Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs. Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation. Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/ About the Presenter, Kathryn Wahl: As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.

1. 12 Keys to High-Quality
Early Childhood Inclusion
Wednesday, February 28, 2018
Presented by
Kathryn Wahl
Director II, Inclusion Collaborative
Santa Clara County Office of Education
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6. Kathryn Wahl
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion
Collaborative Department, Kathryn Wahl is responsible for promoting,
supporting and advocating for all children to have full access to inclusive
environments, regardless of their abilities, both locally, regionally and
statewide. The Inclusion Collaborate of SCCOE strives to build a culture that
values all children by strengthening, sustaining, and ensuring inclusive
practices.
Join the Teaching All Students community: www.edweb.net/inclusiveeducation

7. EdWeb.net
12 Keys to High-Quality
Early Childhood Inclusion
February 28, 2018

8. 12 Keys to High-Quality
Early Childhood Inclusion
Inclusion Collaborative 8
Presented By:
Kathy Wahl
Kathy_Wahl@SCCOE.org
Director II
Inclusion Collaborative,
Santa Clara County Office of Education
(408) 453-6554
Kathy_Wahl@sccoe.org

9. W e l c o m i n g A l l S t u d e n t s

10. Inclusion Collaborative 10
Greetings & Introductions

11. Expectations/Norms
Inclusion Collaborative 11
• We are Safe & Healthy
– Make a comfortable space for yourself
– Take breaks as needed
– Move if you need to
• We are Respectful
– Be an attentive listener
– Value everyone’s ideas
– Resist side conversations
– Cell phones off
• We are Friendly & Kind
– Step up/Step back
– Stay on topic
– Support your team

12. What do YOU bring
to this training?
Inclusion Collaborative 12
• What do you know about Early Childhood Inclusion?
• What are the benefits of inclusion in early education?
• What practices do you use to include all children?
• Discuss with your team

13. Outcomes for Today
• Understand services provided by the Inclusion
Collaborative
• Increased understanding of
– What is high quality early childhood inclusion
– 12 inclusive practices associated with high quality
– How to utilize the Inclusive Classroom Profile to support
improvement
– Next steps
Inclusion Collaborative 13

14. Inclusion Collaborative
Mission:
The Inclusion Collaborative of SCCOE builds a culture
that values all children by strengthening, sustaining, and
ensuring inclusive practices.
Vision:
Our community embraces diversity and supports lifelong
quality inclusion for everyone.
Inclusion Collaborative 14

15. Inclusion Collaborative Services
• Coaching
• Technical Assistance
– Site Meetings
– Resource Materials
• Professional Development
– Countywide (Make & Takes, Teaching Pyramid, etc.)
– Annual Inclusion Collaborative State Conference
– Available for districts & organizations for on-site training
Inclusion Collaborative 15

16. Inclusion Collaborative Services
Website
www.inclusioncollaborative.org
Contact us at inclusion@sccoe.org
Sign up/follow Inclusion Collaborative on:
Inclusion Collaborative 16

17. 17
Website
www.inclusioncollaborative.org
Contact us at inclusion@sccoe.org
Sign up/follow Inclusion Collaborative on:
Social Media

18. Inclusion Support Warmline
Inclusion Collaborative 18

19. 19
Inclusion Collaborative Services

20. Person First Terminology…
• is the model for respectfully referring to a
person with a disability by placing the person
ahead of his/her label or disability.
• by placing the person ahead of his/her label
or disability shows that each person has
value.
• is the first step towards changing negative
perceptions and attitudes about people with
disabilities.
• Please join the Inclusion Collaborative in
starting a wave of respectful language for
people with disabilities here in our
community and beyond. Pledge today!
Inclusion Collaborative 20

21. 5th Annual Inclusion Collaborative State Conference
Inclusion Collaborative 21
October 24-26, 2018

22. What is inclusion?
Inclusion Collaborative 22

23. Definition of Inclusion
• An Attitude
• A Philosophy
• Promotes a sense of belonging, community and
membership
• Values differences & diversity
• Builds positive social relationships & friendships
• Promotes reaching full developmental and
learning potential

24. Belonging & Membership
"When inclusive [practice] is fully embraced, we
abandon the idea that children have to become 'normal'
in order to contribute to the world. Instead, we search
for and nourish the gifts that are inherent in all people.
We begin to look beyond typical ways of becoming
valued members of the community, and in doing so,
begin to realize the achievable goal of providing all
children with an authentic sense of belonging." --
Norman Kunc (1992)
Inclusion Collaborative 24

25. Inclusive Programs
• Use Evidence-Based Practices
• Creatively adapt activities so that each child
can participate
• Make reasonable modifications to policies,
practices and procedures
• Embed children’s developmental goals into
daily routines
• Welcome all children!

