Outcome and Objectives - JHU School of Education



Early Childhood Transition (Module 3)

Supporting Children and Families in Early Childhood Environments (Session 3)

Outcome:

Family, school and community partners will collaborate to support preschool children with disabilities in a variety of early childhood environments.

Objectives:

Explain the benefits of educating preschool children with disabilities in community early childhood settings.

Describe the role of Part B preschool personnel in supporting children with disabilities in community early childhood settings

Give examples of the options for providing Part B preschool services in the “least restrictive environment” with their typical peers.

Explain how to assist families to help their children participate successfully in early childhood environments.

Identify strategies for encouraging community-based early childhood programs to include children with disabilities.

Suggest strategies for promoting communication between families, community partners and Part B providers.

Give examples of ongoing support and consultation to staff in community early childhood programs that include children with disabilities.

Supporting children and families in early childhood environments has four key activities for readers:

• reading essential content;

• engaging in application activities to integrate the presented information;

• reviewing recommended reading; and

• completing a self assessment.

The following chart gives an overview of the session’s activities with suggested time allotments.

Summary of Activities

|Activities |Time allotment |

|Read Essential Content about supporting children and families in early childhood settings |2 hours |

|Application 3.1 |1-2 hours |

|Application 3.2: |1 hour |

|Application 3.3: |1 hour |

|Application 3.4 |1 hour |

|Recommended Reading |2 hours |

|Complete Self-Assessment |.5 hour |

Guiding questions for Session 3:

• What skills and behaviors will help a child participate in early childhood settings?

• How can the social and physical environment promote a child’s participation in early childhood settings?

• How can community and preschool providers support children, and involve families, in early childhood settings?

Why this topic was selected

Insert reflection box here: “…transition is actually a complex and gradual process rather than a specific event or product. This process begins long before the child moves to another setting or service program, and it extends well after the child has engaged in the new services and activities.” (Hanson, 2005, p. 376)

Transition is an extended period of time when a family considers where they have been and what the “next steps” for their child could, and will, be. It includes the end of a family’s participation in an infants and toddlers program, and the beginning of the next leg of a journey focused on helping a child with a disability participate in various early education and care settings within the family’s community.

Planning for transition begins when a child is two years old, and continues throughout the year. Early childhood providers will help families consider early childhood settings, complete eligibility procedures, and engage in activities to prepare themselves and their children for changes in relationships, settings, and routines.

By a child’s 3rd birthday, the “next steps” for where a child will be should be in place. Standing at the door on a child’s first day in a new place, other questions for families arise: Now what? How will my child fit in here? Will this work out for us? Looking back from the other side of the door, early childhood providers also have questions. Who are these children? What do they already know and how can I help them develop additional skills and behaviors so they be successful in our program, at home and in community activities? (ref)

This session of the module on Early Childhood Transition addresses how transition “extends well after the child has engaged in the new services and activities.” (Hanson, 2005, p. 376). It focuses on helping early childhood providers, families and other interested readers consider key issues:

• philosophical shifts in intervention models from home-based and family focused to more child-focused and educational oriented models.

• establishing new relationships between families and early childhood providers; and

• ensuring that young children with disabilities have opportunities to participate with typical peers in early care and education settings.

Essential Content:

Supporting children and families in early childhood environments is the third session of a module on early childhood transition module developed by the Maryland State Department of Education as part of an online tutorial for early intervention, preschool special education and community early childhood providers, families, and other interested readers. Other sessions available: (link to outcomes/objectives for each session below)

|Module |Session |

|Module 1: |1: Legal Requirements for evaluation and assessment |

|Evaluation and Assessment | |

| |2: Planning with Families for Evaluation & Assessment |

| | |

| |3: Comprehensive Evaluation and Assessment |

|Module 2: |1: Legal Requirements for IFSPs |

|Developing and Implementing an IFSP| |

| |2: Developing an IFSP with Families |

| | |

| |3. Implementing family/child supports & services (this session) |

| | |

|Module 3: |Legal Requirements for early childhood transition |

|Early Childhood Transition | |

| |Planning for Early Childhood Transition |

| | |

| |Supporting preschoolers and families in early childhood environments (This session) |

The following topics are covered in Supporting children and families in early childhood environments:

• Elements of effective transition

• Benefits of including children with disabilities in community early childhood settings

• Communication with families is key to successful inclusion

• Helping children cope and learn in new environments

• Part B role: Collaborating in community early childhood settings

• Supporting community early childhood providers vs. providing direct services

• Challenges to consultation and collaboration

a. Elements of effective transition

Insert reflection box below: How do you incorporate research-based practices in your transition activities?

Four tenets optimize the likelihood that a child and family, as well as the early childhood providers with whom they work, will experience successful transitions (Hanson, 2005). Specific practices that enhance the early childhood transition process have also been investigated and

validated by the National Early Childhood Transition Center (NECTC). The tenets and research-based practices are identified below: (link to )

|Tenets of successful transition |Research-based practices |

| |Community agencies collaboratively develop processes and procedures to facilitate smooth |

| |transitions, including who is responsible for implementing these procedures. |

| | |

|Transition is a process, not a single event. |Values of, and support from, the broader community is more likely to result in high |

| |quality services for children. |

| | |

| |Staff from sending and receiving programs communicate with one another and the family |

| |about the child’s needs and classroom experiences. |

|2. Effective communication and collaborative | |

|partnerships lay the foundation for transition |Staff from sending and receiving programs visit each other’s settings. |

| | |

| |Receiving staff contact all families before a child enters a specific program/setting. |

| |The meetings are family friendly, designed for new providers to listen to the parents. |

| | |

| |Family involvement in their child’s program and education, e.g. taking their child to |

| |visit their new program. |

|3. Preparation for children, families and | |

|professionals is essential |A variety of transition strategies are offered to families and are tailored to meet their |

| |individual needs rather than implementing a one-size-fits-all program. |

| | |

| |Programs establish a regular routine or schedule to support children’s sense of routine |

| |and predictability. |

| | |

| | |

| |States develop a conceptual model for transition that is shared by all stakeholders. |

| | |

|4. Procedural supports enhance transitions |State policies and the transition model provide the foundation and direction for the |

| |nature of transition at the local level. |

b. Benefits of ensuring that children with disabilities participate in community early childhood programs with peers

When preschool and community early childhood providers collaborate with families to ensure that young children with disabilities participate in the environments that typical children spend their time, all children, and adults, benefit in the following ways:

Insert reflection box below: “….typical students will benefit by learning that their own membership in the class and in the society is something that has to do with human rights rather than academic of physical ability.” (Norman Kunc, 1992) (link to ).

