Promoting InclusivePractices throughProfessionalPromoting Inclusive Practices through Professional Development: Viewing Inclusion through a 

Disability Studies Lensy

Aja A. McKee, Chapman University/California State University, FullertonAudri M. Gomez, Chapman University

“Children with disabilities were long excluded from the public education system in this country. Obvious exclusion rarely occurs in the current education system although exclusion through isolationthe current education system, although exclusion through isolation does” Dalton, 2002 (p. 868).

AgendaAgenda• Inclusion 

• Barriers

• Key Factors

• Disability Studies in Education 

• Universal design for learning (UDL)

• Professional development‐ why it is important and what it should look like

• Focusing your PD on disability studies not specialFocusing your PD on disability studies, not special education

• Resources

Inclusion is the Law• Public Law (PL) 94‐142 ‐ Passed in 1975 

• Education for All Handicapped Children Act (EAHCA)( Wright & pp ( )( gWright, 2007). 

• Children ha e the right to access ed cation and file d e• Children have the right to access education and file due process when an education is not provided (Dalton, 2002). 

• This law has been amended several times, with the last revision enacted by Congress as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. p ( )

• Purpose of amending ‐ focus on accountability and improve t (W i ht & W i ht 2007)outcomes (Wright & Wright, 2007).

Inclusion DefinedWhat it is not…

Inclusion is not defined as:

• Mainstreaming

• Reverse mainstreaming

• Integrated special education

Inclusion DefinedInclusion Defined

NAEYC/DEC Joint position statement on inclusionhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Barriers to inclusion in early childhood 

/• Education and/or training• Adequate support(s)• Attitude of staff• Curriculum

Key factors found to promote inclusion

• Specialized Training

• Family Centered Practices

• Collaboration

• Adequate Support

• Attitude

• Curriculum

Key factors found to promote incl sionpromote inclusion

Specialized Training Adequate Support

• Training staff

• IEP’s• Address changing needs of staff.

• Advocacy• Commitment of resources• Professional development• Ongoing coaching 

• (Kwon, Elicker, & Kontos, 2011)O go g coac g

• Collaboration• Time for communication and planning were 

found to be necessary 

• Collaboration

Family Centered Practices Adequate Support ‐ Administration

• Sets the tone• Use of individualized approaches• Use a strengths‐based lens • (Cross et al., 2004)

• Shared vision, policies, training, external support, organizational structure, and community advocacy

• Support and collaboration planning withSupport and collaboration planning with outside programs (Soodak, 2002)

Key factors found to promote inclusion

Collaboration

• Coaching

Seven Features of Collaboration

• Joint participation in planningCoaching

• Mentoring

• Providing guidance and         feedback

• Joint participation in planning

• Shared philosophies

• Shared ‘ownership’ for all hildfeedback children

• Communication

• Professional roles

• Stability of relationships

• Administrative support 

(Odom et al. 2011, p. 348)

Key factors found to promote inclusionpromote inclusion

Attitude of Personnel•Teacher’s attitude •Link between attitudes

CurriculumCurriculum• Accommodations/Modifications• Educators want to seek additional support and education in both content 

and instruction (Cross et al., 2009)( )

So how do we implement these key factors?p y

Key Factors How we address Key Factors

Specialized Training Disability Studies in Education (DSE)Universal Design for Learning (UDL)Professional Development (PD)

( )Family Centered Practices Disability Studies in Education (DSE)

Collaboration Disability Studies in Education (DSE)Professional Development (PD)Professional Development (PD)

Adequate Support Disability Studies in Education (DSE)Professional Development (PD)Professional Development (PD)

Attitude Disability Studies in Education (DSE)Professional Development (PD)p ( )

Curriculum Universal Design for Learning (UDL)

So nowwe knowSo now we know…• What inclusion is

• What the barriers are

• What the key factors are to promote inclusion 

d h i l h k f• and how we implement these key factors

SO what are ways to supportSO…what are ways to support implementation? 

