Inclusion of Children with Disabilities in Early Childhood

Education

Samuel L. OdomFrank Porter Graham Child Development Institute

University of North Carolina at Chapel Hill

Goals of the Talk Today• Review international perspectives on inclusion• Draw from multiple theories• Frame discussion within a systems theory• Describe history of early childhood inclusion in the United States• Examine strategies for supporting inclusion

• Propose a conceptual framework for early childhood inclusion• Discuss future directions• Inclusion in an international context

Definition of 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 offamilies, 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.

National Association for Education of Young Children and the CEC Division for Early Childhood (2009)

All in the Context of Early Child Development Programs (Britto, Yoshikawa, & Bowler, 2011)

Definitions• Children with disabilities• Developmental delay• Intellectual disability• Sensory impairment• Autism spectrum disorder

• Broader concept• Children from minority groups• Children who are second language

learners

International Support for Inclusion in Early Care and Education• UN Convention on the Rights of

the Child:• Article 23 (Children with

disabilities):Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives.

International Support for Inclusion in Early Care and Education• UN Convention on the Rights of

Persons with Disabilities: • Article 24: Education• States Parties shall ensure

an inclusive education system at all levels and lifelong learning

International Support for Inclusion in Early Care and Education• Within the United States• Individuals with Disabilities Act

• Early Childhood Mandate• Least Restrictive Environment

Provision• Cross agency joint statements

(Department of Education and Department of Health and Human Service)

Goals of Early Childhood Inclusion• Psychological goals• Language acquisition• Early literacy and math

knowledge• Social skills

• Sociological goals• Participation• Membership• Social acceptance

Psychological Goal of Program From Sign in Classroom

Sociological goals of mother of preschool child who was blind

Brief History of Early Childhood Inclusion in the US: Movement began in 1960s• Has roots on early legislation that supported research and training

related to intellectual and developmental disabilities

Early Program: Infant, Toddler, Preschool Program at Peabody College (Vanderbilt)

Early Conflicts in the Field (1980s-1990s)• Contrasting philosophies of Early Childhood Education and Early

Childhood Special Education• Early childhood education (Developmentally Appropriate Practice)• Very child oriented• Insisted on little teacher interaction or direction

• Early childhood special education (DEC Recommended Practices)• More structured• More intentional in its instruction

Grounding Inclusion in Systems Theory

Alternative Systems Model

Classroom Practices that Support Early Childhood Inclusion: Conceptual approaches• Traditional direct instruction and intervention• Embedding Learning Opportunities (Current work the Pat Synder and

group are doing)• Multi-tiered system of support: Building Blocks and CSEFEL • Universal Design for Learning (Horn, Lieber)• Social integration and peer-mediated approaches

Traditional Direct Instruction• Low teacher-child ratio• Individual • Small group

• Clearly identified objectives• May be most useful when children are in the acquisition stage of

learning (introducing concept)• Teacher guided

Embedded Learning • Concept is to embed instruction or learning

opportunities that addresses specific goals in routines of the early childhood education class, in the home, or in the community• Long tradition in special education in the US• Activity-based intervention (Diane Bricker)• Embedded learning opportunities (Eva Horn)• Incidental teaching (Hart & Risley)• Naturalistic developmental behavioral

interventions (Schreibman et al.)

• Begins with identification of learning goal • Analyzes the environment to

find opportunities for instruction• Specifies how teaching will occur• Monitors fidelity of teaching

approach and child progress• New Zealand, Turkey, Portugal,

AustraliaSnyder and McLean, 2016 http://embeddedinstruction.net/

Example of Embedded Instruction

Multi-Tiered System of Support• Follows a classic primary

prevention model that originated in public health• Begins with provision of high

quality early childhood context• Monitors children’s progress and

provides second tier of support when needed• Third level of support provided

of need still exists

Models in the U.S. Pyramid Model (Center for Social Emotional Foundations for Learning)

Observation and Planning Tool

Building Blocks

Building Blocks

Classroom Practices that Support Early Childhood Inclusion: Universal Design for Learning

• Universal Design for Learning (UDL)

Peer-Mediated Instruction• Peer Buddies• Pairing peers as playmates or partners in activities for part of a centers time

• Structured Play with Peers• Establishing a play activity that would involve peers from the class and

typically developing children for a part of the play/centers period

Quality of Inclusion

http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/images/features/ICP_Module_1.swf

Grounding Inclusion in Systems Theory

Meso-level: Preparing and Supporting the Workforce• Beliefs about Inclusion Influence Its Implementation.• Teacher attitudes about children with disabilities• Ownership of all children

• Teachers definition of inclusion• Specialized support vs. same for all

• Collaboration with others• Roles and responsibilities

• Barriers• TIME!!!• Training

Professional Development

Professional Development• National Professional

Development Center on Preschool Inclusion• Essential feature of preschool

inclusion: http://community.fpg.unc.edu/connect-modules/resources/videos/foundations-of-inclusion-birth-to-five