• Children learn about belonging and participating in a diverse society. Children are exposed and learn from other children who have a wide range of strengths, talents and learning needs. Typical children learn that membership in a group or setting is a human right that supersedes one’s mental or physical ability (). The quality of a person’s life depends on participation in the world beyond the classroom, in the neighborhood, in the community and in society at large- all which promote enduring social relationships (Odom et al, 1996; Hanson et al, 1998; Early Childhood Research Institute on Inclusion, 1998).

• Children with disabilities interact with peer models to prompt their development. Productive peer relations among typically developing children have been associated with developmental growth in cognitive, communicative, and social skills (Guralnick, 2001). Early childhood settings and programs that include children with disabilities can provide a stimulating, interactive environment that encourages social interaction between children with and without disabilities. This exchange provides children with disabilities the opportunity to see and hear what other children do and say, with one another, and with adults. In addition to this vicarious learning, all children can interact with one another and form friendships, based on their interests and personalities.

• Individual differences, rather than setting one apart, are reframed as part of a multitude of strengths and capacities. Rather than focusing on a child’s delays and disabilities, and what they can and cannot do, inclusion reframes the discussion on understanding how a child’s disability results from the mismatch between what a child can do and what is expected of him or her in specific settings. Instead of conceptualizing teaching and learning as a one-to-one relationship between a teacher and students “with problems” that set them apart from other students, the entire classroom or group becomes a learning community and adapts to individual differences among all the children (Lipsky & Gartner, 2001; Barch, 1990). This reframes the “dilemma of difference” from children’s “problems” and differences to how a group of children, led by caring and knowledgeable adults, can accommodate all individuals (Minow, 1990).

c. Communication with families is key to successful inclusion

Early childhood transition is often a time of dramatic change for families of young children with special needs. Parents’ desire to do the “right thing” to continue their children’s development, and foster their participation in a new setting, can create an emotional upheaval for them. Transition means meeting new providers and understanding different procedures involving paperwork, regulations, legal mandates, philosophy and agencies.

Insert resource box here: See Understanding cultural competence and Becoming culturally competent providers in Module Two for suggestions about understanding the impact of culture on parent/professional communication. (link to mod 2 session 3)

Positive transition experiences build on opportunities to establish trust and familiarity. Transition is a time to provide extra support to children and families as they adjust to new settings and programs (Hanson et al, 2000; Rosenkoetter, Hains & Fowler, 1994). Families and their new service providers must find ways to share information about children’s abilities and discuss their expectations about the children’s participation in a new setting (O’Shea, 1994). Thus, parents have an important role in preparing a new team to understand their child, and then in helping to monitor their child’s adjustment. Conveying cultural sensitivity in communication exchanges is a particularly critical component in providing culturally competent services to families with various religious, educational, racial, ethnic etc. backgrounds. For young children, ensuring continuity between home and school depends on understanding family customs, routines, and even diet (Lynch & Hanson, 2004; Bruns & Fowler, 2001). (link to )

When asked what Lucho liked to eat for lunch, his mother, Katarina, replied that she typically fixed him lentils and scrambled eggs. He had never eaten a sandwich- the usual lunch for the other children in Jillian’s 3 year old group. Katarina was concerned that Lucho would not only miss his usual food, but would loose his identification as an Italian child living in Maryland. Jillian reassured Katarina that she supported this desire, and encouraged Katarina to prepare the food that Lucho enjoyed for lunch that would keep at room temperature. Katarina relaxed visibly, and left feeling that both she and her child were welcome in this new program.

.org/publications/effective_transitions/irhands.htm)

Communication strategies

Resource Box: Ideas for inviting families into a child’s new setting and sharing information with families (link to ) and a Sample communication form to share with families (link to

Early childhood providers can offer families a variety of ways to communicate to accommodate the variety of languages spoken in Maryland and education levels of parents including:

• telephone calls;

• written notes;

• formal conferences;

• home-school notebooks;

• informal pick up or drop off talks, and;

• weekly newsletters.

Flexibility is the key since the same communication strategies may not work for all families. One may prefer a daily note for the first several weeks, just to know things are fine; another may want to schedule a monthly conference or phone call. Having a variety of strategies for Information exchange between a family and new service providers is important, even when a child’s early intervention records and medical reports have already been reviewed. So often these formal records do not convey a child’s personality, what they can do and the small, but important tips about their behavior and communication. The focus of communication during this “start our new program” phase of transition is to ask parents how they expect their child will react and interact in a new setting. Suggested topics for discussion (Hadden & Fowler, 1997):

1. What types of things does your child enjoy learning?

2. What are your child’s strengths?

3. How does your child communicate?

4. What words/gestures does your child use?

5. What words/gestures does your child understand?

6. What are your child’s most and least favorite foods?

7. Are there activities that your child really likes or dislikes?

8. How does your child ask to go to the bathroom?

9. Does your child like to be hugged or touched?

10. Are there certain textures that your child dislikes?

11. What directions does your child follow easily?

12. How does your child ask for help?

13. How does your child indicate displeasure?

14. Does your child need a nap or quiet time?

15. Does your child take medication?

16. What other information would you like to share?

d. Helping children cope and learn in new environments

Insert resource box below: Effective transition policies: Sample transition activities for infants and toddlers (Head Start Bureau, 2000). (link to )

Children at every level of development must learn to cope with the changes related to physical growth, the complexities of family life, and new experiences. How much support children need to adjust to a new situation during early childhood transition depends on their developmental needs, ability to cope with change,and the demands of their new situation. Understanding that a child's ability to cope develops over time with adult support is an important foundation for ensuring smooth transitions (Williamson, 1994; Head Start, 2000).

