Hosted by Northampton Community College

1. Extending Your Reach A Master Class for Faculty and Leaders on Resources, Tools, and Strategies for Supporting Young Children Who Are Culturally, Linguistically, and Ability Diverse and Their Families Hosted by Northampton Community College Supported by SCRIPP (Supporting Change and Reform in Inclusive Personnel Preparation) U.S. Department of Education Grant H325N110013 A Professional Development Series

2. Inclusion: It’s Everyone’s Job Camille Catlett Frank Porter Graham Child Development Institute camille.catlett@unc.edu Wednesday, February 6, 2013 7:00 – 8:30 PM

3. Who am I? Scientist at the Frank Porter Graham Child Development Institute Creator of Natural Resources and BabyTalk Currently working with colleges in seven states to increase the emphasis on children who are culturally, linguistically, and ability diverse and their families Camille Catlett

4. Please be generous Sharing your examples and experiences, as experienced professional development providers, will benefit us all.

5. Agenda for Today’s Session • What do we know about inclusion? • How do we define inclusion? • What does quality inclusion look like? • Tools you can use

6. Quiz Time: What do you know?

7. True or false? High quality inclusive programs adhere to a single national standard.

8. Inclusion: What We Know Inclusion takes many different forms.

9. True or false? Families of young children with disabilities can find inclusive programs if they look hard enough.

10. Inclusion: What We Know Universal access to quality inclusion is far from a reality

11. True or false? Inclusion can benefit children with and without disabilities, particularly in the area of social development.

12. Inclusion: What We Know Inclusion can benefit children with AND without disabilities, particularly in social competence with peers

13. True or false? A variety of factors (policies, resources, beliefs) influence the implementation of inclusion.

14. Inclusion: What We Know A variety of factors such as policies, resources, and beliefs influence the acceptance and implementation of inclusion.

15. True or false? Partners with specialized knowledge and skill are not an important component of quality inclusive programs.

16. Inclusion: What We Know Specialized instruction is an important component of inclusion and a factor affecting child outcomes.

17. True or false? Collaboration among family members, teachers, and specialists is a cornerstone of inclusion.

18. Inclusion: What We Know Collaboration among parents, teachers, and specialists is a cornerstone of high quality inclusion.

19. True or false? The quality of early childhood programs is negatively impacted when they include children with disabilities.

20. Inclusion: What We Know The quality of early childhood programs that enroll young children with disabilities is as good as, or slightly better, than the quality of programs that do not enroll these children.

21. Inclusion: What We Know A high quality early childhood program is not necessarily the same thing as a high quality inclusive early childhood program.

22. True or false? Most teachers feel comfortable and confident about including young children with disabilities.

23. Inclusion: What We Know Some evidence suggests that early childhood professionals may not be adequately prepared to serve young children with disabilities enrolled in inclusive programs.

24. True or false? There is no national definition of inclusion.

25. Hooray!

26. Research Synthesis Points

27. Think about it… What questions do you have about the evidence related to the inclusion of young children with disabilities in early childhood settings? Camille Catlett

28. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

29. 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. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

30. Juicy words Which do you think are the most important words in the definition?

31. Access

33. Participation

34. Participation

35. Participation

36. Supports

37. http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusionhttp://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

38. Think about it… What questions do you have about the definition of inclusion or the joint position statement on inclusion? Camille Catlett

39. Think about the Joint Position Statement on Inclusion as you watch the next video clip. It will be helpful to have your copy of the Joint Position Statement open to the definition (page 2) as you watch. Camille Catlett

40. Rolling with Friendshttp://community.fpg.unc.edu/connect-modules/resources/videos/video-1-12

41. Did the children have access to the learning? Were all the children able to fully participate? What supports made this scenario possible? If Jake received traditional pull out therapy, what would he miss? What would his classmates miss? Camille Catlett

42. Too often we think of inclusion as only happening in a program setting. Think about the Joint Position Statement on Inclusion as you watch the next video clip which looks at inclusion in a home context. It will be helpful to have your copy of the Joint Position Statement open to the definition (page 2) as you watch. Camille Catlett

43. Just Being Kids (Nolan’s Story)http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm#top

44. At the beginning of the segment, Nolan was able to access bath time, unhappily. At the end of the segment, Nolan is able, happily, to fully participate in bath time. What happened to make that possible? What were the family’s top priorities? How did the therapist incorporate them so Nolan could be included more effectivelyl? Camille Catlett

45. Tools You Can Use Camille Catlett Frank Porter Graham Child Development Institute camille.catlett@unc.edu Wednesday, February 6, 2013 7:00 – 8:30 PM

46. How could you use the definition and position statement to . . . • Create high expectations for every child to reach his or her full potential? • Develop a program philosophy on inclusion? • Revise a parent handbook or manual? • Identify topics for future professional development?

47. How could you use this quiz in your work?

48. Who would you share this article with?

49. How could you use these resources in your work?

50. How could you use this list to promote discussion?