• Disability Studies in Education (DSE)• Disability Studies in Education (DSE)

• Universal Design for Learning (UDL)

• Structuring our Professional Development (PD)

What is Disability Studies?What is Disability Studies?

•The emergence of Disability Studies has provided new ways of thinking about disability. 

•Disability Studies main focus is “how disability is defined and represented in society” (Taylor, 2011, p. 94). 

•Ferguson and Nusbaum (2012) state, “changing how societies (and ourselves!) think about and respond to disability can create the cultural space in which inclusive approaches to education, employment, living, and community can flourish” (p. 75). 

• Disability is not a characteristic that exists in the person or a problem of the person that must be “fixed or “cured.” Instead, disability is a construct that finds its meaning within a social and cultural context. 

(The Center on Human Policy, Law, and Disability d )Studies‐Syracuse University)

Medical Model       Social ModelSpecial Education Disability Studies

Disability Studies and Special EducationWhat is the medical model?•The medical model or deficit model focuses on clinical, medical, instructional, or therapeutic perspectives of disability. The medical model of disability utilizes medicine, rehabilitation, special education, prevention, treatment of disabilities, or otherrehabilitation, special education, prevention, treatment of disabilities, or other professions geared towards curing of a disability. (Ferguson and Nusbaum, 2012; Taylor, 2011) 

DS h l b li th t d t di di bilit th h th di l d l l h•DS scholars believe that understanding disability through the medical model lens has provided a society believing in preventing or curing disability for the purpose of reinforcing normalcy (Valle & Connor, 2011). 

What is the social construct of disability?Identifies negative attitudes, barriers, and exclusion from 

society which becomes the factor in disabling people. 

https://www.youtube.com/watch?v=g0gxRyDmBxI

The Social Model of Disability

Ted Talk on Social Model of Disability

https://www.youtube.com/watch?v=mWkdyMg‐_Fk

Disability Studies AlookathowtheModelscompareA look at how the Models compare

Professional development in early childhood should focus ondisability studies not specialshould focus on disability studies not special education…

Educators look at special education and  

general education as 2 different forms of education. 

The field has given two 

Educators bring their experiences, biases, 

attitudes, and education to the classroom with them 

Individuals grow up being exposed to society’s view of acceptable and “normal”. As children we are often 

d d i f d t names to education which promotes separation. 

when they teach. rewarded or reinforced to 

“fit in”.

Early educators come to the table with very 

minimal education and

There is no consistency or standards that must be 

implemented to provide high quality professional development to early

Educators often expose the children in their classrooms to their 

personal beliefs and lack minimal education and experience in this area 

sometimes.

development to early educators in an effort to help 

them better understand children with disabilities and 

inclusion.

personal beliefs and lack of awareness, and the cycle continues to 

perpetuate.

Universal Design for Learning g g• Universal design principles • Definition of UDL “design of products and• Definition of UDL – design of products and

environments to be usable to the greatest extent possible by people of all ages and abilities” without the need for adaptation or specialized designadaptation or specialized design.

• Developers of the universal design framework recognized that usability would increase as special

d f b llneeds features began to serve all.• Ramps

• Doorknobs

• Elevators

• Can you think of any?• UDL in ECE information taken from: Conn‐Powers, M., Cross, A.F., Traub, E., & Hutter‐Pishgahi, L., (2006). The Universal g ( )

Design of Early Education: Moving Forward for All Children. Beyond the Journal: Young Children on the Web. September 2006, 1‐9. ‐ See more at: http://www.iidc.indiana.edu/index.php?pageId=44&mode=mod_md&action=disply_detail&md_id=13#sthash.aqQISsfw.dpuf

Seven Core Design Principles for UDL1. Equitable use

2. Flexibility in use

3. Simple and intuitive

4. Perceptible information p

5. Tolerance for error 

6 Low physical effort6. Low physical effort 

7. Size and space for approach and use

Initially used for guiding the planning of physical spaces.

