Successful Inclusion and Family Engagement in Early Intervention

Developmentally Appropriate Practice

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

What is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and development

What is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family

What is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation

Pennsylvania Infant, Toddler, and PreKindergarten Standards for Early Childhoodhttp://www.education.pa.gov/Early%20Learning/Early%20Learning%20Standards/Pages/Infant-Toddler-Pre-K-Learning-Standards.aspx#.VhvwlyuK92A

Pennsylvania Infant, Toddler, and PreKindergarten Standards for Early Childhoodhttp://www.education.pa.gov/Early%20Learning/Early%20Learning%20Standards/Pages/Infant-Toddler-Pre-K-Learning-Standards.aspx#.VhvwlyuK92A

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Camille Catlett camille.catlett@unc.edu

This handout is available to download athttp://fpg.unc.edu/presentations/successful-inclusion

Which of these domains were bring supported?

Domain ExampleApproaches to LearningLanguage and LiteracyMathematical and Scientific ThinkingSocial Studies (connecting to community)Creative Thinking and ExpressionHealth, Wellness and Physical DevelopmentSocial and Emotional DevelopmentPartnerships with Families

Culturally and Contextually Appropriate Practices

Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families http://www.naeyc.org/files/tyc/file/WhatECENeedToKnow.pdf

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Evidence-Based Practices for Supporting Children who are Culturally, Racially, Ethnically, and Socio-Economically Diverse Assess and update your own practices

Engage families. First seek to understand, then to be understood.

Reflect each child in your environments, materials, and interactions

Focus on the potential of each child

Maintain high expectations and support each child in achieving them

ResourcesDiversity and Equity Resources http://fpg.unc.edu/presentations/ccrr2017

Exploring Culture and Emotions http://www.earlyedualliance.org/featured-video/Real-to-Reel-Exploring-Culture-and-Emotions.mp4

It’s Hard to Be What You Can’t See http://www.huffingtonpost.com/marian-wright-edelman/its-hard-to-be-what-you-c_b_8022776.html

Featured Film: Three beautiful human minutes https://www.youtube.com/watch?v=BBgSxUeHU80

Linguistically Appropriate Practices

Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf

Stages of Second Language Acquisition Stage One: Use of First LanguageThe young dual language learner tries to communicate in his/her first language (the language from home) and does not yet realize the other person speaks a different language.

Stage Two: Quiet PeriodThe young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.

Stage Three: Telegraphic and Formulaic SpeechThe young dual language learner begins to speak the new language with a single word or short familiar words or phrases.

Stage Four: Productive SpeechThe young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.

Evidence-Based Practices for Supporting Dual Language Learners Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.

Ask families to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum

Provide opportunities for families and community members to share stories and information in their home language

Support children’s continued development of the home language and facilitate English language learning

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Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices

Remember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports.

ResourcesResources to Support the Full Participation of Young Children who are Dual Language Learners (DLLs) and their Families http://fpg.unc.edu/presentations/vermont-resource-collections

Colorín Colorado! http://www.colorincolorado.org/

The Importance of Home Language series http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html

Specific Strategies to Support Dual Language Learners (DLLs) When Adults Do Not Speak Their Languagehttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/planned-language-approach/support-dlls.html

Supporting Children with Disabilities who are also Dual Language Learnershttps://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/curricula/disabilities-dialogue.html

The Young Dual Language Learner: 20 Short Videos https://www.youtube.com/channel/UCKQ5FgGVIFpdt36_sv9FL-Q

Featured Film: What kind of Asian are you? https://www.youtube.com/watch?v=AvSDV1ppuh8

Individually Appropriate Practices Definitions and Defining Features of InclusionEarly Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

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.

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.htmlInclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.

Inclusion ResourcesThe Evidence for Inclusion https://divisionearlychildhood.egnyte.com/dl/Km4JarKddN

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Fact Sheet of Research on Preschool Inclusion http://www.pyramidplus.org/sites/default/files/images/Inclusion%20Fact%20Sheet%202014.pdf

Research Synthesis Points on Early Childhood Inclusionhttp://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPoints-10-2009_0.pdf

Research Sythesis Points on Quality Inclusive Practices http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

What to Look for in a High-Quality, Literacy-Rich, Inclusive Pre-Kindergarten and Kindergarten Learning Environmenthttp://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/What%20to%20Look%20for%20in%20a%20Quality%20Literacy-Rich%20Preschool%20Learning%20Environment.pdf

What to Look for in a High-Quality Inclusive Pre-Kindergarten and Kindergarten Pro-Social Learning Environmenthttp://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/What%20to%20Look%20for%20in%20a%20High-Quality%20Inclusive%20Preschool%20Pro-Social%20Learning%20Environment.pdf

Supporting Inclusion: Evidence-Based Practices Universal Design for Learning

Designing for Each Child https://divisionearlychildhood.egnyte.com/dl/GfzuXuDX12

Handout 15: Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/handout15.html

Integrating Principles of Universal Design into the Early Childhood Curriculum http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf

Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation https://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf

Take a Look: Visual Supports for Learning http://www.naeyc.org/files/tyc/file/V4N5/Take_a_look_visual_supports_for_learning.pdf

Universal Design Means Toys for Everyone http://letsplay.buffalo.edu/UD/ud_edplay.pdf

Assistive TechnologyAdapt and Accommodate http://connectability.ca/2014/06/14/adapt-and-accomodate/

Center for Early Literacy Learning Practice Guides with Adaptations http://www.earlyliteracylearning.org/pg_tier2.php

CONNECT Module 5: Assistive TechnologyExamples of Assistive Technology Equipment http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-2.pdf