When a child joins a new early childhood setting, families and early childhood providers can work together to ensure a successful adjustment by considering five key supports (Donegan et al, 1994; (link to ); Head Start, 2000). link to

1. Incorporate information from a child’s family and early intervention team into the new program plan.

Insert resource box here: See “Communiation is key to successful inclusion” for suggested topics to discuss with families. (link to section c)

New team members should find out all they can about a child's and family’s previous experiences, such as:

o What are a child’s interests and favorite activities?

o Who have been the important people in this child's life?

o What are the cultural values of this family, and what language do they speak at home?

This information can help early childhood providers build a "curriculum bridge" between a child’s previous services/programs and the new one(s).

“….use some of the same finger plays, group games and story books that are familiar to a child. If a child loves animals but can only say “dog”, then read The Big Red Dog on a child’s first day, rather than Millions of Cats or Curious George. If you learn that a child responds better when she isn't looking directly at the person talking, then sit behind her while she is playing, rather than directly across from her. Assuming there is philosophical compatibility between the sending and receiving program, you may also want to continue specific behavior management approaches that were used effectively by the staff of the sending program.” (Donegan et al, 1994, p.11)

Insert resource box below: Invite parents to complete Here are some things that you will want to know about me to help new staff learn about a child. (link to form at end of this session)

Knowledge about a child's history, development, abilities, and likes and dislikes, available from written records as well as direct communication with family members and sending program staff, will be very important to incorporate into a child’s activities. It is also helpful for new staff to observe a child in familiar settings (i.e., the sending program or at home) prior to the start of the new program. Children are comforted by familiar objects and activities. They can begin to associate new cues with old routines and attach new meanings to familiar actions- so that they eventually learn, for example, that the mat roll means naptime and that a certain song means clean up.

Dep always sang songs from her own childhood to Lam before putting him to sleep at night or for his nap. Lam’s Head Start teacher realized that she could never imitate her Vietnamese lyrics properly, and suggested that Dep make an audiotape of her songs. The teacher played the tape for Lam at naptime, and discovered that many of the other children also quieted down when she played the songs. Lam’s special educator suggested that the children were responding to the rhythm and melody of the mother’s words, and congratulated the Head Start teacher on finding such a creative way to integrate Lam’s cultural background in his daily routine. The teacher asked the special educator a question, and they launched into a discussion of other strategies to engage Lam in his new environment despite his limited understanding of English.

2. Individualize communication with a child's family, facilitating two-way and three way communication among providers and families.

Individualizing communication helps establish rapport between families and early childhood providers. A few simple strategies can convey respect for a family’s culture and work schedules:

o Ask how parents how they prefer to be addressed--by such titles as Mr., Ms., Mrs., or Dr., or by first names. Early childhood providers should also let families know how they are most comfortable being addressed.

o Find out what times of the day or week work best for phone calls, visits, and formal conferences. Some parents are able to take calls at their places of employment, while others are not (unless it is an emergency).

o Schedule a meeting or make a home visit prior to the start of a new program so that parents and new staff can get acquainted, discuss concerns, and arrange convenient times and ways to communicate with one another.

When children with special needs participate in community settings as part of their IEP, a communication “triangle” must be coordinated between parents, community and special education providers. Consider when to communicate verbally, or in writing, since some parents may not be literate, or are literate in a language other than English. Plan ahead and decide on a “catch-up” communication system among all partners as soon as a child with special needs starts his or her new program/services. The key is to keep everyone informed about how a child’s adjustment is going. Partners should decide together how soon, how often and what information would be helpful to share among one another.

o One family child care provider kept an “activity diary” in a 3 ring binder for each child she cared for. She encouraged the special educators and therapists who visited her children with disabilities to write notes to parents each time they came. When a page was filled, she gave it to each child’s family.

o Once school provided all itinerant preschool special education and related services staff with carbonless forms to summarize their suggestions and observations after consulting in community settings with early childhood staff. The white copy was inserted in the child’s class communication book, the pink copy was sent home to parents and the yellow copy became part of the child’s Part B records.

Once communication is established with families, pay close attention to what they say and respond to their feelings as well as the content of their communication. An open-ended question such as “How do you think it’s going for Gina?” or “How are you doing with Gina’s new program/schedule?” gives parents an opportunity to answer more than “It’s OK.” or “There’s a problem.”

3. Maximize parental involvement and support during a child’s initial entry and adjustment to a new setting.

The following strategies offer families a way to connect with new staff and help their children learn about new people and routines at their own pace.

• Suggest that parents bring a small transitional object to help their child ease into the new environment. It should fit easily in a child's back pack or personal cubby e.g., a small toy, stuffed animal, or favorite photograph.

• Introduce child gradually into new setting, and develop flexible routines oriented to an individual child. Talk with families to find out how possible changes in attendance/schedules could support a child’s participation in a new setting.

o Mybinh asked her childcare provider if her daughter, Tai, could attend for shortened days the first month, arriving at 8:00 AM with the other children but leaving at 12:00 PM with her mother. Tai was still recovering from heart surgery, and needed a long nap in the afternoon.

o Janice was so relieved that her daughter’s preschool agreed to let her come 15 minutes early and stay in the classroom until Maura engaged in an activity. Sometimes this happened immediately, and sometimes it took 20 minutes. Janice had learned that if Maura could make it through the first part of the day calmly, she was much more likely to be interested in joining activities with the other children.

o When Billie was registered for the preschool class at the nature center, the director agreed to allow his older sister to accompany him as a “helper” without charge. Billie’s mother stayed nearby, ready to assist if needed.

