Preschool Network Network News - University of New Mexico · Roswell. The following introduces each...
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“Inclusion, as a value, supports the rights of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability. These settings include, but are not limited to: home, preschools, nursery schools, Head Start programs, kindergartens, neighborhood school classrooms, child care, places of worship, recreational (such as community playgrounds and community events), and other settings that all children and families enjoy.” — Council for Exceptional Children esearch on the inclusion of young children with special needs in typical early childhood settings has shown positive outcomes: • Children with disabilities make more progress in cognitive, language, motor, and social domains in inclusive settings than in segregated settings. (Buysse & Bailey, 1993; Lamorey & Bricker, 1993) • Research demonstrates that academic success of students without disabilities is actually increased in education classrooms including students with mild disabilities. (Manset & Semmel, 1997) • Parents of typically developing children who have had experience with inclusive care report that their children are affected positively from exposure to children with special needs. Frequently, parents mention the gains in sensitivity to others and acceptance of differences that they observe in their children.” (Guralnick, 1994; Peck, Carlson, & Helmstetter, 1992) • Well trained providers are more likely to identify and address previously undiagnosed disabilities in young children earlier in their lives. (Mezey, Neas & Irish) University of New Mexico / CDD / University Center for Excellence in Developmental Disabilities Education, Research, and Service Volume 7, Issue 1 http://cdd.unm.edu/ec/psn January 2008 In This Issue Introducing the Child Care Inclusion Specialists ... 2 Classroom Activities ................................................ 3 Book Reviews ....................................... ................... 3 Professional Development Opportunities ............... 4 (continued on next page) Network News Preschool Network Dreaming a New and More Inclusive Reality by Joe DeBonis The Preschool Network is funded by The New Mexico Public Education Department, Special Education Bureau R In order for new possibilities to be brought into existence, one must begin with a vision or a dream. As we all know, not all dreams come true, but when they do, watching a dream weave itself into reality can be a very encouraging experience. In January of 2004, a statewide task force funded by the Children, Youth & Families Department (CYFD), was created to make recommendations to assure that quality child care becomes available for all children in New Mexico. It was with this charge that the Quality Child Care for ALL task force began discussing the challenges, opportunities, and possibilities involved in achieving this reality. The Center for Development and Disability was asked by CYFD to coordinate this effort and facilitate task force meetings. Membership on this task force “consisted of representation from several constituencies, including child care providers, state agencies, parent advocacy organizations, Head Start, training and technical assistance providers,” as well as early intervention providers, and others. This was a comprehensive group of individuals dedicated to the task. The work completed resulted in a list of recommendations which would help open doors for children with special needs, specifically, doors to child care and preschool environments. One of the recommendations made by the Quality Child Care Task Force in 2004 has become a reality. The task force recognized the need for child care providers to have a support system to help them include children with special needs. It recommended the creation and implementation of a new position, the Child Care Inclusion Specialist (CCIS), within the CYFD Training and Technical Assistance Program (TTAP). The TTAPs help support quality child care throughout the State of New Mexico by mentoring and training child care providers to improve their skills as early childhood professionals. There are eight TTAPs, each one covering different regions of the state as defined by counties. (See websites on page 2.) From: “More than Caveats and Cookies: What Families and Professionals Need to Support the Inclusion of All Young Children.” Camille Catlett and Elizabeth (Lisa) Gaylor
Transcript of Preschool Network Network News - University of New Mexico · Roswell. The following introduces each...
