistance to manipulate simple tools, i.e.
  cutting
• Reading skills are only emergent sight words
  sounding out words
• Needs ongoing coaching and prompting to follow up
  simple commands/instructions in class
• Difficulty sequencing events and ideas when
  narrating. Oral language skills are limited to
  naming and simple action retrieving
• Prefers solitary play parallel play on
  occasions difficulties making friends

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Concerns

• Learning disabilities
• language based reading, visual/auditory
  processing difficulties
• writing (printing/ written output)
• nonverbal learning disabilities
• Attention/Impulse control
• Attention Deficit (Hyperactive) Disorder
• Mild cognitive delays
• Fetal Alcohol Syndrome/Neonatal Abstinence
  Syndrome

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3.What Works? A) A description of the B. C model
of services and resources - Preschool
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0 - 3 In-Home Programs www.idpofbc.com

• The Infant Development Programs of British
  Columbia (IDP pf BC) are home-based, family -
  centred programs designed to support families who
  are raising young children at risk for or with
  developmental delay or disabilities. The Ministry
  of Children and Family Development funds the
  programs and provides support at the Community,
  Regional and Provincial levels.

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IDP and Aboriginal IDP Services

• How does IDP work?
• Home Visits with IDP Consultants
• Assessment and Program Planning
• Liaison With Other Families
• .

• What does it offer?
• Toys and book lending libraries
• Specialized equipment - loaned to families if
  prescribed by a therapist
• Advocating on behalf of/ Assisting families to
  become effective advocates of their children

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Supported Child Care (0 - 12)

• http//www.mcf.gov.bc.ca/supported_child
  care/index.htm

• Funded by the MFCD - BC funds
• Provides extra support required for inclusion in
  community based child care providers through
  Supported Child Care consultants
• Facilitates the inclusion of children with
  special needs in the childcare system
• Approximately 6,000 children with special needs
  ages birth 12

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Services in the CommunityIDP and Supported
Childcare will assist families in accessing the
following services and professionals

• Hospital based
• Specialists -e.g., developmental paediatrician,
  orthopaedic doctor paediatric neurologist
• Child psychologist
• Child psychiatrist
• Occupational therapist
• Physiotherapist
• among others...

• In the Community
• Family doctor
• Public Heath Nurse
• Audiologist,
• Speech language Pathologist
• Social worker
• Behavioural interventionists (one-on-one)
• among others

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Other Preschool Community Resources

• Aboriginal HeadStart Program
• For preschool children of Aboriginal ascendant
• Alan Cashmore Centre
• For infants and young children with emotional
• difficulties
• Centre for Ability
• In centre, in-school and in-home therapy
• for young children with identified disabilities

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3.What Works? A) A description of the B. C model
of services and resources - School
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School Support System BC School Districts --Who
are they? What do they do?(http//www.bced.gov.bc
.ca/specialed/ppandg/services_1.htm)

• Teaching Staff
• Support Staff
• Professional (Consulting) Staff
• Community Support Staff
• Health Unit
• Community Health Nurse
• In-School Support teams
• Audiology/Vision Screening

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Your turn 2!

• Who would you work with if you needed support for
  a child with...
• cerebral palsy
• learning disabilities
• emotional /behavioural fragility
• autism
• Inclusive education Unidisciplinary versus
  Inter- and Trans-disciplinary work
• Discussion Too many people?

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What Works? B) People...

• ... working with families (child, child, parents,
  siblings, grandparents)
• (Carr, SCC of BC 1997)

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What Works?Program...

• Adapting the curriculum
• Individual planning
• Developmentally appropriate activities
• Peer interaction

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What Works?C) Environment...

• Modifying the environment
• Physical accessibility
• modifying materials
  

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High incidence (1)(http//www.bced.gov.bc.ca/spe
cialed/ppandg/x0009_09._provincial_resou.htm)

• Learning disabilities
• Related new knowledge to past knowledge
• Focus attention of child to details
• Teach planning skills
• Use visual aids and cues
• Do rehearsal and repetition before starting an
  activity
• Organize information break it into small units

• Attention deficit
• Involve child actively in lesson
• Help develop self-monitoring skills
• Signal transitions
• Establish clear expectations and consistent
  schedule.
• Use behavioural contract
• Provide visible definite space to play, learn,
  and work (carpet, lined paper, taped area)
• Arrange a calming zone within your view
• Provide choices (unstructured time may be too
  much)
• Give small success tasks (puzzle, peg board)
• Minimize stimulations (auditory and visual

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For all kids!