• Find ways for families to feel connected to program staff and activities.

o Teachers and administrators at “ABC Preschool” made an orientation booklet for new families: each staff member wrote a note to families under their picture, telling them about their experiences teaching in the preschool, their own family, and what they liked to do for recreation.

o One preschool kept a bulletin board outside each class to post notes about upcoming activities and events that they needed parent volunteers for, such as monthly birthday parties, community trips, reading hour and caring for classroom animals over vacations.

o A special educator set aside one evening a month to make phone calls to working parents to talk with them about her observations of how their children were doing in their community programs.

4. Adjust expectations for a child's behavior and ability level.

Regular early childhood and child care settings which only infrequently enroll children with special needs have to look carefully at their environments, schedules, and activities to consider the types of modifications which will be appropriate for an individual child. But even classrooms which are designed exclusively for children with special needs are not immune to the problem of making incorrect assumptions about children's abilities. They, too, will benefit by adjusting their expectations and modifying their practices according to the needs of the individual child. Children with special needs may require extra time, repetition, or modifications in program practice in order to make a successful adjustment.

o A three-year-old with limited receptive language may not be able to attend to a language-oriented circle time that lasts 10 minutes. Instead, the child may do better if asked only to attend for three minutes, and then is given the job of helping a teacher set up the snack tables or prepare the next activity. An alternative strategy is to position the child close to an adult, or hold an object related to the circle topic.

o A child with developmental delays may need an adult sitting right next to him or her at most activities to help with focus and understanding. The goal is to begin weaning the adult out of the picture as soon as possible, and prompt the child to accomplish as much as possible on their own.

o A child with behavior and emotional problems may need a more extended personal greeting when he or she first arrives, and may need to be given a longer advance warning when "clean-up time" is about to be announced. A picture of hanging up dress up clothes, or putting blocks back on the shelves may be helpful. Another strategy is to use a timer, or combination of musical notes to convey a nonverbal message.

e. Part B role: Collaborating in community early childhood settings

Professional roles for Part B special educators and related services providers have expanded dramatically from primarily providing direct therapy and instruction to providing indirect services in the form of collaborative partnerships with parents and community early childhood providers (Buysse & Wesley, 2005). This role expansion has evolved as early childhood laws, policies and practices have mandated that services to young children with disabilities be embedded in settings that include typically developing children.

Collaborative approaches to intervention in early childhood offer what direct services cannot --- the opportunity to support family members and early childhood providers in refining their knowledge and skills. In traditional direct service, a provider plans a session with a child to prompt specific behaviors and skills, often using toys and materials that are unfamiliar to a child. The ultimate outcome of collaboration with key adults in a child’s life is that young children with disabilities participate in community settings, including public school, with their typically developing peers.

Part B’s role collaborating with families and early childhood providers:

Insert tip box below: “On my first visit I say- I’ve been in your shoes. I’ve had my own classroom. I’m not here to judge you, I’m here to help you see what’s going on through another lens, and pick up on details that will make a difference for all your children.” Early Childhood Special Educator in Maryland

■ Building an adult’s skills/knowledge. A valuable component of collaborative approaches is that they focus on building the skills of other adults. Part B providers must be careful to present themselves as a teacher or therapist “with expertise”, not “The Expert” who has come to tell them what to do. The purpose of sharing expertise? To contribute knowledge and experience to assist a family member or early childcare provider to refine/expand what they know and do with the children they care for and teach.

Insert tip box below: Part B providers who collaborate effectively help their transition partners with their responsibilities and concerns, and craft their suggestions to fit their partner’s role.

Sharing expertise also includes understanding the other person’s role in relationship to a specific child, and deciding what information and strategies are appropriate to share from a special educator or therapist. The key to accomplishing this is to differentiate between translating and transferring professional knowledge and experience. A special educator or therapist translates their professional knowledge when they provide information and strategies relevant to other adults’ roles to assist them in their efforts to care for, and teach, young children with disabilities. Suggestions and strategies must be gauged to help each partner in his or her specific context. Support for a new preschool teacher who has never taught a young child with autism should be different than the support offered to an experienced teacher for children with significant behavior and communication delays (Hanft & Pilkington, 2000).

In contrast, Part B providers inappropriately transfer their professional knowledge and skills when they suggest activities that essentially replicate what they would do themselves in direct intervention with a child. All recommendations and suggestions must be crafted to address the context in which a partner and child interact. The following topics provide essential information to discuss with partners to help Part B providers avoiding transferring their knowledge to partners.

What a partner hopes to learn/do and the evidence that supports this additional knowledge/skill will lead to improved outcomes for young children and their families;

The partner’s baseline experience/knowledge and what additional information/skills are appropriate for his or her role and experience.

• Indicators that a partner has achieved specified goals, for themselves and/or a specific child.

Vignette: SLP services provided in Head Start expanded all staff knowledge (Cindy)

■ Identifying strategies to meet a child’s IEP goals and promote participation in an early childhood setting with typically developing peers. A child’s IEP goals describe the desired behavior and skills an IEP team has identified for them. Once this “destination” is known, and a discussion about how a Part B provider can share their expertise with a partner has taken place, strategies for intervention can be identified with a partner.