“Inclusion, as a value, supports the rights of all children, regardless of abilities, to participate actively in natural settings within their communities. Natural settings are those in which the child would spend time had he or she not had a disability. These settings include, but are not limited to: home, preschools, nursery schools, Head Start programs, kindergartens, neighborhood school classrooms, child care, places of worship, recreational (such as community playgrounds and community events), and other settings that all children and families enjoy.” — Council for Exceptional Children
esearch on the inclusion of young children with special needs in typical early childhood settings has shown positive outcomes:
• Children with disabilities make more progress in cognitive, language, motor, and social domains in inclusive settings than in segregated settings. (Buysse & Bailey, 1993; Lamorey & Bricker, 1993)
• Research demonstrates that academic success of students without disabilities is actually increased in education classrooms including students with mild disabilities. (Manset & Semmel, 1997)
• Parents of typically developing children who have had experience with inclusive care report that their children are affected positively from exposure to children with special needs. Frequently, parents mention the gains in sensitivity to others and acceptance of differences that they observe in their children.” (Guralnick, 1994; Peck, Carlson, & Helmstetter, 1992)
• Well trained providers are more likely to identify and address previously undiagnosed disabilities in young children earlier in their lives. (Mezey, Neas & Irish)
University of New Mexico / CDD / University Center for Excellence in Developmental Disabilities Education, Research, and Service
Volume 7, Issue 1 http://cdd.unm.edu/ec/psn January 2008
In This Issue Introducing the Child Care Inclusion Specialists ... 2
Classroom Activities ................................................ 3
Book Reviews....................................... ................... 3
Professional Development Opportunities ............... 4
(continued on next page)
Network News Preschool Network
Dreaming a New and More Inclusive Reality
by Joe DeBonis
The Preschool Network is funded by The New Mexico Public Education Department, Special Education Bureau
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In order for new possibilities to be brought into existence, one must begin with a vision or a dream. As we all know, not all dreams come true, but when they do, watching a dream weave itself into reality can be a very encouraging experience. In January of 2004, a statewide task force funded by the Children, Youth & Families Department (CYFD), was created to make recommendations to assure that quality child care becomes available for all children in New Mexico. It was with this charge that the Quality Child Care for ALL task force began discussing the challenges, opportunities, and possibilities involved in achieving this reality. The Center for Development and Disability was asked by CYFD to coordinate this effort and facilitate task force meetings. Membership on this task force “consisted of representation from several constituencies, including child care providers, state agencies, parent advocacy organizations, Head Start, training and technical assistance providers,” as well as early intervention providers, and others. This was a comprehensive group of individuals dedicated to the task. The work completed resulted in a list of recommendations which would help open doors for children with special needs, specifically, doors to child care and preschool environments. One of the recommendations made by the Quality Child Care Task Force in 2004 has become a reality. The task force recognized the need for child care providers to have a support system to help them include children with special needs. It recommended the creation and implementation of a new position, the Child Care Inclusion Specialist (CCIS), within the CYFD Training and Technical Assistance Program (TTAP). The TTAPs help support quality child care throughout the State of New Mexico by mentoring and training child care providers to improve their skills as early childhood professionals. There are eight TTAPs, each one covering different regions of the state as defined by counties. (See websites on page 2.)
From: “More than Caveats and Cookies: What Families and Professionals Need to Support the Inclusion of All Young Children.” Camille Catlett and Elizabeth (Lisa) Gaylor
Deanna Contreras (Roswell) (575) 623-9438
My philosophy regarding inclusion and my position as a CCIS is that: all children, regardless of their level of ability are entitled to quality care and education. My goal for the future is that I will empower families and care providers to work in conjunction with agencies and school districts for the betterment of each child.
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At the present time, six of the TTAPs have hired Child Care Inclusion Specialists (CCISs) through funding by CYFD. The other two TTAPs are in the process of hiring theirs. The Inclusion Specialists provide training and technical support to child care providers by assisting them to include children with special needs in their classrooms or home child care environments. They also support making referrals to special education preschool services and EI programs. Building partnerships with local early intervention providers and school districts providing services for preschool children with special needs is an important focus of their work. To help develop, coordinate, and support these new positions, the Preschool Network has been asked by CYFD to provide technical support and training to ensure best practice and continuity of service throughout the state. The Inclusion Specialists (with permission from the child’s parent ) will work closely with EI and public school preschool programs to facilitate communication with child care providers in order to help them understand children’s needs and support their inclusion. Early intervention and public school programs can also utilize this link to child care providers by sharing the Individual Family Service Plan (IFSP) and the Individualized Education Program (IEP) strategies which can be included in the child’s everyday routines at child care placements to facilitate the achievement of goals. In today’s world, a majority of families need and utilize child care. Parents of children with special needs are no exception. With the help of the CCIS, parents of children with special needs and child care providers will have a new source of support. All children deserve an opportunity to learn, play, and make friends with other children. The reality of having inclusion specialists available will increase the likelihood of this happening for all children in New Mexico. For more information about the CCIS, please contact Joe DeBonis at (505) 272-3825. For more information about the Training and Technical Assistance Programs (TTAPs), please visit: http://www.newmexicokids.org/caregivers/ and click on “Training & Assistance” on the left. For additional information on research synthesis points on early childhood inclusion, go to the National Professional Development Center on Inclusion at: http://www.fpg.unc.edu/~npdci/
he seven Child Care Inclusion Specialists (CCISs) that have been hired as of this writing work for the Training and Technical Assistance Programs (TTAPs) in Santa Fe, Albuquerque, Portales, Silver City, Taos, and
Roswell. The following introduces each CCIS presently hired.