• Provide clear rules and expectations
• Present clear learning goals
• Provide choice making
• Use multisensorial approach
• Use a variety of communication systems (sign
  language, communication boards)
• Promote a sense of belonging
• Work with peer mediators
• Provide guidance to parents
• Pause and wait (dont respond too quickly!)

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High incidence (2)

• Mild to moderate cognitive delay
• Model social skills
• Provide positive feedback
• Break down complex skills and teach in a
  sequence
• Provide visual cues

• Communication disorder
• Slow down speech
• Dont put child on the spot (dont surprise with
  a question)
• Encourage talk among small groups

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Low incidence- Sensorial (a) (http//www.bced.go
v.bc.ca/specialed/ppandg/x0009_09._provincial_reso
u.htm)

• Visual Impairment - Education through auditory
  and kinaesthetic channels
• Study special technology (Braille reading and
  writer, Optacom, an electric reading device
  Kurzweil Reading Machine-a computer that
  translates reading material into speech Laptop
  computer, special optical devices, cassette tape
  recorder, talking calculators)
• Arrange environment (bigger desk, clear pathways)
• Make sure student has light (no glare)
• Increase awareness to environment (on-going
  orientation of child to the classroom)

• Plan hands-on learning Rich tactile and auditory
  experience
• Allow extra time to finish assignments
• Provide students with information that was read
  from board
• Reduce visual distraction and noise
• Identify different classroom areas using
  different floor covers (carpet) or mobiles.
• Give a warning before transitions.
• Give positive feedback by touch

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Low Incidence- sensorial (b)

• Hearing impairment
• Facilitate communication with peers
• Arrange seating for proper lip reading, not far
  from teacher, away from noise
• Provide visual materials
• Speak clearly and face student
• Give a copy of teachers notes (communicate with
  parents about curriculum).

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Low Incidence Physical impairment
(http//www.bced.gov.bc.ca/specialed/ppandg/x0009_
09._provincial_resou.htm)

• Modify classroom and school ramp for wheelchair,
  lower water fountains, widen classroom, lowered
  blackboards).
• Become familiar with special equipment, i.e.,
  wheelchair, braces, crutches, reading and writing
  aids
• Allow extra time to finish assignment.
• Collaborate with other professional (occupational
  therapist, volunteers, physiotherapist)
• Develop classroom procedure for emergency (peer
  help)
• Encourage independence avoid being
  overprotective
• Position child according to comfort and task
  (side lying, sitting, standing with or without
  support)
• Hand-over-hand physically guide childs hand.
• Use adaptive equipment Velcro strap to help hold
  brushes and toys
• Make adaptations to music movement

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Low Incidence Autism Spectrum Disorder

• Find out from parents what works at home
• Create a behaviour management system
• Follow clear rules
• Prepare student for change in routine
• Involve children in small group, but respect the
  childs needs (may need a break from social
  situation).
• Teach basic social skills such as turn-taking and
  sharing.
• Use interest inventory for reinforcement (find
  what the child is interested in and provide when
  a task is accomplished).

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YOUR TURN 3!(Handout Case Scenarios)

• Think of the assigned case
• Take a look at the strategies
• Take a look at the skills
• Take a look at the needs
• How can YOU match strategies to skills and needs?
  How many strategies match special needs
• (http//www.bced.gov.bc.ca/specialed/Individual)

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In conclusion ...Current research and trends
The Institute for Early Childhood Education and
Research
Faculty of Education The University of British
Columbia
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HELP Mapping(http//www.earlylearning.ubc.ca/pu
b_map_map.htm)

• The Mapping section of the HELP website describes
  the various facets of our Early Child Development
  (ECD) Project. It is intended to be a resource to
  individuals across BC who are involved in
  community mapping activities, and for those who
  wish to view or download the maps created by HELP

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HELP Early Childhood Development