Some common strategies, with examples, to help partners include children with disabilities in their programs and activities (Hanft & Place, 1996). :

|Strategy |Examples |

| |Show a child care provider how to help a child use a walker |

|Assist partner to acquire new | |

|skills/knowledge |Meet with Head Start teachers over lunch to teach them basic signs |

| |Show mother how to place toys on non skid surfaces (e.g., rubber placemat) |

|Introduce a new resource or adapt existing| |

|materials |Suggest child sits in small chair with arms when eating or doing other fine motor |

| |tasks |

| |Demonstrate positioning of toys at correct height for hand-eye coordination |

|Modify the environment | |

| |Explore with preschool teacher how to use pictures to supplement verbal directions |

| |Assist preschool teacher to identify developmentally appropriate reinforcers to manage|

|Reframe partner’s perspective |behavior |

| | |

| |Help a child care provider identify and simplify the steps in a task |

| |Review seating position in circle for child with visual impairment in one eye |

|Adapt routines and schedules | |

| |Model how to provide calming sensory input before “sit still” activities |

Insert tip box below: I’ve learned to reinforce what a teacher is doing right before suggesting any changes. This helps me work my way in to her classroom without presenting myself as all knowledgeable. (Maryland early childhood special educator, 2005).

■ Offering another perspective to assess “what’s working” and then provide support to address challenges. A key element in collaborating with partners in their settings is to look for, and reinforce, the positive actions and interactions that work to help a child participate in a specific situation or setting before suggesting any changes.

Examples of positive actions and interactions to look for, and share with partners, to help children with disabilities participate in early childhood settings:

• Using developmentally appropriate materials and activities (Bredekamp & Copple, 1997).

Julie, a family child care provider, found books with simple themes and pictures to read to her children to interest Stacy who had language comprehension problems. To keep the other children’s interests, she encouraged them to tell her and Stacy what was coming on the next page. In this way, she also encourage the children to interact.

• Asking families about, and observing a child’s interests and abilities, to draw them into activities/program with their peers (Cavallaro & Haney, 1999).

Kent and Kelly told their son’s new preschool teacher that Charlie only played with red toys. She stocked a shelf with red cars and blocks, and gave him a red carpet to mark his circle spot, and poured cranberry juice for snack during Charlie’s first week.

• Promoting interactions between children with special needs and their typical peers (Venn et al, 1999). (link to )

Evan understood everything anyone said, but had no verbal language. He did have a “yes’ and “no hands, however, and could hold them up in response to a question. Jackie, the classroom aide, practiced counting to three with the other children to give Evan time to raise one hand in response to a question.

• Viewing the environment through a child’s eyes (Cavallaro and Haney, 1999).

Kaatje was tiny for her age, and was at least 12 inches shorter than most of the other children in her church’s preschool class. The teacher placed a wooden platform at Kaatje’s spot at the water table so she could see her friends eye to eye while playing there.

• Adapting materials, toys, schedules, and the environment. (See “Ongoing assessment” for observations to make of children in natural settings). (Link to Mod 1 session 3 p.12)

Ryan could move only when pushed in his wheelchair. Imagine his mother’s delight (and Ryans!) when she saw her son move on his own for the first time in an electric car donated to the child care center. The teacher made Ryan the driver, and each day, several children were chosen to be passengers.

• Respecting a child’s cultural, linguistic, and family background (Barrera & Corso, 2003; Bruns & Fowler, 2001). (link to )

Mohammed did not understand English at all, and his parents told his preschool teacher that he also had trouble understanding Farsi even though that was what spoken at home. The teacher asked for a list of the Farsi words Mohammed understood, and most important, their pronunciation. She passed the list around to every adult who came in contact with him, and taught all the children to say hello and goodbye in Farsi.

• Accommodating a variety of learning and coping styles.

Shondray liked to paint but needed a quiet place to focus on what she was doing. The summer program in their neighborhood recreation center was anything but quiet. However, one of the teenage assistants brought her headphones for Shondray so she could paint at the same table as the other kids.

Goals of consultation and coaching

Insert resource box here: While this section highlights the critical importance of collaborating with transition partners, see recommended reading for resources about coaching and consultation in early childhood. (Link to recommended reading)

Consultation and coaching are two approaches that have been advocated to promote collaboration among families and early childhood providers to ensure the participation of young children in a variety of early childhood settings (Hanft, Rush & Shelden, 2004; Palsha & Wesley, 1998; File & Kontos, 1992). (link to section q in session 2) Special educators and related service providers can assume roles as a coach or consulting teacher or therapist to promote positive change in children as well as in the adults who care for, and teach, them.

Insert reflection box: Collaborative consultation and coaching can produce positive change in children as well as their caregivers and teachers.

Consultation and coaching both emphasize supporting other adults to enhance their ability as a parent, educator or child care provider to promote a young child’s growth and development. Consultation can be provided through a number of models; the collaborative approach is generally preferred by early childhood providers (Buysse et al, 1994).

“Consultation in early childhood is an indirect, triadic service delivery model in which a consultant (e.g., early childhood special educator, therapist) and a consultee (e.g., early childhood professional, parent) work together to address an area of concern or a common goal for change.” (Buysse & Welsey, 2005, p.10)

“Coaching in early childhood is an interactive process of observation, reflection, and action in which a coach promotes, directly and/or indirectly, a learner’s ability to support a child’s participation in family and community contexts.” (Hanft, Rush & Shelden, 2004, p.4)

A major difference between the two approaches is in their actions, not their purpose. In early childhood, both approaches focus on promoting young children’s growth and development by supporting key adults so that young children with disabilities can participate with their peers in a variety of early childhood settings. Coaching emphasizes reflection and self-discovery through a process of observation and practice between a coach and partner; consultation emphasizes co-planning and problem solving between a consultant and consultee to identify and address a specific area.

