1. Supporting Young Children with
Special Needs in Inclusive
Environments
EDSP 517 Advanced Issues in ECSE
Fall 2009
M. Diane Klein, PhD.CCC-SLP
California State University Los Angeles
.

2. Project Support

3. Project Support

4. Project Support

5. Project Support
A Quick Overview of Project Support

6. Project Support Assumptions:
 Child needs some level of support
 Supports must be coordinated
 ECSE well-suited to role of inclusion support
specialist (with additional training in
collaboration and conflict resolution)

7. Inclusion Support Specialist
Skills

8. Inclusion Support Specialist
Skills
 Foundation in early childhood education

9. Inclusion Support Specialist
Skills
 Foundation in early childhood education
 ECSE skills

10. Inclusion Support Specialist
Skills
 Foundation in early childhood education
 ECSE skills
 Strategies for including children in
typical settings

11. Inclusion Support Specialist
Skills
 Foundation in early childhood education
 ECSE skills
 Strategies for including children in
typical settings
 Ability to access disability-specific
resources

12. Inclusion Support Specialist
Skills
 Foundation in early childhood education
 ECSE skills
 Strategies for including children in
typical settings
 Ability to access disability-specific
resources
 Collaboration and team building

13. Inclusion Support Specialist
Skills
 Foundation in early childhood education
 ECSE skills
 Strategies for including children in
typical settings
 Ability to access disability-specific
resources
 Collaboration and team building
 Problem solving and conflict resolution

14. Issues in ECSE Inclusion

15. Issues in ECSE Inclusion
 Bricker (2000) TECSE
 Parents’ dilemma: inclusion or support
 Need for adequate supports
 Need for trained staff:
 Re: disabilities
 Collaboration skills
 Positive attitudes not enough

16. Issues (Cont’d)

17. Issues (Cont’d)
 Guralnick (2000), JEI
 Need for placement guidelines (e.g. child
characteristics matched to setting)
 Evaluation of feasibility
 Personnel preparations
 ECE re: disabilities
 ECSE re: consultation/collaboration

18. Issues (cont’d)

19. Issues (cont’d)
 Hanson (2001) Exceptional Children
 (Elementary school follow-up of parent
perspectives)
 Administrative infrastructure
 Specialized supports
 Personnel preparation

20. Sindelar et al. (2006)
(Exceptional Children 72 (3))
 U. of Florida case study of sustainability
of inclusive reform in one previously
very successful middle school
 Inclusion was not sustained due to:
 Pressure from high-stakes assessment
policy
 Leadership change
 Teacher turnover

21. Williamson, et al. (2006)
(Exceptional Children. 72(3)
 Examined national inclusion trends for K-12
students with MR during decade from
1990-2000.
 Results:
 Overall, increase in at least partial day placement
in Gen Ed (in early part of decade) from27% to
44%. But plateau in last 3 years
 High variability from state to state
 Recommendations:
 Research on placement policy outcomes and
effectiveness

22. Dinnebeil et al.(2006)
(TECSE, 26(3)
 Investigated perceptions of ECE
teachers, parents, ECSE itinerants, and
supervisors re: roles and responsibilities
of ECSE itinerants
 Findings:“Lack of understanding of the
nature of the intervention itself or the roles
of the persons who are delivering the
interventions”(p.165)

23. Etscheidt (2006)
(TECSE, 26(3))
 Investigated legal decisions re: inclusion in
natural environments/ LRE.
 Arguments based upon:
 Potential benefits (academic /nonacademic) and
child’s “readiness” (e.g. significant developmental
delay; severely disruptive behavior. Note: IDEIA
requires positive behavioral supports)
 Availability of an appropriate instructional
approach (e.g. discrete trial; AVT)
 Continuum of options

24. (Etscheidt cont’d)
 Findings & Recommendations
 Court seems to find in favor of classrooms offering
both specialized services and interactions with
typical peers
 In 7 autism cases requesting specialized DTT
settings, only 2 were supported.
 Court gives significant weight to IEP team, ruling
against administrative override
 Court insists on continuum of options, supporting
solutions within the community (including private
preschools) and customized solutions

25. NOTE RE: IDEA and LRE
Reauthorization of IDEA requires that the
general ed classroom (with appropriate
individualized supports and
modifications) is the presumed
placement. Placement in settings other
than the general education classroom
requires clear justification in the IEP.