26. Importance of Environment
A Universally Designed Environment works for ALL
 Inclusion is not based on a child’s ability in certain academic areas.
 Regardless of a child’s ability level, supports can be provided and
points of access created so ALL children can participate
 Multiple access points: different ways of accessing material…i.e.,
reading, feeling/touching
 “There has to be quality of learning in that classroom, not just
placing a child in that classroom for socialization”
Inclusion Collaborative 26

27. Who Benefits from Inclusion?
• All children (with & without disabilities)
• All parents (with & without a child with
a disability)
• Adults who work with children
• Communities

28. Benefits of Inclusion for
Children with Disabilities
• Seen as a child first, special needs second
• Observe and imitate other children
• Become more independent & self-reliant
• Learn to cope & problem solve
• Learn appropriate social skills
• Build a positive self-concept
• Make new friends

29. [Students with special needs]… “educated
in regular classes do better academically
and socially than comparable students in
non-inclusive settings” (Baker, Wang and
Wahlberg, 1994 p.34)

30. Blackorby and colleagues (2005) found
that students who spend more time in
general education than their peers
performed closer to grade level, had
higher test scores and were less
frequently absent.

31. Benefits of Inclusion for
Children without Disabilities
• Learn to accept & become comfortable with
individual differences
• Increase their self-esteem through helping
others
• Recognize strengths and abilities in children
who are “different”
• Explore new ways of being a friend
• Decrease fears & prejudices
• Gain new awareness of ability to express
caring, concern & compassion

32. Benefits of Inclusion
for the Adults in the classroom
• Broadens teaching & personal experiences
• Expands techniques for individualizing
activities
• Provides a service for children with special
needs & their families
• Helps prepare all children for future
experiences in their community
• Learn about available resources in the
community
• Increases opportunities to encourage
acceptance & individual differences

33. Benefits of Inclusion for
Communities
• Promotes acceptance of individual
differences throughout the community
• Provides more collaboration of resources
within the community
• Creates an environment of welcoming and
belonging.

34. What Does the Research Say?
“No studies conducted since the
late 1970’s have shown an
academic advantage for students
with intellectual and other
developmental disabilities
educated in separate settings”.
Falvey (2004)
Inclusion Collaborative 34
ALL
ALL
MEANS

35. Evidence on Inclusion
No evidence has been found that children with
particular and/or severe disabilities are poor
candidates for inclusive programs.
Michigan University, 2006

36. Inclusion Models
In full inclusion children with disabilities:
• Are full participants and have the sense of
belonging in the classroom
• Receive specialized services provided in the
classroom
• Participate in all activities and daily programming
with adaptations as needed
• Receive instruction from teaching that occurs
between general and special education teachers-
Co-Teaching Model

37. All Means ALL
Inclusion Collaborative 37

38. Inclusion Collaborative 38
EQUALITY vs EQUITY
In the first image, it is
assumed that everyone will
benefit from the same
supports. They are being
treated equally.
In the second image,
individuals are given different
supports to make it possible
for them to have equal access
to the game. They are being
treated equitably.
In the third image, all three can
see the game without any
supports or accommodations
because the cause of the
inequity was addressed. The
systemic barrier has been
removed.
A little
background…

39. 1975
PL. 94-142 Legislation
requires public schools to
provide free and appropriate
public education (FAPE) in the
least restrictive environment
(LRE)
1990-1997
IDEA included the
requirement that students
with disabilities have access
to Gen Ed and related
services, i.e. Speech, OT
2004
NCLB and IDEA
reauthorization further
require that students with
disabilities must be integrated
with non-disabled peers

40. Individuals with Disabilities Act
2004
Inclusion Collaborative 40
• Free and Appropriate Public Education (FAPE)
• Individual Education
Programs (IEPs)
• Least Restrictive
Environment (LRE)

41. 41
IT’S THE LAW!
Least Restrictive Environment
School districts must ensure to the
maximum extent appropriate that students
with disabilities ages 3-21 are educated
with children who are not disabled and
participate in nonacademic and
extracurricular activities with children who
are not disabled. CFR Sec. 300.116

42. How Do We Know….

43. Background of ICP
National
Professional
Development Center
on Inclusion
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-
ResearchSynthesisPoints-10-2009_0.pdf

44. Inclusive Classroom Profile (ICP)
Inclusion Collaborative 44
Reliable Instrument to Rate
Inclusive Settings for Preschoolers

45. What is the ICP?
• Authored by Elena Soukakou (2012)
• Structured observation rating scale designed to
assess the quality of daily classroom practice that
support developmental needs of children with
disabilities in early childhood settings.
• Designed to be used in preschool classrooms that
have at least 1 child with a disability

47. Inclusive Classroom Profile

48. Inclusive Classroom Profile

49. ICP Ratings
• 1-7 point Rating Scale
• Ratings indicate the extent to which adults
adapt the classroom’s environment,
activities and instructional support in ways
that encourage access and active
participation in the group, through
adjustments that might differ from child to
child.
49

50. Crosswalk of Rating Tools
ICP TPOT Key Practices CLASS
Adaptations of space and materials/equipment
Adult involvement in peer interactions Teaching Friendship Skills
Adults’ guidance of children’s play Promoting Children’s Engagement, Teaching
Friendship Skills
Conflict resolution Teaching Behavior Expectations Behavior Management
Membership Teaching Social Skills and Emotional
Competencies, Teaching Friendship Skills
Relationships between adults and children Teachers Engage in Supportive Conversations
with Children
Positive Climate, Negative Climate, Teacher
Sensitivity
Inclusion Collaborative 50

