Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Inclusion

1. Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Inclusion A project of the Virginia Department of Education and the Training and Technical Assistance Centers of Virginia

2. Outcomes • Factors to consider when arranging the preschool environment • Understanding how environment impacts learning and behavior • Resources

3. Shopping • Think about a store where you dislike shopping. Why? • Think about a store where you love to shop. Why?

4. Environments • Provide children with information • What kind of message do you want to send?

5. Why use structure? Structure in a classroom helps students • Understand • Learn easier • Stay calm • Achieve independence • Learn appropriate behaviors

6. Draw Your Classroom On a piece of paper, sketch out your classroom as it is now set up.

7. Factors affecting the environment • Classroom schedule • Activities • Materials • Staff • Children

8. Environment Considerations • Lighting • Storage • Sound • Adapted equipment • Ventilation – Temperature • Visibility • Color

9. Environment Considerations Room arrangement - • Personal vs. small vs. large group • Active vs. table • Child space • Adult space

10. Room Arrangement

11. Room Arrangement

12. Room Arrangement • Create specific areas (or zones) in the room • Limits wandering and running • Encourages engagement • Scatter centers throughout each zone

13. Room Arrangement • Clearly defined relative to activities • Natural traffic paths – no “runways” • Focus on independence, social relationships, engagement • FUN, appealing, and interesting

14. Time Block Considerations • Inclusive opportunities • Children’s state of alertness • Staffing • Transitions • Therapies / model of delivery

15. Time Block Considerations • Arrival & Dismissal • Outside Play • Center / Play & Work Time • Meals • Rest

16. Classroom Schedules Provides a sequence of daily activities and the amount of time spent in each activity

17. Schedule Considerations • Predictability • Flexibility • Balance • Active vs. quiet activities • Structured vs. unstructured • Independent, One-on-One, large and small group activities • Acquisition vs. generalization activities

18. Schedule Considerations • Keep wait times minimal; plan for transitions and wait times • Provide adequate time for each activity

19. Schedule Considerations • Labeled visual schedule • Make it student/user friendly • Teach it • Encourage students’ use

20. Transitions Move children physically, psychologically, and mentally from one activity to another

21. Transitions • High probability for disruptive behavior before, during, and after a transition if children are: • unsure of what to do • given inadequate time to switch between activities • not provided warning

22. Transitions Therefore, Plan • Fun and short – reinforce content & skills • Plan for children who need extra assistance

23. Smooth Transitions • Provide: • Visual cues • Self-directed activities for early finishers • Wait time • Specific instructions and practice

25. Arrival and Greeting • Warm, loving, and enthusiastic greeting • Peer / adult assistance to help with the transition • Plan for late arrivers • Extra support for special needs

26. Circle • Duration • Set the tone for the day • Encourage and enhance language and social emotional skills • Developmentally appropriate for all children • Availability of technology

27. Centers and Free Choice • Duration • Purpose • Accessibility • Availability of technology • Child vs. teacher directed

28. Arranging Centers • Identify center by name • Identify number permitted in each area • Equipped for appropriate number of children and activities

29. Meals • Embed language and daily living skills, objectives, or benchmarks • Promote independence • Provide adapted utensils, seating, or positioning as necessary • Be aware of nutrition and oral sensory motor issues

30. Outdoor Play • Gross motor development • Have back-up weather plans • Accessible and adapted activities • Consider level of support: child-to-child interaction vs. adult interaction

31. Story Time • Consider attention spans • Diverse; representative of class, school, community • Child involvement vs. sitting and listening

32. Closing • Method for dismissal • Plan for various schedules, such as individual pick-up and different buses

33. Materials • When choosing materials for the classroom, what are five things you should consider? • Turn to a neighbor, discuss, and list.

34. Materials • Quantity, Quality, & Variety • Enough for everyone • Matching toys to encourage parallel play • At or slightly above skill level • Accessible, adapted • Rotate on regular schedule • Developmentally, functionally, culturally, and age-appropriate

36. Materials • Organization and storage • Easily accessible • Clearly visible • Clearly labeled • Tactile cues

37. Furniture and Fixtures • Think safety, design, attractiveness • Allow for active participation in activities • Allow for children’s independence • Provide sensory appeal

38. Furniture and Fixtures • Bathroom adaptations, including adapted seats, potty chairs, private diaper/catheterization changing area • Adapt and modify existing furniture as needed

39. Behavior • Strategies for holding attention • Visuals to support independence • Plan each transition as part of the lesson plan

40. Program Staff • Communication and collaboration • Continued professional development • Team meetings • Staff support

41. Accessible Adults:Zone Defense Schedule (ZDS) Method for organizing adults - Roles and responsibilities clearly defined • One adult is in the set-up role • Other adult(s) focus on scheduled activity and child engagement

42. Two Person ZDS example

43. Children • Number of children • Characteristics of the children • Needs of all children • Same-aged peers

44. Draw Your Classroom • On a piece of paper, sketch out your classroom as you would re-design it.

45. Resources • Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R. Lewisville, NC: Kaplan. • Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes. • Harms, T., Clifford, R.M., & Cryer, D. (2005). Early childhood environment rating scale (Rev. ed). New York: Teachers College Press.

46. Resources • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd ed.). Baltimore: Paul H. Brookes. • Sandall, S.R., & Schwartz, I.S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Paul H. Brookes.

47. Web Resources • Center on the Social and Emotional Foundations for Early Learning (CSEFEL), Vanderbilt University http://csefel.vanderbilt.edu/resources/social_emotional_competence.html • Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), University of South Florida http://challengingbehavior.fmhi.usf.edu

48. Web Resources • Early Childhood Technical Assistance Center http://ectacenter.org/~pdfs/decrp/ENV-2_Env_Arrangements.pdf • The Iris Center http://iris.peabody.vanderbilt.edu

49. Web Resources • www.do2learn.com • FREE line drawings, task strips, etc. for visuals. • www.4teachers.org • Design a classroom, integrate technology into your classroom by offering online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics, and classroom calendars. There are also tools for student use. • www.enablingdevices.com • Great resource for adapted toys & materials.

50. Web Resources • www.ableplay.org • Find rated toys and play ideas for children with disabilities at this site. • www.lekotek.org • The National Lekotek Center focuses on learning through play for children with disabilities. The Web site provides resources about selecting toys for children with disabilities. They rate commercially available toys, with a link to the Toys R' Us Differently Abled Guide. • www.beyondplay.com • Focuses on young children with special needs (early intervention), for parents and professionals.