26. Unique Challenges in ECSE
Inclusion Support

27. Unique Challenges in ECSE
Inclusion Support
 Lack of parity between ECE and ECSE
staff:
 Training
 Income

28. Unique Challenges in ECSE
Inclusion Support
 Lack of parity between ECE and ECSE
staff:
 Training
 Income
 Resource and time constraints in ECE
setting

29. Unique Challenges in ECSE
Inclusion Support
 Lack of parity between ECE and ECSE
staff:
 Training
 Income
 Resource and time constraints in ECE
setting
 Information and attitudes toward
disabilities

30. Unique Challenges (cont’d)

31. Unique Challenges (cont’d)
 Lack of availability of quality placements

32. Unique Challenges (cont’d)
 Lack of availability of quality placements
 Greater need for involvement of families

33. Unique Challenges (cont’d)
 Lack of availability of quality placements
 Greater need for involvement of families
 Need to balance expert and collaborator
relationships

34. Unique Challenges (cont’d)
 Lack of availability of quality placements
 Greater need for involvement of families
 Need to balance expert and collaborator
relationships
 No clear definition of “support” or role
of support provider

35. Unique Challenges (cont’d)
 Lack of availability of quality placements
 Greater need for involvement of families
 Need to balance expert and collaborator
relationships
 No clear definition of “support” or role
of support provider
 Need to clarify “level” of inclusion

36. Levels of Inclusion

37. Levels of Inclusion
 Access

38. Levels of Inclusion
 Access

39. Levels of Inclusion
 Access
 Social participation

40. Levels of Inclusion
 Access
 Social participation

41. Levels of Inclusion
 Access
 Social participation
 IFSP outcome / IEP goal achievement

42. Expectations Related to Access

43. Expectations Related to Access
 What do people expect child to learn in
inclusive setting?

44. Expectations Related to Access
 What do people expect child to learn in
inclusive setting?

45. Expectations Related to Access
 What do people expect child to learn in
inclusive setting?
 Who will meet those expectations?

46. Expectations Related to Access
 What do people expect child to learn in
inclusive setting?
 Who will meet those expectations?

47. Expectations Related to Access
 What do people expect child to learn in
inclusive setting?
 Who will meet those expectations?
 Defining the role of the inclusion
specialist.

48. Models of Inclusion Support

49. Models of Inclusion Support
 “Dump and hope”

50. Models of Inclusion Support
 “Dump and hope”
 Inservice training
 e.g., for child development staff

51. Models of Inclusion Support
 “Dump and hope”
 Inservice training
 e.g., for child development staff
 Use of related service providers
 Multidisciplinary model

52. Models (cont’d)

53. Models (cont’d)
 Co-teaching

54. Models (cont’d)
 Co-teaching
 Itinerant
 Direct Service (e.g. pull-out)
 Consultant: Expert / Collaborative

55. Models (cont’d)
 Co-teaching
 Itinerant
 Direct Service (e.g. pull-out)
 Consultant: Expert / Collaborative
 Use of one-to-one aide

56. Co-teaching Approach

57. Co-teaching Approach
 Definition:

58. Co-teaching Approach
 Definition:

59. Co-teaching Approach
 Definition:
ECE teacher and ECSE teacher share
teaching responsibilities

60. Coteaching: Planning

61. Coteaching: Planning

62. Coteaching: Planning
 Involving administrators

63. Coteaching: Planning
 Involving administrators
 Planning weekly and daily schedules

64. Coteaching: Planning
 Involving administrators
 Planning weekly and daily schedules
 Use of specific assignments to focus on
child needs