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Sheryl Faulconer (Albuquerque) (505) 254-9922 x 140
My vision is to help those who work with young children achieve skills that will help them interact and teach each child as an individual, meeting their unique needs. As we teach these skills, we are also giving teachers the skills they need to be comfortable, including children with special needs and providing an enriching environment for all children.
Anna Marie Garcia (Santa Fe) (505) 428-1344
As early childhood professionals, we need to continue to create responsive, early childhood environments that treat all people with respect.” My vision for the CCIS position is to assist early childhood programs in realizing that inclusive settings aren’t only the law, they are what we should be doing ethically!
Elaine Gard (Portales) (575) 562-2850
My goals as the Child Care Inclusion Specialist, are to help providers in northern and central parts of eastern New Mexico support all children and families with quality child care opportunities.
Callie Spotted-Elk (Albuquerque) (505) 254-9922 x 140
As a Child Care Inclusion Specialist for New Mexico, I hope to reach those programs that have not yet had the experience to be “All Inclusive” and provide them with the necessary tools and support to reach that goal.
Kathleen Coombs (Silver City) 575-538-6489
I have worked at a local Head Start program, where my primary responsibility was to help children with special needs succeed in an inclusive environment.
Sandra Harrington (Taos) 575-758-1395
As a Child Care Inclusion Specialist, I endeavor to initiate, facilitate, and support, the inclusion of all children in the best possible childcare setting.
Brown, T. (1984). [Review of the book Someone Special, Just Like You]. New York: Henry Holt and Company.
his is a lovely book for preschool children that shows our common needs for physical affection, community, and independence. The black and white photographs are beautiful and tell a story of their own. This book
will do much to help a child with a disability gain acceptance from other children and help us all understand that we should accept one another for the love we have to share with the world and not judge on the basis of physical appearances or limitations. We are reminded more of our similarities and that each of us is someone special.
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Reviews by: Anna Marie Garcia
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Ryder, E. (1978). [Review of the book The Mystery of the Boy Next Door]. Champaign, IL: Garrard Publishing Co.
hen the neighborhood children discover the boy next door is deaf, they understand why he seemed unfriendly. Their attitudes change when they discover that he can talk with his hands. A chart of the alphabet
in sign language is included.
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Classroom Activities
by Betty Lansdowne
I’m Just Like You! You’re Just Like Me!
Adapted from: Rockwell, R. E., Sherwood, E. A., & Williams, R. A. (1986). Hug a Tree and Other Things to do Outdoors With Young Children. Mt. Rainier, MD: Gryphon House, Inc.
Beginning graphing can be included as a snack, circle, or small group activity. Not only does this develop categorization, literacy, and numeracy skills, but decision-making skills as well. Youngsters as young as two can participate and feel successful, as well as preschool children with special needs. Below are some simple graphing activities for two- to five-year olds.
Activity Charts
Boys and Girls in Our Class Shirts Monday Morning Tuesday Morning (is a) (is wearing a) Jacob ____ ____ (boy) Jacob ____ ____ ____ (red shirt)
An activity chart is a simple way to record information and becomes a permanent record of it. Children’s names are the primary words needed, although a few other phrases may be included on the chart. Symbols, such as lines to indicate space for words the children repeat, along with real objects or simple drawings, create a record that preschoolers can “read” once they are familiar with the process. Each chart is dated, titled, and read by all. Children with special needs can be supported using strategies such as practicing “reading” the data with them individually at points throughout the day or pairing them with peers who more easily can perform the task. This activity is best for small groups or a few chosen from a larger group. When more than five or six children participate, the activity changes from fun to tedious.
Real Graphs Do We Like Apples or Oranges More?