Supporting community early childhood providers vs. providing direct service to a child

The following guidelines include indicators for collaborating with early childhood providers and family member, rather than directing a therapy or play session, using a therapist’s or special educators toys, materials and or equipment (Hanft & Johnson, 2003)

1. Assist families and early childhood providers to meet a child’s IEP goals by identifying learning opportunities in a child’s activity settings.

|Indicators of effective |Suggested interactions/actions for partners: |

|collaboration | |

| |are directly related to a child’s goals. |

| | |

| |build on a child’s physical and social context. |

| | |

| |incorporate a child’s interests and strengths. |

Tamara, a speech-language pathologist, reviewed all of Jonathon’s IEP goals, not only those related to his problems with receptive and expressive language, before her monthly consultation with his special educator and community preschool teacher. Today she wanted to see if she could suggest ways to help his teachers prompt him to talk to another child at various time of the day. His mother reported to her that Jonathon still wasn’t talking although he now watched what another boy did, and then did the same thing. Tamara knew that setting up situations that required him to use simple words to get what he wanted could prompt his verbalizations. She also wanted to see Jonathon during free play, and hear from his teachers what happened with her last suggestions.

2. Reflect with family members and early childhood colleagues/caregivers about a child’s progress, what a child may be experiencing, what they themselves observe and think about related to a child’s development. This provides valuable information about a child’s context, as well as the other adult’s perspective. Both are central to forming the foundation for suggestions and recommendations that are anchored in “real life” versus an “intervention session.”

|Indicators of effective |Invite families and providers to share their observations by asking: |

|collaboration | |

| |“Why do you think...” |

| | |

| |“I was thinking that when she… maybe she was…” |

| | |

| |“Could it be that …” |

| | |

| |“When you said/did……then what happened?” |

Paula, a special educator, used a “push-in” model to guide her services, and always observed what was going on before making suggestions or joining activities. On this particular morning, Barati was sitting on the floor with two other girls, leaning on her hands to balance herself while she tried to stack cubes on top of one another to make a house. Before saying anything, Paula asked the teacher what Barati was involved in, and learned that for the first time, she had joined other children in their play. The teacher was thrilled, and said she knew Barati’s position wasn’t very good, but the last thing she wanted to do was disrupt this wonderful interaction. Paula agreed, complimented the teacher, and silently congratulated herself for not disrupting it either.

3. Share feedback in a supportive manner, reinforcing (without interrupting) adult-child interaction and building adult self-esteem and competency to help a child achieve specific goals.

|Indicators of effective |Point out positive actions/interactions to families and early childhood, and provide |

|collaboration |information about “why it works” |

| | |

| |Ask families and early childhood providers if you can share their good ideas with |

| |others? |

| | |

Roberto, a physical therapist, was delighted to see how often Brandon’s teacher encouraged him to change his position, even during quiet times when the children were supposed to be sitting up and paying attention. He said to the teacher, “I noticed how well Brandon listened to your story, even though he was lying down next to you on the mat. When you help him change his position every half hour, it keeps him from getting so tired from trying to sit up and listen at the same time. Could I take a picture of your story hour to show other teachers?”

3. Model different ways to interact with a child and prompt his/her learning and behavior, so that family members and early childhood providers can learn/refine their methods and strategies. Modeling and demonstration are strategies that build on a partner’s current skills and knowledge, and invite them to share in the decision making about what to try, how to do it, and when it may be effective.

|Indicators of effective | “Let’s try this…” |

|collaboration | |

| |“Do you think it might work if…” |

| | |

| |“How about if we…” |

Karen thought about how she could help Chike listen and attend in his very busy child care setting. On her last visit, she noted that many of the books the child care provider read to the children were not at their level. Consequently, the children lost interest, and wouldn’t sit quietly. Mrs. Jackson spent most of the story time trying to gain the children’s attention rather than reading to them. Before she came, she called Mrs. Jackson and said, “I’ve been thinking about what you said about how hard it is for Chike to sit still and listen to your story.” Karen suggested that she could ask each child to point to specific items in the illustrations at different time as Mrs. Jackson read the book to give them something to focus on. She also prompted Mrs. Jackson to think about how she could make the story simpler for the children to understand.

3. Explain how suggestions/strategies will help achieve a child’s goals and reinforce the perspectives/suggestions of other team members so that colleagues/caregivers understand the concept behind intervention, not just which skills to practice.

|Indicators of effective |Explain your suggestions and recommendations |

|collaboration | |

| |Know what evidence there is for your suggestions and recommendations |

| | |

| |Make an effort to know, and reinforce, suggestions from other team members to help |

| |children reach their goals |

Mrs. Hardy asked Charlotte, an occupational therapist, how she could help Elisa enjoy the art corner more. Charlotte explained that Elisa was still developing her hand skills, and needed to practice “hold and do” motions, like holding her paper down with her left hand while scribbling with her right one. Charlotte understood from her training and journal reading that this was one a prerequisite for Elisa to work on before she would develop skilled manipulation with her right hand.

g. Challenges to effective collaboration (this section could be deleted; if so, I won’t write the text)

From a partner’s perspective, there are significant challenges that Part B providers must work on overcoming.

v Time demands

strategies for finding time to connect, observe and plan

v Fear of being seen as incompetent

Analyze power in consultation relationship:

Reward, coercive and legitimate power ð lack of commitment

3. Expert power is not unique to consultant

4. Referent power, via identification, builds on building rapport, showing respect & breaking down professional distance

v Preference for status quo

Ensure investment in the process

5. Focus on concerns generated by consultee (rather than area of need perceived by consultant)

6. Encourage consultee to generate questions, explanations vs. giving advice to ensure suggestions are consistent with consultee’s style

7. Suggest teacher evaluate recommendations (must be reasonable to consultee)

8. Continually emphasize the element of consultee choice to secure ownership and effort

v Surrendering control of situation

Deal with entry issues: Clarify consultee’s expectations and effort (in order to secure commitment in the process) and maximize consultee’s choice in deciding whether or not to consult

v Concerns about confidentiality

Application activity 3.1

Reflections on the transition process

Following are some statements that communicate a value for the quality of the transitions that a community desires for its children, families, and programs. As you read through them, reflect on how you/your program incorporate these qualities in transition practices (Edelman, 2005).

