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From Just Do It: To Considerations for Ensuring All Children Benefit from Inclusion

From Just Do It: To Considerations for Ensuring All Children Benefit from Inclusion . Diane Bricker, Ph.D. University of Oregon. Presentation Overview. Historical Perspective Definitions Complexity Factors Resources. History. 1970’s work at Peabody College

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From Just Do It: To Considerations for Ensuring All Children Benefit from Inclusion

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  1. From Just Do It:To Considerations for Ensuring All Children Benefit from Inclusion Diane Bricker, Ph.D. University of Oregon

  2. Presentation Overview • Historical Perspective • Definitions • Complexity • Factors • Resources

  3. History • 1970’s work at Peabody College • 1980’s-1990’s integrated programs • Late 1990’s-2000’s questions arise • Current status

  4. Definitions • Variety of terms used • Salient features are: • Placing children together • Organized service • Conditions of equal access and diversity • Maximize developmental/social gains • All children benefit

  5. Inclusion Complexity • Variability of people, settings, goals, resources • Lamorey & Bricker review • Successful programs located in universities • Application of current scientific paradigm • Random assignment • Comparison which necessitate equal conditions

  6. Proposed Shift in Conception of Inclusion • From evidence-based practice • Accept as a value • Focus shifts to: • Developmental growth of individual children • Social interactions • Staff and caregiver satisfaction • Efficient and effective use of resources

  7. Accountability • Track progress toward goals • Examine social interactions • Measure staff/parental satisfaction • Evaluate resource use

  8. Factors • Program goals • Child status • Parental attitude and accommodations • Staff experience and expertise • Resources

  9. Program Goals • Should reflect a commitment to inclusive practice • Add a goal • Modify existing goal

  10. Child Status • Establish guidelines for child variability • Focus is on serving all children

  11. Parental Attitude and Accommodations • Parental attitude • Parental accommodations

  12. Staff Expertise and Experience • Lack of expertise with disabilities • Training the greatest need

  13. Resources and Support • Administrative support • Support from specialists

  14. Resources • Inclusion in early childhood By Allen & Cowdery, 2005 • Blended practices By Grisham-Brown, Hemmeter & Prettie-Frontczak, 2005 • www.dec-sped.org • www.weac.org/issues • http://community.fpg.unc.edu

  15. Summary • From just do it • To careful consideration of how to do it successfully for all children

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