So how does it work in teaching?

Overview of UDL 

https://www.youtube.com/watch?v=aaSZqgr2eUM

Understanding of the principles and their role in education continues as they evolvein education continues as they  evolve

A Universal Design framework parallels what early educators plan for from the start in thinking about the physical, social‐emotional, health, and teaching dimensions of their environments to assure that

every child:

• Feels welcomed as a full and equal member;

• Accesses and engages in all learning opportunities;• Accesses and engages in all learning opportunities;

• Learns according to his or her individual strengths and interests; and

• Demonstrates his or her learning in ways that reflect the individual’s strengths.

Educational Applications of theS P i i l f U i lD i f L iSeven Principles of Universal Design for Learning1. Equitable curriculum—accessible to students with widely diverse abilities; curriculum does not unnecessarily segregate students or call undue attention to their “differences.” Curriculum is designed to engage all students.g g g

2. Flexible curriculum—The curriculum is designed to be presented flexibly to accommodate a range of individual abilities and preferences; it considers physical and sensory‐motor disabilities as well as varied learning preferences and paces.

3. Simple and intuitive instruction—Instruction is straightforward, provided in the mode most accessible to                             p g , pstudents; language, learning levels, and complexity of presentation can be adjusted; student progress is monitored on an ongoingbasis to reset goals and instructional methods as needed.

4. Multiple means of presentation—Curriculum provides multiple means of presentation to teach students in ways that will most effectively reach them, regardless of sensory ability, level of understanding or attention; presentation can be altered to meet 

f d d l drecognition patterns of individual students.

5. Success‐oriented curriculum—The teacher encourages engagement with curriculum by eliminating unnecessary barriers to engagement; the teacher  also provides a supportive learning environment through ongoing assistance, applying principles of effective curriculum design as needed: e.g., teaching Big Ideas, priming background knowledge, scaffolding instruction, and so on.

6.  Appropriate level of student effort—The overall classroom environment provides ease of access to curricular materials, promotes comfort, addresses motivation, and encourages student engagement by accommodating varied means of student response; assessment is ongoing, measuring performance; instruction may change based on results of assessment.

7 Appropriate environment for learning—Classroom environment and the organization of curricular materials allow for7.  Appropriate environment for learning Classroom  environment and the organization of curricular materials allow for variations in physical and cognitive access by students as well as for variations in instructional methods; classroom environment allows for varied student groupings; classroom space encourages learning.

A framework for supporting all young learnerspp g y g

Framework for UDL A Universal Design approach for learning follows

3 components:

Multiple means of representation to give learners

for learning follows principles of good practice in early education:

(1) R i i h i firepresentation to give learners various ways of acquiring information and knowledge,

Multiple means of expression

(1) Recognizing that a one-size-fits-all approach to education simply will not work;

Multiple means of expression to provide learners alternatives for demonstrating what they know,

(2) Understanding the need to design curricula to meet the needs of diverse classroom populations;

Multiple means of engagement to tap into learners’ interests, offer appropriate challenges, and

populations;

(3) Declaring that all children who attend early education programs offer appropriate challenges, and

increase motivation. will be successful in their development and learning.

So what does UDL look like in Early Childhood• UDL in ECE

• https://www.youtube.com/watch?v=Uy6ro0wfGUM

• Instead of creating a curriculum and then adapting it to meet the needs of individual children in the program, it starts off with an instructional design which provides learners with a variety of ways to access and process information and demonstrate what they have l dlearned.

Examples in the classroomExamples in the classroom• Hand washing schedules

• Visual icons used in stories/class rules• Visual icons used in stories/class rules

• Poster for circle time rules

• Books on CD

• Alternative ways to sit

• What other examples can you think of!