|Value statements |Reference |Comments |

|Transition is viewed as a process |Hanson, 2005 | |

| | | |

|Program decisions meet individual needs |Shotts et al, 1994 | |

| | | |

|Needed services and equipment, trained staff |Shotts et al, 1994; | |

|are available in new settings |Rosenkoetter, 1995; Bredekamp | |

| |& Copple, 1997 | |

|Ongoing communication and collaborative |Bredekamp & Copple, 1997; | |

|partnerships |Hanson, 2005 | |

| | | |

|Avoidance of duplication in assessment and goal|Shotts et al, 1994 | |

| | | |

|Planning | | |

|Preparation for children, families, and |Bredekamp & Copple, 1997; | |

|professionals |Hanson, 2005 | |

| | | |

|Orient the child to promote a joyful move to |Rosenkoetter, 1995 | |

|the new setting and encourage success | | |

|Meet legal requirements and make decisions in a|Rosenkoetter, 1995 | |

|timely manner | | |

|Procedural supports that enhance successful |Hanson, 2005 | |

|transitions | | |

Application activity 3.2

Family perceptions of transition

Lovett and Haring (2003) interviewed families about their experiences transitioning their child from early intervention to preschool as well as the transitions they experienced entering and leaving a neonatal intensive care unit. The authors offer the guidelines below for assisting families undergoing transitions in early childhood, based on the findings of their research.

■ Reflect on your experiences working with families during transition, and give examples of how you have incorporated these guidelines in your practices.

■ Which practices could you/your program devote more attention to? How could you accomplish this?

1. Be reliable and consistent when providing information.

2. Anticipate anxiety and address it with a predictable schedule of preparation events.

3. Interpret unfamiliar language to families and check for understanding.

4. Be accessible and present at meetings.

5. Be factual, supportive, and non-judgmental.

6. Help parents clarify and articulate their questions and expectations.

7. Provide guided opportunities for families to practice new skills in preparation for transition,

especially medical and care-giving skills.

8. Allow parents and children to experience new settings in a progression from

neutral exposure (empty classroom) to active observation, to partial and finally full participation in the program.

9. Remember that family members may poorly comprehend highly emotive information.

Provide follow-up interaction to build understanding and coping with the information.

Application Activity 3.3

Collaboration between Part B preschool providers and community early childhood personnel

Case studies with discussion questions based on:

Diane and Mariam (Washington County)

Robin McWilliam videotapes

Sally Mastroberti videotapes

Recommended Reading

Bruns, D.A. and Fowler, S.A. (2001). CLAS Technical Report: Transition is more than a change in services: The need for a multicultural perspective. Early Childhood Research Institute on Culturally and Linguistically Appropriate Services, University of Illinois at Urbana-Champaign. (link to )

This Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) report examines the literature on transition practices for children, families, and service providers and programs from a multicultural perspective.

Buysse, V., & Wesley, P. (2005). Consultation in early childhood settings. Baltimore, MD: Paul H. Brookes Publishing Co.

This book guides Part B providers in consultating effectively with community early childhood personnel, and discusses the conceptual framework for consultation, and an eight stage model for the consultation process. Blank forms are included for self assessment by the consultant and consultee; summarizing contacts and an intervention plan; and recording classroom strengths, needs and resources.

Cavallaro, C. & Haney, M. (1999). Preschool inclusion. Baltimore, MD: Paul H. Brookes Publishing Co.

This manual is grounded in research, experience and recommended practices to guide special education and early childhood personnel in how to develop and maintain successful experiences including young children with disabilities in settings with their typical peers. Numerous vignettes illustrate the discussion, and a dozen blank forms are provided to plan activities and solicit information from parents about their children.

Donegan, M., Fink, D. Fowler, S., &. Wischnowski, M. Entering a New Preschool: How Service Providers and Families Can Ease the Transitions of Children Turning Three Who Have Special Needs. (link to FACTS/LRE )

This publication discusses transition issues that children and families may experience when young children with special needs begin preschool. Recommended strategies focus on helping children adjust to a new program/setting, and assisting family members and staff to communicate and support children in new environments.

Edelman, L. (2005). Resources for successful transition. Volume 4, Number 1. Denver, CO: Colorado Department of Education and JFK Partners, University of Colorado Health Sciences Center.

.

This monthly newsletter includes an article on successful transition strategies and a treasure trove of resources from a self-assessment on recommended transition practices to useful web sites.

Especially for families

Chandler, L., Fowler, S., Hadden, S., & Stahurski,, L. (1995). Planning Your Child's Transition to Preschool: A Step-by-Step Guide for Families. Urbana, ILL:: FACTS/LRE

University of Illinois at Urbana-Champaign. (link to )

This manual is written to assist families in preparing for the transition from early intervention services to preschool or other educational services at age three. Two family stories illustrate a well planned transition and a poorly planned one. A special feature are printer-friendly versions of forms and checklists for families to use. Topics include Learning about Transition, Family Involvement in Transition Planning, Preparing for Transition, Participating as a Member of the Transition Team, Gathering Information and Making Decisions, and Sharing Information in the New Program.

Hadden, S., & Fowler, S. (1997). Preschool: A new beginning for children and parents. Teaching Exceptional Children, 36(1), 36-39.

This article provides excellent information about parent-professional communication during the transition process and suggests questions to solicit information from families about how to smooth the entry into a new program.

References

Barch, R. (1990). A personal vision of a good school. Phi Delta Kappan, 71, 512-521.

Barrera, I, & Corso, R. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood (pp.241-244). Baltimore, MD: Paul H. Brookes Publishing Co

Bredekamp, S. & Copple, C. (Eds). (1997). Developmentally appropriate practice in early childhood programs (revised). Washington, DC: National Association for the Education of Young Children.