Examples of Assistive Technology Adaptations http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-3.pdf

Emerging Literacy through Assistive Technology http://webzoom.freewebs.com/sallydoxie/VOL.35NO.2NOVDEC2002_TEC_Article%206.pdf

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EZ AT https://www.yumpu.com/en/document/view/30717393/ez-at-pacer-center

Toy Adapting Ideas http://www.letsplay.buffalo.edu/toys/toy%20adapting%20ideas-%20VT.pdf

Embedded LearningCONNECT Module 1: Embedded Interventions http://community.fpg.unc.edu/connect-modules/learners/module-1

Embedded Instruction: Doing What Comes Naturally http://dec.membershipsoftware.org/files/REVISED%20EI%20Handout%20Packet.pdf

Embedded Instruction for Early Learning http://www.embeddedinstruction.net/

Embedded Learning Opportunities http://depts.washington.edu/hscenter/elo

Families Speak Out: Views on Embedded Interventions http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-5.pdf

Peer SupportsExamples of Peer Support http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-2.pdf

Peer Support https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/individualized/iss/peer-support.html

Using Classroom Activities and Routines as Opportunities to Support Peer Interaction http://csefel.vanderbilt.edu/resources/wwb/wwb5.html

DEC Recommended PracticesRecognizing and Performing the DEC Recommended Practices http://ectacenter.org/decrp/

Featured Films: When the Best of Us Steps Up https://www.youtube.com/watch?v=pFuwUiHo-WI Students with learning disabilities give their teachers advice https://www.youtube.com/watch?

v=kYS3TzhSm4Y

Partnerships for Learning/Family Engagement

Four Evidence-Based Commitments that Support Family Engagement

1. Clarify your values and terms, together Do you have agreed upon definitions of key terms to use in your work (e.g., cultural competence, inclusion)? Do you have guiding principles to underscore your shared commitment to families in all aspects of your work? Have they been developed collaboratively with families?

Family Engagement: From the Early Years to the Early Gradeshttp://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdf

2. Communicate, communicate, communicate Is communication with family members shaping the quality of your work? Are family members helping you to intentionally and effectively support practices that connect home cultures and

languages to their learning?

CONNECT Module 3: Communication for Collaboration 6

http://community.fpg.unc.edu/connect-modules/learners/module-3

National Center on Parent, Family, and Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/center

3. Acknowledge and respect diversity Do you welcome all families and all family structures, sizes, and arrangements? Are you building the capacity of diverse families to support the capability and success of their children?

Family Engagement Resources http://fpg.unc.edu/presentations/vermont-resource-collections

4. Use relevant, evidence-based curricula and instructional approaches Have you identified specific competencies related to evidence-based practices for supporting each young child,

including those who are culturally, linguistically, and ability diverse, and their families? Do you have explicit requirements for early childhood professionals in developing their capacity to support each

young child and their family?

Pennsylvania Standards: Partnerships for Learning – Families, Early Care and Education Programs, and Communitieshttps://www.pakeys.org/uploadedContent/Docs/Career%20Development/2014%20Pennsylvania%20Learning%20Standards%20for%20Early%20Childhood%20Infants%20Toddlers.pdf

Recommended Practice: Family Practices http://ectacenter.org/decrp/topic-family.asp Family Centered Practices Checklist http://ectacenter.org/~pdfs/decrp/FAM-1_Fam-Ctrd_Practices.pdf Family Capacity-Building Checklist http://ectacenter.org/~pdfs/decrp/FAM-4_Fam_Capacity-Building.pdf

CONNECT Module 4: Family-Professional Partnershipshttp://community.fpg.unc.edu/connect-modules/learners/module-4

Putting It All Together: Checklist of Effective Partnerships with Families (page 8)

Featured Films: Hello/Goodbye https://vimeo.com/98050303

My Beautiful Woman https://www.youtube.com/watch?v=bjwTTWcqfQY

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Checklist of Effective Partnerships with Families

What Should You See?Did You See It?

YES NOEnhanced Communication Asking families open-ended questions about the people, places, and activities that are important to

them Listening to families’ perspectives without sharing your own opinions first Learning about how families prefer to communicate (e.g., phone, email, in person) Using an interpreter to support interactions with family members who speak another language Learning and using key words and phrases in the languages of the children Seeking families’ input on topics when there are differences that need to be openly addressed Being persistent about communicating with each family, even when they have not been responsive

thus far Demonstrating how disagreements or differences of opinion do not interfere with your commitment

to the family and child

High Expectations Asking families what they see as their child’s strengths Focusing on the child’s strengths and not just the child’s needs Asking families about goals for their child Involving families in all decisions about their child Celebrating with families as children meet new milestones

Respect Asking families what is important to know about their culture, language(s), celebrations, and

customs and showing genuine interest Listening to families with particular attention to insights and information about cultural and

linguistic preferences and priorities Asking how you should address members of the family Asking families how they have been involved in their child’s program in the past and how they

would like to be involved in the future Reflecting the cultures and languages of families in each classroom or program

Commitment Holding meetings at times and places suited to the families’ needs and availability whenever

possible Reflecting the cultures, language(s), celebrations, customs and values of the families in

environments, interactions, and curriculum Discussing ways to find options that are responsive to families’ cultural values Developing and using a process for regularly soliciting and implementing input from families to

inform program decisions

Created by Camille Catlett. Adapted from: CONNECT Module 4; Teaching at the Beginning: Partnering with Parents http://teachatb.org/partneringwithparents/; Language Castle http://www.languagecastle.com/2014/09/fast-5-gamechangers-really-get-parents-dlls-engage/; NCLR Core Qualities for Successful Early Childhood Education Programs

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