Object graphs use real objects in making comparisons. The simplest compares the quantity of two items. The title clarifies the goal of the chart and objects are placed in the squares beginning from the left side so the comparisons are accurate and simple. Mark two large columns of squares (large enough to put the object inside) on butcher paper and place it on the floor or tabletop. One item is placed inside each square until all children participating have responded. Children do not need to be able to count to decide which fruit “won.” Strategies to support children with physical needs can include involving a partner to help the child place the object, as well as seating that will allow the child to easily access the graph. Youngsters with speech and language delays are supported in this activity by keeping the language used at their level of difficulty, and by the repetition of a phrase, such as “I like ___.”
Buysse, V. & Wesley, P. W. (2005). [Review of the book Consultation in Early Childhood Settings]. Baltimore, Maryland: Brookes Publishing Co.
he authors of this resource on conducting effective early childhood consultations focus on the collaborative partnerships which need to be developed in order to be successful as an early childhood consultant. These
collaborations include professionals, educators, and of course, parents. Their eight-stage model includes:
Gaining Entry Building the Relationship Gathering Information Through Assessment Setting Goals Selecting Strategies Implementing the Plan Evaluating the Plan Holding a Summary Conference
Readers will find this volume to be an excellent resource for mapping out a step-by-step plan, as a consultant, while at the same time focusing on the development of effective partnerships.
Review by: Joe DeBonis
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Professional Development Opportunities
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UNM/CDD Preschool Network 2300 Menaul Blvd. NE Albuquerque, NM 87107 Phone: (505) 272-9924 Fax: (505) 272-0384
Project SET 3rd Annual Autism Training Institute: Incorporating TEACCH & Structured Teaching Principles for Preschool —February 20-21 (Part 1); March 19-20 (Part 2); and April 23-24 (Part 3), all in Albuquerque from 9:00 a.m. to 3:30 p.m. To register, visit http://cdd.unm.edu/swan/, and click on the Education link on the left and select Register Now for SWAN Trainings.
Parents Reaching Out: Advocacy and the IEP Workshop — January 24, 2008 & February 28, 2008, 8:00 a.m. to 3:30 p.m. at the APS Parent Center, 6400 Uptown Blvd. NE, Albuquerque. The workshop is free and lunch is provided. To register, contact PRO at (505) 247-0192.
Do you or your staff need NM Early Childhood Outcomes training, or training on the use of the Child Outcome Summary Form?
If so, please call Leslie Sandoval at (505) 272-9924 to schedule a training date.
Newsletter Content — Joe DeBonis Editing, Design/Layout — Julie Bachechi
90 Day Transition Conference Training — January 25, 2008 (Albuquerque); February 15, 2008 (Ruidoso); and March 7, 2008 (Taos). For more information, call the Preschool Network at (505) 272-9924, or write Dawn Giegerich:[email protected]
NM Association for the Education of Young Children Spring Conference: Promising Practices in Early Childhood, Birth through Age 8 — March 29, 2008, Keynote: Dr. Bob Kann — “Using Humor in the Classroom.” Pre-conference on Friday, March 28, 2008, with Tim Burns — “Anatomy of Possibility: Integrating Brain, Body, Heart and Intelligence Through Play.” For more information or to register online, go to: http://www.nmaeyc.org/Conference.htm
Alison Noble Division Coordinator
(505) 272-2756 [email protected]
Mette Pedersen Division Director (505) 272-1040
Sophie Bertrand Senior Program Manager (505) 272-1506 [email protected]
Betty Lansdowne Training & Development Consultant (505) 272-8192 [email protected]
Janet Alvarado Training & Development Consultant Ph: (505) 524-1115 Fax: (505) 527-0806 [email protected]
Kathleen Trumbull Training & Development Consultant Ph: (505) 525-9673 Fax: (505) 527-0806 [email protected]
Joe DeBonis Training & Development Consultant (505) 272-3825 [email protected]
Kate Dixon Family Specialist Training & Development Consultant (505) 934-6825 [email protected]
Holly Harrison Program Consultant [email protected]
Leslie Sandoval Training Support Analyst (505) 272-9924 [email protected]
The Division for Early Childhood 2008 Conference: 24thAnnual International Conference on Young Children With Special Needs & Their Families — October 26-29, 2008. Minneapolis, Minnesota. For more information, go to: http://www.dec-sped.org/conference/about_the_conference.html
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