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Making Environments Accessible

Making Environments Accessible. Day 2. Today’s Goals. You will be able to: Identify characteristics of High Quality Inclusive Environments Examine your program’s readiness to support children’s special needs

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Making Environments Accessible

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  1. Making Environments Accessible Day 2

  2. Today’s Goals You will be able to: • Identify characteristics of High Quality Inclusive Environments • Examine your program’s readiness to support children’s special needs • Discuss Universal Design for Learning (UDL) and Least Restricted Environments (LRE) concepts. • Identify ways to incorporate UDL and LRE in your environment with all children and address questions or concerns of inclusion.

  3. Getting Started… What do you see in a high-quality early learning environment ? In your group, list your answers on chart paper.

  4. What does the research say Review classroom criteria from ELLCO, ELLERT and ECERS materials. Compare the criteria to the answers on your environmental chart. Examine the comparison and determine what revisions to the chart you want to make?

  5. Let’s take a look at potential students in your program…

  6. Does your environment meet their needs? Individually, read…. Including Children with Special Needs – Are You and Your EC Program Ready? and complete the inclusion readiness checklist.

  7. Taking a closer look at environment

  8. Taking a closer look…

  9. Taking a closer look

  10. Taking a closer look

  11. LUNCH

  12. What is a Quality Inclusive Environment Skim the article: What to look for in a Quality Inclusive Pre-K Classroom. Please go back to your chart ONE last time. What conclusions can you make about quality environments?

  13. DEBATE Debate around inclusive environments In your groups: 1. Form your arguments – these will be assigned Pro – for inclusive environments Con – against inclusive environments 2. Prepare key points of your arguments Each group will have an opportunity to present their points and make one rebuttal.

  14. Universal Design

  15. Universal Design for Learning (UDL)… … is a framework for providing all learners an opportunity to gain knowledge, skills, and a positive disposition toward learning. This requires teachers: To be flexible in the design and use of environment and curriculum and To consider all needs of learners as the utilize three guiding principles.

  16. Three Guiding Principles… • Multiple means of Representation • Multiple means of Action and Expression • Multiple means of Engagement

  17. Least Restricted Environment • What’s it all about? • What are the benefits See: • Understanding Least Restrictive Environments and • Tips for Parents of Preschool Children with Disabilities

  18. UDL and LRE in action… Videos: • Disability Awareness: Including All Children • Just Do It As you view the video, consider the topics we covered this morning: Environment Children in the classroom Inclusion Adaptations you noticed Other observations

  19. Preparing for children Book: Inclusive Early Childhood Classrooms Chapter 1: -Descriptions of six areas of special needs (pp 13-15), -Checklists for observation guides and helpful strategies(pp16-31) -Skill Development Checklist (p.32) • Think about a child in your settings who has been diagnosed w/ a special need or you suspect has one. • Use the items listed above to identify some behaviors you observe and/or strategies to help with this child. • Plan to share out with the group

  20. Preparing for a NEW Child After reading the description of a new child entering your classroom, use the behavior checklist to determine the type of special needs indicated. Review strategies to support this child. Plan to report out to the whole group.

  21. Materials and Resources Catalogs: • Review the materials in the catalogs and identify some materials which support young children w/ a specific special need. Resources: • What specific resources do you feel you need? • Where might you locate these?

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