• The Early Childhood Development (ECD) Mapping
  Project brings together academic, government and
  community partners to help us understand early
  child development in neighbourhoods across
  British Columbia.
• The project develops neighbourhood-based maps on
  three components child development, community
  assets and socio-economic characteristics.
• The Early Development Instrument (EDI), a key
  component of the project, is being implemented
  province-wide to help measure childrens school
  readiness.
• By gathering and mapping information by
  neighbourhood, HELP researchers will gain a
  better understanding of how these factors
  influence childrens development and health, and
  how communities can support young children and
  their families (http//www.earlylearning.ubc.ca/re
  search.htm)

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Language and Cognitive Development Percentage of
students in the Bottom 10(http//www.earlylearni
ng.ubc.ca/slides/JVanoutcomesediweb.ppt/J16.ppt)
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C.H.I.L.D.

• Early identification of children at risk, and
  the implementation of appropriate interventions
  with these children, can reduce the effects of
  less than optimal conditions.
• While important advances have been made in the
  study of the developmental pathways in early
  childhood, there remain critical limitations to
  our understanding.
• One of these areas, and the one that The CHILD
  Project addresses, is the impact of community
  resources and characteristics on early child
  development (http//www.earlylearning.ubc.ca/CHILD
  /).

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The CHILD Project

• In light of these limitations, The CHILD Project
  is establishing meaningful and viable
  academic-community partnerships to undertake
  research in response to identified community
  needs and interests. Through partnerships with
  community-based organizations, including the
  First Call BC Child and Youth Advocacy Coalition,
  the CHILD Project will channel new knowledge
  about Early Childhood Development (ECD) to policy
  makers whose decisions impact on the lives of
  children, families and communities

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I.E.C.E.R.

• IECER http//earlychildhood.educ.ubc.ca/
• Administrating ECE courses at the undergraduate
  and graduate level (Teacher Education, Diploma
  Programs)
• Master of Arts/ Master of Education in Early
  Childhood Education
• Bringing research into practice providing a
  bridge between the academia to the field of ECE
  through professional development, publication,
  and dialogue among researches of ECE
• Providing leadership in the field of ECE in
  partnership with Community Colleges

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Resources (1)

• Assistive technology Special Needs
• http//www.circleofinclusion.org/english/links/ass
  istivetech.html
• Circle of Inclusion/Circulo de Inclusion
• http//www.circleofinclusion.org/
• http//www.circleofinclusion.org/spanish/index.htm
  l

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Resources (2)

• EYECONS
• http//www.kidaccess.com/
• Social Stories for Children with Autism and
  Asperger Syndrome
• http//www.circleofinclusion.org/english/links/soc
  ialstories.html
• Training Preschool teachers/Special Needs
• http//www.californiacareers.info/CALGOLD2E/calcar
  eer/preschl_teach.html

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In the end

• Until inclusion is meaningful for you as a
  teacher,
• you cannot implement it in your class

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References

• B.C. Ministry of Education (retrieved from the
  worldwide web, March, 2004)
• (a) http//www.bced.gov.bc.ca/specialed/ppandg/x00
  09_09._
• provincial_resou.htm
• (b) http//www.bced.gov.bc.ca/specialed/Individua
  l
• Carr, A. Supported Childcare of BC (1997) Where
  We Belong Supported Childcare in British
  Columbia (videorecording) Making Friends video,
  Image Media, Vancouver, BC

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References (contd.)

• Circle of Inclusion (retrieved from the worldwide
  web, March, 2004)http//www.circleofinclusion.org
  
• Infant Development Programs of B.C, (retrieved
  from the worldwide web, March 2004)
  www.idpofbc.com
• Kugelmass, J. W. (2001) Collaboration and
  compromise in creating and sustaining an
  inclusive school, International Journal of
  Inclusive Education, 5 (1), 47 65
• Slee, R. (2001) Social justice and the changing
  directions in educational research The
• case of inclusive education, International
  Journal of Inclusive Education, 5 (2-3), 167-177

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References (contd. 2)

• Supported Childcare of B.C.
• (Retrieved from the worldwide web, March 2004)
• http//www.mcf.gov.bc.ca/supported_childcare/index
  .htm