51. Crosswalk of Rating Tools
ICP TPOT Key Practices CLASS
Support for communication Teachers Engage in Supportive Conversations
with Children
Language Modeling
Adaptation of group activities Promoting Children’s Engagement Instructional Learning Formats
Transitions between activities Transitions Between Activities Are Appropriate Productivity
Feedback Teachers Engage in Supportive Conversations
with Children, Providing Directions
Quality of Feedback
Family-professional partnerships Connecting with Families
Monitoring children’s learning
Inclusion Collaborative 51

52. How can the ICP be used?
• As a research instrument to measure and compare quality
across various types of programs, as well as to investigate
the relationship between classroom quality and children’s
developmental progress.
• As a classroom evaluation tool to assess the quality of
inclusive classroom practices in early childhood programs.
• As a quality improvement tool to inform models of
professional development that can support those involved in
meeting the individualized needs of children with disabilities
in inclusive settings.

53. Who is Being Observed?
53

54. Who Can Use the ICP?
54

55. ICP Item Measures
12 Areas of Inclusive Practice
1. Adaptations of space and materials/equipment
2. Adult involvement in peer interactions
3. Adults’ guidance of children’s activities and play
4. Conflict resolution
5. Membership
6. Relationships between adults and children
7. Support for communication
8. Adaptation of group activities
9. Transitions between activities
10. Feedback
11. Family-professional partnerships
12. Monitoring children’s learning

56. 1. Adaptations of space and
materials/equipment
• Can children reach
materials (access)
• Adults organize
environmental setup
promote ease of use
• Adults help children to
use materials in creative
and purposeful ways

57. 2. Adult involvement in peer
interactions
• Adults notice and support
peer interactions
• Adults help children
initiate and sustain
relationships

58. 3. Adult guidance of children’s
play
• Children are given choices
within their play
• Adults encourage and
scaffold individual play and
social activities

59. 4. Conflict Resolution
• Adults respond to conflict
between children with
disabilities and their
classmates

60. 5. Membership
• Promotes social climate that
nurtures individual
differences
• Provides children with
disabilities the opportunity for
social responsibilities and
choices

61. 6. Adult-child social interactions
• Focuses on nature and
frequency of
interactions between
adults and the children
with disabilities

62. 7. Support for communication
• Adult support for child
communication
• Strategies to facilitate
language skills and
communication with others

63. 8. Adaptation of group activities
• Encourage
engagement and
participation of
children with
disabilities within
group activities

64. 9. Transitions between activities
• Nature, pace and
individualized supports for
children with disabilities
when transitioning
between activities

65. 10. Feedback
• Adults support positive
behavior
• Acknowledge efforts and
accomplishment
• Offer feedback to
promote learning specific
skills

66. 11. Family- Professional partnerships
• Policies and practices
for communicating
with families of
children with
disabilities

67. 12. Monitoring children’s learning
• Procedures and tools
for monitoring
children’s progress

68. Inclusion Collaborative 68

69. What do Indicators Measure
• Was the practice implemented?
• How well was the practice being implemented?
• Frequency: How often is it implemented?
• Context: Where was the practice embedded?
• Intensity: What level of scaffolding?
• Individualization: Was each child supported as
needed?
• Consistency: Was the practice implemented
consistently throughout the day?

70. Criteria for Rating Indicators
• Define terms (e.g. several, group time)
• Present instructions for rating indicators
• List examples of practices that ‘count’
• Provide guidelines for special cases

71. Administration of ICP
Includes the following:
• Observation (O)
• Interview (I)
• Document Review (DR)
Plan for approximately 3 hours total time.
Teacher review is approximately 20 mins.

72. 2018 Pilot Project
• 18 Quality Matters Rated Sites Selected (with a
current QRIS Score of 4 or 5)
• 6 Reliable Raters –assigned to 3 sites each
• Feb. 2018: Pre ICP Rating completed each site - with
ICP Action Plan
• March & April 2018 – Monthly ICP Trainings at F5
• May 2018: Post ICP Rating Completed
• Sites scoring 5 on ICP: receive “Inclusion
Endorsement” from Quality Matters

73. “Inclusion Endorsement”
by June 2018
• Recommendations for sites to receive
“Inclusion Endorsement” to First 5 Quality
Matters – post results on website
• Final recommendations for ICP use with the
Quality Matters in Santa Clara County by
June 30th 2018

74. All Means ALL
Inclusion Collaborative 74

75. Reflections
How will you use
this information?
Inclusion Collaborative 75

76. Thank you!
We hope you to see you at another training!
Inclusion Collaborative 76

77. Q&A Session
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please. Excludes BOL training, pre-discounted bundles, and online products such as
ASQ Online and AEPSinteractive™.
Questions?
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Save 20%
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78. Thank you to our presenter!
Learn more about Brookes Publishing at www.brookespublishing.com
Kathryn Wahl
Director II, Inclusion Collaborative
Santa Clara County Office of Education
Email: Kathryn_Wahl@sccoe.org
Website: www.inclusioncollaborative.org
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