65. Co-teaching: Structures

66. Co-teaching: Structures
EXAMPLES:

67. Co-teaching: Structures
EXAMPLES:
 One teaching/one assisting

68. Co-teaching: Structures
EXAMPLES:
 One teaching/one assisting
 Pre-teaching

69. Co-teaching: Structures
EXAMPLES:
 One teaching/one assisting
 Pre-teaching
 Complementary teaching

70. Co-teaching: Structures
EXAMPLES:
 One teaching/one assisting
 Pre-teaching
 Complementary teaching
 Station teaching

73.  Roles of specialized consultants

74.  Roles of specialized consultants

75.  Roles of specialized consultants
 Behavior challenges

76. Video #1

77. Video #1
Early Childhood Inclusion Support:
Co-teaching Strategies

78. Itinerant Consultation
Approach

79. Itinerant Consultation
Approach
 Definition:

80. Itinerant Consultation
Approach
 Definition:
Inclusion support provider visits site on a
regular basis (e.g. weekly)

81. Itinerant Consultation

82. Itinerant Consultation
 Building collaborative relationships
 Communicating with team members
 Coordinating services

83. Itinerant Consultation
 Building collaborative relationships
 Communicating with team members
 Coordinating services
 Involving parents

84. Use of One-to-one Assistants

85. Use of One-to-one Assistants
 Training and background

86. Use of One-to-one Assistants
 Training and background
 Teacher expectations

87. Use of One-to-one Assistants
 Training and background
 Teacher expectations
 Need to clarify role

88. Use of One-to-one Assistants
 Training and background
 Teacher expectations
 Need to clarify role
 1:1 assistant as “most restrictive
environment!”

89. Use of One-to-one Assistants
 Training and background
 Teacher expectations
 Need to clarify role
 1:1 assistant as “most restrictive
environment!”
 Supervision issues

90. Itinerant Consultation: Specific
Support Strategies

91. Itinerant Consultation: Specific
Support Strategies
 Observation; assessment

92. Itinerant Consultation: Specific
Support Strategies
 Observation; assessment
 Modeling/demonstrating for staff

93. Itinerant Consultation: Specific
Support Strategies
 Observation; assessment
 Modeling/demonstrating for staff
 Direct intervention

94. Itinerant Consultation: Specific
Support Strategies
 Observation; assessment
 Modeling/demonstrating for staff
 Direct intervention
 Coaching staff

95. Itinerant Consultation: Specific
Support Strategies
 Observation; assessment
 Modeling/demonstrating for staff
 Direct intervention
 Coaching staff
 Coaching child peers

96. Itinerant Strategies (cont’d)

97. Itinerant Strategies (cont’d)
 Adapting:
 materials
 environment
 curriculum

98. Itinerant Strategies (cont’d)
 Adapting:
 materials
 environment
 curriculum

99. Itinerant Strategies (cont’d)
 Adapting:
 materials
 environment
 curriculum
 Assisting in the classroom

100. Video #2

101. Video #2
Early Childhood Inclusion Support:
Itinerant Consultation

102. Examples of Program
Configurations
 Hybrid program
 Blended program in a.m. – 4-6 students with more
severe disabilities
 Itinerant consult in p.m.– 6-8 students with less
intensive needs in 3-4 preschools
 Blended program
 50% children w/disabilities – 10 students
 50% typical children – 10 students
 Dual enrollment

103.  Emergency only (on-call)
 “Floating assistants” =additional
classroom assistants (not 1-1

104. Program configurations
(cont’d)
 Itinerant program
 Up to 25 children @ 5 - 9 sites
 Using assistant teachers/
paraprofessionals
 Determining need of individual students
 Assigning assistants
 Scheduling nightmares!