CONNECT: Center to Moblize Early Childhood Knowledge

http://community.fpg.unc.edu/

Example: Dilemma• http://community.fpg.unc.edu/connect-modules/learners/module-1/

step-1

Grounding Inclusion in Systems Theory

Exosystem Level: Systemic Challenges • Policies, regulations, laws affect inclusion• Internationally• UN Conventions

• At national level in US• IDEA• Head Start policy on inclusion

• At state level• Provisions in state regulations

• “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”• Sense of belonging and

membership• Positive social relationships• Learning to reach full potential

• “all young children with disabilities should have access to inclusive high-quality early childhood programs”• Setting high expectations• Increasing understanding of the science• Increasing learning opportunities• Identifying resources

Grounding Inclusion in Systems Theory

Macrosystem Level: Pan-continent Movement

Macrosystem Level: Pan-continent Movement

Application of Bandura’s Social Learning Theory• Albert Bandura pioneering work on modeling and observational

learning• Population Communications International• First work by Miguel Sabido in Mexico in 1975

• Created soap operate: “Ven Comigo” to entertain and promote adult literacy• Work has expanded to address:

• HIV and AIDS in Africa• Family planning• Teenage pregnancy• Hygiene and water resources

PCI Created “Hum Log”project in India that affects attitudes toward girls and young women• http://mediaimpact.org/who-we-are/

PCI Methods•Extensive Formative Research•Crafted Characters•Real-world connections

Current Example of Process in the US that focus on Inclusion• Introducing Julia: https://www.youtube.com/watch?v=fI-Sk7_ykzU • Naisah: https://www.youtube.com/watch?v=xU2MegkqIxQ • Example of teacher using materials in class:

https://www.youtube.com/watch?v=_e1vKhZg3DI

Closing Points

ECRI Early Childhood Research Institute on Inclusion I• University of North Carolina

Samuel L. OdomRuth Wolery

• Vanderbilt UniversityEva HornLynne Cushing

• San Francisco State UniversityMarci J. HansonDavid Fetterman (Stanford - Consultant)

• University of WashingtonIlene SchwartzSusan Sandall

• University of MarylandPaula BeckmanJoan Lieber

The settings for the 16 ECRII Programs included Community Based Child Care and Preschools, Head Starts, and Public School based Early Childhood Programs

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1. Inclusion is about belonging and participating in a diverse society.

Being a member of the community - inclusion is not just a school issue - it extends to the communities in which children and their families live.(Hanson, Wolfberg, Zercher, Morgan, Gutierrez, Barnwell, & Beckman, 1998)

Being a member of the class - not only a disability issue, however, all children have a right to participate and be supported in their schools and communities

2. Individuals - teachers, families, administrators - define inclusion differently.

Across the levels of the ecology in which inclusive programs are embedded, individuals often hold different meanings

For parents, inclusion may have one meaning, For teachers, perhaps another and perhaps an even different meaning for administrators and policy makers

3. Beliefs about Inclusion Influence Its Implementation. The beliefs about schooling that families and professionals bring with them to the classroom influence how inclusive practices are planned and implemented; and these beliefs are influenced by many complex factors. Beliefs about human diversity - culture, race, language, class, ability - influence how inclusion is implemented in schools and communities.

(Odom, Horn, Marquart, Hanson, Wolfberg, Beckman, Lieber, Li, Schwartz, Janko, & Sandall, 1999)

4. Programs, not children, have to be “ready for inclusion”. The most successful inclusive programs view inclusion as the starting point for all children. Inclusion can be appropriate for all children; making it worksuccessfully depends on planning, training, and support.

5. Collaboration is the Cornerstone of Effective Inclusive Programs Collaboration among adults, including professionals and parents, within and across systems and programs is essential to inclusive program’s success Collaboration among adults, from different disciplines and often with different philosophies, is one of thegreatest challenges to successful implementation of inclusive programs. (Lieber, Wolery, Horn, Tschantz, Beckman, & Hanson, 2002)

6. Specialized Instruction Is An Important Component of InclusionParticipation in a general early education setting is not sufficient. The individualized learning needs of the children with disabilities must be addressed to ensure that the child makes developmental gains and progress in the general curriculum.Specialized instruction can be delivered through a varietyof effective strategies, many of which can be embedded in the ongoing classroom activities.(Horn, Lieber, Sandall, Schwartz, & Wolery, 2002)

7. Adequate Support is Necessary to Make Inclusive Environments Work

Support includes: Information and training for the staff Provision of appropriate personnel Provision of materials Planning time Ongoing consultation

8. Inclusion Can Benefit Children With and Without Disabilities In inclusive programs, children with special needs learn skills that help them become successful and independent (Guralnick, Connor, Hammond, Gottman, & Kinnish, 1996) ). Parents of typically developing children report beneficial changes in their children’s confidence, self-esteem, and understanding of diversity (Diamond & Innes, 2000). High quality early education settings form the necessary foundation for high quality inclusive programs, thus all children benefit (Wolery, & Bredekamp, 1994)