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The Right Stuff: Resources to Support the Full Participation of Each Young ChildA Presentation by Camille CatlettInclusion Basics Person First LanguagePeople First Language by Kathy Snow the FactsFact Sheet of Research on Preschool Inclusion Synthesis Points on Early Childhood Inclusion Position Statement on Inclusion of Inclusion Birth to Five : Video 1.12: Routine in a program – rolling with friends Policy Statement on Inclusion the Benefits for Children Who Do Not Have DisabilitiesHow Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story Resources to Support Inclusion Inclusion Is Part of Developmentally Appropriate Practice277812527368500Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth – Age 8 Early Learning Standards (VELS) that Support Inclusion DEC Recommended PracticesDEC Recommended Practices in Early Intervention/Early Childhood Special Education (position statement)DEC Recommended Practices (2014) (video)Recognizing and Performing the DEC Recommended Practices : Interaction Resources Performance Checklists →Interaction Checklists →Adult-Child Interaction Checklist Guides for Practitioners →Interaction Practice Guide for Practitioners: Peer Interaction Guides for Families →Interaction Practice Guide for Practitioners: Peer Interaction Practices that Support InclusionNational Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: UNC, FPG Child Development Institute, Author. Design for Learning (UDL)Multiple Means of RepresentationKinestheticVisualAuditoryMultiple Means of EngagementAttentionChoicesCuriosityMotivationInterestsPreferencesMultiple Means of ExpressionSigning/GesturesSpeakingSingingAssistive TechnologyTyping/textingDrawingEvidence Based Practices that Support InclusionUDLBuilding Inclusive Childcare Universal Design for Learning Principles of Universal Design into the Early Childhood Curriculum Early Literacy Through Universal Design & Assistive Technology Based Practices that Support InclusionUniversal Design for LearningUDL 101 in the Early Childhood Environment at a Glance Universal by Design: Inclusive Approaches that Support Each Preschool Child Design for Learning: Reaching All, Teaching All Universal Design for Learning and Assistive Technology Universal Design of Early Education: Moving Forward for All Children Choice and Preference to Promote Improved Behavior Design for Learning (UDL) Checklist for Early Childhood Environments TechnologyAT for Infants/Toddlers for Preschool Technology: Supporting the Participation of Children with Disabilities Technology for Infants, Toddlers, and Young Children Candle CONNECT Module 5: Assistive Technology literacy Through Assistive Technology Module 1: Embedded Interventions at Circle Time Instruction: Doing What Comes Naturally Instruction for Early Learning Instruction Practices for Parents Embedded Learning Opportunities (videos, PowerPoints) Instruction for Children with Disabilities in Inclusive Community Settings (PowerPoints) Being Kids: Supports & Services for Infants and Toddlers and Their Families in Everyday Routines, Activities & Places ’s Story Evidence on Embedded Instruction for Early Learning Based Practices that Support InclusionMore Great ResourcesAdapt and Accomodate for Early Literacy Learning shows like Adapted Play Materials and Using Social Stories – The Center on the Social and Emotional Foundations for Early LearningFamily Routine Guide Tools Books for Shared Reading Start Center for Inclusion Visuals and Supports Learning Opportunities Videos Instructional Sequences a Look: Visual Supports for Learning ’s Play Projects Design for Play Toy Guide Design Means Toys for Everyone – The Technical Assistance Center on Social Emotional Intervention for Young Children Tools: Classroom Visuals and Supports Tools for Young Children with Challenging Behavior Strategies a Look: Visual Supports for Learning Social Stories to Ease Children’s Transitions Visual Supports with Infants and Toddlers Supports Checklist OrdinaryChampions of Inclusion by Bill Henderson Connect with [children] who have disabilities as individuals who are contributors firstCommunicate enthusiasm and act comfortably around [children] with disabilitiesChallenge [children] with disabilities to work their best toward high standardsCreatively adapt and utilize appropriate strategies and materials to help [children] with disabilities learn and succeedCollaborate with others to maximize [children’s] developmentMake inclusion extraordinarily ordinaryVisual Supports Checklist-17272013970000The Visual Supports Checklist is based on a review of current literature, practical knowledge, and reported experiences from early childhood educators on the topic of visual supports. For more information and additional resources for creating and using visual supports, please visit the University of Maine Center for Community Inclusion and Disability Studies’ web page, “Visual Supports Learning Links and Visuals Templates” at resources/visual-supports/Understanding where to find things and where they belong.Already usingNot yet usingA label on each child’s cubby with an image of the child’s faceLabels on shelves indicating what should be kept or found thereTips for making labels:At the beginning of the year, the photo is larger and the text is smaller.Begin to switch mid-year (matching children’s development) and make the text larger and the photo smaller.Eventually, have children help to create or write the labels in their own language (can use different color for each language).Use lower case font for shelf labels (if the words are not proper nouns) and make them large enough (at least 22 point font size. Many places do not have the words large enough.For name cards, make the first letter uppercase and the other letters lowercase.Understanding when things will happen.Already usingNot yet usingDaily scheduleUnderstanding what to do and how to do it: curriculum, classroom, and community expectations.Already usingNot yet usingStep-by-step procedural directions (i.e., winter dressing sequence)Center Play Poster (how many children can play here?)Tip for making center play poster:? If 4 children can play in an area, the sign might have the number 4 on it, 4 dots, the word “four” and 4 stick figures, for example. Understanding what to do and how to do it: curriculum, classroom, and community expectations (continued).Already usingNot yet usingClassroom rules and/or expectationsVoice volume chartTurns list or waiting list for popular centers and activitiesDefined space (placemats, carpet squares with photo, etc.) on rugs for showing children their “spots.”Sign-in chartsUnderstanding how to interact with others (social skills supports).Already usingNot yet usingSocial stories demonstrating interaction with peers and supporting conflict resolutionSocial stories to help children process changes (vacations, staffing changes, child who is moving, etc.)Understanding how to communicate thoughts and choices (communication supports).Already usingNot yet usingChoice board — plan for center(s) to play in.Preference chart (graph of favorite food charts, etc.)Feelings chartThe Visual Supports Checklist was developed by Susan Bennett-Armistead, Ph.D., University of Maine College of Education and Human Development; Bonnie Blagojevic, M.Ed., C.A.S., University of Maine Center for Community Inclusion and Disability Studies; Erika Neal, M.Ed., University of Maine Farmington; and Billie Taylor, MSW, LCSW, University of Maine Center for Community Inclusion and Disability Studies. ? 2011, 2016The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veteran status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Director, Office of Equal Opportunity, 101 North Stevens Hall, 581.1226, eoinfo@umit.maine.eduUpdated: 02/10/16 ................
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