• Remember the 3 componentsp

3 components:

• Multiple means of representation• Multiple means of representation 

• Multiple means of expression 

• Multiple means of engagement

The importance of professional d l f l ddevelopment for early educators

Snyder, et al., (2011) stated  

“. . . along with administrative support, PD (professional development) has been identified as an important ‘driver’ todevelopment) has been identified as an important  driver to support practitioners’ implementation of evidence‐based practices and to improve developmental and learning outcomes f hildof young children. 

Researchers and individuals in the field of early childhood must f f yanalyze the current professional development practices that are in place, and strive to advance these practices to promote better inclusion in the early childhood field (p. 357‐358).”y f (p )

So now what…f l lProfessional Development…?

• When examining professional development, Winton, McCollum, & Catlett (2008) described that there are no consistent terms that define education, training and credentials. 

• When looking at Professional Development as a ‘workshop’, it was found that almost “every major study in the preceding 30 years had emphasized the lack of effectiveness of thisyears had emphasized the lack of effectiveness of this approach to staff development; yet workshops are still a common approach to in‐service training” (p. ix)

What should professional development  for l d l k lik ?early educators look like? 

Zalsow et al., (2010) discussed targets for early childhood professional development initiatives, shown here in Figure 1.

Professional DevelopmentComponents to develop high quality professional development. 

(a) sustained over time 

(b) grounded in practice(b) grounded in practice 

(c) Linked to curriculum and student outcomes 

(d) collaborative 

(d) interactive (As defined by the National Education Association, Public Education Network, & National Staff Development Council)

Professional DevelopmentProfessional Development

• What does your current PD look like?

• What would you like it to look like?

• How will you weave in DSE and UDL?

• In each training, how can you utilize a DSE and/or UDL approach?pp

• What support and resources can you provide your staff in an ongoing manner?

Resources• http://www.wrightslaw.com/ (Wrights Law)

• http://www.inspireinclusion.com/ (Inspire Inclusion)

• http://www thinkinclusive us (Think Inclusive)http://www.thinkinclusive.us (Think Inclusive)

• http://www.dec‐sped.org/ (DEC)

• http://www.youtube.com/watch?v=fWKuRXtD5Jw (CONNECT Video)

h // / / d / ( ’ )• https://www.naeyc.org/store/node/666 (CARA’s Kit)• http://community.fpg.unc.edu/ (CONNECT)

• http://www.ocde.us/SEED/Pages/California%20Preschool%20Instructional%20Network%20(CPIN).aspx (CPIN)

• www.chapmandisabilitystudies.com (DSE)

• http://www.kitonline.org/ (KIT)p // g/ ( )

• Book: Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs (California Department of Education, 2009). , )

References• Angelides P Savva K & Hajisoteriou C (2012) Leading inclusion: Special teachers as leaders in• Angelides, P., Savva, K., & Hajisoteriou, C. (2012). Leading inclusion: Special teachers as leaders in 

the development of inclusive education. International Studies in Educational Administration, 40(1), 75‐87.

• Arampatzi, A., Mouratidou, K., Evaggelinou, C., Koidou, E., & Barkoukis, V. (2011). Social developmental parameters in primary schools: Inclusive settings’ and gender differences on p p p y g gpupils’ aggressive and social insecure behavior and their attitudes towards disability []. International Journal of Special Education, 26(2). Retrieved from http://www.eric.ed.gov/PDFS/EJ937175.pdf

• California Early Start. (2009). Retrieved November 23, 2012, from h // l / l d d l / dfhttp://www.swselpa.org/Uploaded_Files/Directory%2008%2009.pdf

• California Early Start. (2009). Retrieved from http://www.swselpa.org/Uploaded_Files/Directory%2008%2009.pdf

• Conn‐Powers, M., Cross, A.F., Traub, E., & Hutter‐Pishgahi, L., (2006). The Universal Design of Early Education: Moving Forward for All Children Beyond the Journal: Young Children on the WebEducation: Moving Forward for All Children. Beyond the Journal: Young Children on the Web. September 2006, 1‐9. ‐ See more at: http://www.iidc.indiana.edu/index.php?pageId=44&mode=mod_md&action=disply_detail&md_id=13#sthash.aqQISsfw.dpuf

• Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008, September‐November). Disability , , , , g , , , ( , p ) ystudies and inclusive education‐implications for theory, research, and practice [Editorial]. International Journal of Inclusive Education, 12(5‐6), 441‐457.