Bruns, D., & Fowler, S. (2001) Transition is more than a change in services: The need for a multicultural perspective. Urbana: ILL: University of Illinois at Urbana-Champaign, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) Technical report #4. Retrieved May 4, 2005 from

Buysse, V., Schulte, A., Pierce, P., & Terry D. (1994). Models and styles of consultation: Preference of professionals in early intervention. Journal of Early Intervention, 18(3), 302-310.

Buysse, V., & Wesley, P. (2005). Consultation in early childhood settings. Baltimore, MD: Paul H. Brookes Publishing Co.

Cavallaro, C. & Haney, M. (1999). Preschool inclusion. Baltimore, MD: Paul H. Brookes Publishing Co.

Donegan, M., Fink, D. B., Fowler, S. A., & Wischnowski, M. W. (1994). Entering a new preschool: How service providers and families can ease the transitions of children turning three who have special needs. Champaign, IL: FACTS/LRE University of Illinois at UrbanaChampaign. Retrieved March 25, 2005 from

Early Childhood Research Institute on Inclusion. (1998). Me, too! Inside preschool inclusion. ECRI briefs. Nashville, TN: Vanderbilt University. Retrieved 6-1-05 from

File, N. & Kontos, S. (1992). Indirect service delivery through consultation. Journal of Early Intervention, 16, 221-234.

Guralnick, M. (2001). Framework for change in early childhood inclusion. In M. Guralnick (Ed), Early childhood inclusion: Focus on change (pp. 3-35). Baltimore, MD: Paul H. Brookes Publishing Co.

Hadden, S., & Fowler, S. (1997). Preschool: A new beginning for children and parents. Teaching Exceptional Children, 36(1), 36-39.

Hanft, B., & Johnson, B. Practitioner’s role as collaborator and coach. Presentation at

the Zero-to-three annual conference, December 12, 2003.

Hanft, B., & Pilkington, K. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1-13.

Hanft, B., & Place, P. (1996). The consulting therapist: A guide for occupational and physical therapists in schools. San Antonio: Therapy Skill Builders.

Hanft, B., Rush, D, & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes Publishing Co.

Hanson, M.J. (2005). Ensuring Effective Transitions in Early Intervention. In The Developmental Systems Approach to Early Intervention. Baltimore, MD: Paul H. Brookes Publishing Co.

Hanson, M. , wofberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood Research Quarterly, 13(1), 185-209.

Harris. A., & Anthony, C. (1991). Teachers as volunteer consultees: Enthusiastic, willing or resistant participants? Journal of Educational & Psychological Consultation, 2(3), 217-38.

Head Start Bureau. (2000). Effective transition practices: Facilitating continuity. Training guides for the Head Start learning community. Washington, DC: U.S. Dept. of Health and Human Services, Administration for Children and Families, Administration on Children, Youth, and Families, Head Start Bureau. Retrieved March 25, 2005 from

Kunc, N. (1992). The need to belong: Restructuring Maslow’s hierarchy of needs. In R. Villa, J.,Thousand, W. Stainback, & S. Stainback. (Eds). Restructuring for Caring & Effective Education. Baltimore: Paul Brookes. Retrieved on June 15, 2005 from

Lipsky, D., & Gartner, A. (2001). Education reform and early childhood inclusion. In M. Guralnick (ed), Early childhood inclusion: Focus on change (pp.39-48). Baltimore, MD: Paul H. Brookes Publishing Co.

Lynch, E., & Hanson, M. (2004). Developing cross-cultural competence. Baltimore, MD: Paul H. Brookes Publishing Co.

Maryland State Department of Education. (2003). Placement Determination of

Preschool Students with Disabilities, 3 – 5 years old, in the Least Restrictive Environment (LRE) (Technical Assistance Bulletin 9B). Baltimore, MD: Division of Special Education/Early Intervention Services. Retrieved June 16, 2005 from msde.state.md.us/specialEducation/tech_assist_bulletins/TAB9BFY03.pdf

Minow, M.(1990). Making all the difference: Inclusion, exclusion, and American law. Ithaca, NY: Cornell University Press.

Odom, S., Peck, C., Hanson, M., Beckman, P., Lieber, J., Brown, W., Horn, E., & Schwartz, I. (1996). Inclusion at the preschool level: An ecological systems analysis. Social Policy Report: Society for Research in Child Development, 10(2-3), 18-30.

O’Shea, D. (1994). Modifying daily practices to bridge transitions. Teaching Exceptional Children, 26(4),29-34.

Palsha, S., & Wesley, P. (1998). Improving the quality in early childhood environments through consulation. Topics in Early Childhood Special Education, 18(4), 243-253.

Rosenkoetter, S.E. (Ed.). (1995). Bridging Early Services: A Guide for Service providers. Kansas: Bridging Early Services Transition Taskforce, Coordinating Council.

Rosenkoetter, S.E., Hains, A.H., & Fowler, S.A. (1994). Bridging early services for children with special needs and their families: A practical guide for planning for transition. Baltimore: Paul H. Brookes Publishing Co.

Shotts, C.K., Rosenkoetter, S.E., Streufert, C.A., & Rosenkoetter, L.I. (1994). Transition policy and issues: A view from the states. Topics in Early Childhood Special Education, 14(3), 395-411.

Venn, M., Fink, D., Hadden, S. & Fowler, S. (1999). Facilitating Inclusion in Community Settings: Creating Environments that Support the Communication and Social Interaction of Young Children. Urbana, ILL:: FACTS/LRE University of Illinois at Urbana-Champaign. Retrieved April 15, 2005 from

Williamson, G. (1994). Assessment of Adaptive Competence. ZERO TO THREE Quarterly Newsletter, 14 (6).

Here are some things that you will

want to know about me

|I’d like to tell you about my family: |I really like to: |

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|These things are still hard for me: |These strategies help me learn: |

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Family concerns:

Source: Baltimore County Infants and Toddlers Program

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ihdi.uky.edu/NECTC/documents/presentations/DECFocus4Presentation.ppt

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