105. Collaboration

106. Collaboration
 Definition - Direct interaction between
coequal parties voluntarily engaged in shared
decision making…toward a common goal
(Friend & Cook, 2003)

107. Collaboration
 Definition - Direct interaction between
coequal parties voluntarily engaged in shared
decision making…toward a common goal
(Friend & Cook, 2003)
 Requires:
 Effective communication
 Problem solving process
 Conflict resolution

108. Collaboration Challenges in
Early Childhood Inclusion

109. Collaboration Challenges in
Early Childhood Inclusion
 Lack of time to communicate

110. Collaboration Challenges in
Early Childhood Inclusion
 Lack of time to communicate

111. Collaboration Challenges in
Early Childhood Inclusion
 Lack of time to communicate
 Lack of parity

112. Collaboration Challenges in
Early Childhood Inclusion
 Lack of time to communicate
 Lack of parity

113. Collaboration Challenges in
Early Childhood Inclusion
 Lack of time to communicate
 Lack of parity
 Different goals; philosophies

114. Personality Issues
 What type of personalities work best
collaboratively?
 Your Unique Personality (activity)

115. Collaboration, Conflict
Resolution & Problem Solving
 Challenges of collaboration in early
childhood inclusion
 Understanding different perspectives
and sources of resistance
 Use of effective communication
 Problem solving strategies

116. Effective Communication

117. Effective Communication
 Body language

118. Effective Communication
 Body language
 Listening

119. Effective Communication
 Body language
 Listening
 Encouraging everyone’s view as
standard operating procedure

120. Effective Communication
 Body language
 Listening
 Encouraging everyone’s view as
standard operating procedure
 “I” messages

121. Effective Communication
 Body language
 Listening
 Encouraging everyone’s view as
standard operating procedure
 “I” messages
 Clarifying perspectives; identifying
sources of resistance

122. Problem Solving Process

123. Problem Solving Process
 1. Preparation

124. Problem Solving Process
 1. Preparation
 2. Entry

125. Problem Solving Process
 1. Preparation
 2. Entry
 3. Problem definition

126. Problem Solving Process
 1. Preparation
 2. Entry
 3. Problem definition
 4. Brainstorm solutions

127. Problem Solving Process
 1. Preparation
 2. Entry
 3. Problem definition
 4. Brainstorm solutions
 5. Action plan

128. Problem Solving Process
 1. Preparation
 2. Entry
 3. Problem definition
 4. Brainstorm solutions
 5. Action plan
 6. Follow-up

129. Problem Solving Process
 1. Preparation
 2. Entry
 3. Problem definition
 4. Brainstorm solutions
 5. Action plan
 6. Follow-up
 7. Recycle steps if necessary

130. Resolving Conflicts

131. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)

132. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)
 Pause and take a breath

133. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)
 Pause and take a breath
 Try to state issues in a neutral way

134. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)
 Pause and take a breath
 Try to state issues in a neutral way
 Be aware of and express your own view
honestly

135. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)
 Pause and take a breath
 Try to state issues in a neutral way
 Be aware of and express your own view
honestly
 Use problem-solving process

136. Resolving Conflicts
 Conflict avoidance is not a solution (e.g.
withdrawal, giving in, compromise)
 Pause and take a breath
 Try to state issues in a neutral way
 Be aware of and express your own view
honestly
 Use problem-solving process
 Focus on needs (child’s, teacher’s, or
parent’s) rather than rushing to solutions

137. Conflict Resolution

138. Conflict Resolution

139. Conflict Resolution

140. Conflict Resolution

141. Conflict Resolution

142. Conflict Resolution
 Different perspectives bring conflict. The
goal is not to avoid conflict but to resolve it
effectively.”

143. Video #3

144. Video #3
Early Childhood Inclusion Support:
Collaboration, Problem Solving
and Conflict Resolution

146. Inclusion can work. . .

147. Inclusion can work. . .
But it is work! And it’s
worth it!