• Cross, A. F., Traub, E. K., Pishgahi, L. H., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Special Education, 24(3), 169‐180.

• Cross, L., Salazar, M. J., Dopson‐Campuzano, N., & Batchelder, H. W. (2009, April). Best practices and considerations: Including young children with disabilities in early childhood settings. Focus on Exceptional Children, 41(8), 1‐8.

References• Dalton, M. A. (2002). Education rights and the special needs child. Child and Adolescent 

Psychiatric Clinics, 11, 859‐868.

• De Valenzuela, J. S., Connery, M. C., & Musanti, S. I. (2000, March 1). The theoretical foundations of professional development in special education: Is sociocultural theory enough? Remedial and Special Education, 21(2), 111‐120. http://dx.doi.org/10.1177/074193250002100206

• DeVore, S., & Russell, K. (2007, October). Early childhood education and care for children with disabilities: Facilitating inclusive practices. Early Childhood Education Journal, 35(2), 189‐198. http://dx.doi.org/10.1007/s10643‐006‐0145‐4

Fl i L (2012) P i t h t k i i l i l K l f th• Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63(4), 275‐285. http://dx.doi.org/10.1177/0022487112447112

• Gok, G., & Erbas, D. (). Early childhood teachers’ opinions about and suggestions for inclusion programs [Abstract]. International Journal of Early Childhood Special Education, 3(1), 66‐87.programs [Abstract]. International Journal of Early Childhood Special Education, 3(1), 66 87. Retrieved from http://www.int‐jecse.net/files/1LTH80U9VH9T517H.pdf

• Gok, G., & Erbas, D. (2011, June). Early childhood teachers’ opinions about and suggestions for inclusion programs [Online Journal]. International Journal of Early Childhood Special Education, 3(1), 66‐87. Retrieved from http://www.int‐jecse.net/issues.asp?u=16

• Handbook on developing and evaluating interagency collaboration in early childhood special education programs. (2007). Sacramento, California: California Department of Education.

References• Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter 

century of research perspectives. Journal of Early Intervention, 33, 344‐356. http://dx.doi.org/10.1177/1053815111430094

• Public Law 99‐457. (2012). In Wikipedia The Free Encyclopedia. Retrieved October 27, 2012, from http://en.wikipedia.org/wiki/Public_Law_99‐457

• Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011, November 23, 2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of pl 99‐457. Journal of Early Intervention, 33(4), 357‐370. http://dx.doi.org/10.1177/1053815111428336

S d k L C E i E J Wi t P B th M J T b ll A P H M J & B lt L M (2002)• Soodak, L. C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., & Brault, L. M. (2002). Implementing inclusive early childhood education: A call for professional empowerment. Topics in Early Childhood Special Education, 22(2), 91‐102.

• Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim‐Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108‐116.universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108 116.

• Ted Talk: Aimee Mullins on Social Model of Disability https://www.youtube.com/watch?v=mWkdyMg‐_Fk

• U.S. Department of Education. (n.d.). http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5,

• Winton, P. J., McCollum, J. A., & Catlett, C. (2008). Practical approaches to early childhood professional development: Evidence, strategies, and resources. United State of America: Zero to Three.development: Evidence, strategies, and resources. United State of America: Zero to Three.

• Wright, P. W., & Wright, P. D. (2007). Statutes, regulations, commentary, and caselaw. In Special education law (2nd ed., pp. 7‐10). United States of America: McNaughton‐Gunn.

• Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010).  [Peer commentary on the paper “Towards the identification of features of effective professional development for early childhood educators” by ]. p p y y ]Retrieved from http://www2.ed.gov/rschstat/eval/professional‐development/literature‐review.pdf