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Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies

Integration
Including Young Children With Disabilities:
Competency-Based Preschool Personnel Preparation Module

 

Table of Contents

Introduction to the Module

Increasingly, American children and youth who experience physical, cognitive, or emotional disabilities participate with their agemates in "regular" schooling. The goal is full participation, as adults, in "regular" society. In the field of early childhood education that trend was anticipated very early. In 1972, it was required that ten percent of the children enrolled in Head Start programs be children with disabilities. Since then, integration of young children with special needs with children whose development is proceeding in more typical fashion has become established as recommended practice. These practices benefit all children. Early childhood education programs are developmentally appropriate to the extent they are responsive to the uniqueness both of the early years -- for all children -- and the uniqueness of each child (Bredekamp, 1987.) For some children, part -- but only a part -- of that individual uniqueness may involve a developmental delay, an identified disability, or a significant health-related problem.

This module, Including Young Children with Disabilities, has been developed as part of PROJECT PREPARE, a multi-phase, competency-based approach to help teachers and other caregivers meet special needs of young children with disabilities. Five guiding principles summarized the philosophy of the original PROJECT PREPARE modules:

A sixth principle has been included in this module:

Developmental appropriateness is the cornerstone of all PROJECT PREPARE activities and products, which have included - in addition to this module -- 1) a set of nine training modules focusing on key areas of early childhood special education (ECSE); 2) a collaborative, outcome-oriented supervisory model for ECSE; 3) training institutes for teachers and supervisors; 4) an Early Childhood Resource Matrix; and 5) papers and publications, including an ECSE Personnel Preparation Monograph used as a guide for developing and approving Ohio's ECSE teacher preparation programs. Including Young Children with Disabilities has also been prepared in the conviction that all young children, including those with disabilities, are best served through practices that recognize the uniqueness of both the early childhood period of human development and of each young child as an individual.

By definition, developmentally appropriate practice implies attention to the special needs of each child, with recognition of the child's abilities, as well as disabilities; that is the second philosophical principle that has guided PROJECT PREPARE and on which the present module is based. For the most part what is good practice" for typical children is "good practice" for children

with developmental delays or disabilities. However, by definition, such delays and disabilities often involve special needs, that may be addressed by adapting or modifying the learning environment, daily routine, or methods of guiding the learning process. The third principle, integration, or inclusion, of children with disabilities with their typically developing peers, is also inherent in the concept of developmental appropriateness, as are the other two principles: partnership with families and provision for and valuing of all diversity among young children and their families. The sixth principle, a commitment to peace keeping and violence prevention is in response to the prevalence of violence in the lives of young children. We have both power and responsibility to respond proactively through prevention measures.

These same principles are clearly implied in the Head Start Program Performance Standards on Services for Children with Disabilities (45-CFR 1308), which is referenced in this module as the guide for Head Start programs. Our charge, in preparing this competency-based preschool personnel preparation module, was to provide teachers in Head Start and in other programs for preschool-age children a resource to help ensure that their teaching practices are in harmony with those service standards. In related fashion, the goals and objectives for teachers using Including Young Children with Disabilities are linked to the six Competency Goals for Child Development Associate (CDA) certification, which in turn are linked to thirteen Functional Areas of practice in programs for young children. These linkages, shown in the Competencies Matrix (Figure 1), underscore the premise that special needs of young children with disabilities can be effectively addressed within the context of practices that are developmentally appropriate for all preschool-age children. The present module is intended, then, to complement CDA training and certification guidelines.

As every teacher knows, each child is a unique individual -- a "new experience" -- and that is certainly no less true of young children with developmental delays or disabilities. Thus, it is not possible to obtain, in advance, all the information and to master all the skills a teacher will ever need to have in order to be fully prepared to work effectively with every child, often working collaboratively with specialists, and -- most importantly -- in partnership with families. While this module can therefore not be a "cookbook" or a complete "how-to" manual for teaching young children with special needs, it is intended as a guide and a resource. The purpose is, to provide a means for teachers of young children to demonstrate mastery of certain basic knowledge and skill competencies essential for responding effectively to special needs of children with disabilities within programs that are developmentally appropriate for all young children. Whether used by individuals engaged in independent self-study for collaborative consultation and group instruction, or as a part of on-going supervision and inservice, the module enables teachers of young children to increase skills and to develop a portfolio record documenting their attainment of those competencies.

Ways to Use the Module

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1. For Self Study: The primary purpose of the module is for use in self-study along with the support of a mentor who is already familiar with the issues related to serving young children with disabilities. Learners may select objectives for training from a list of goals and objectives that have been developed for six distinct topics. They may then identify matching activities that will enable them to accomplish their training objectives. The module includes all materials required to conduct the various activities as well as suggestions for materials to include in a portfolio. The collection included in the portfolio can then be reviewed with the learners' mentors to attain feedback and to represent documentation of completed learning experiences.

 

2. For In-Service Training: The module can also be used for in-service purposes. In-service leaders can select from the list of goals and objectives, and facilitate learning through group implementation of activities. Leader's notes are included that suggest specific issues to address if the materials are used in this format. The Project Prepare materials can be used to link supervisor and subsequent staff development activities to teacher and child outcomes.

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3. For College of University Preservice Training: Although the training activities and materials were designed for self-study or inservice, they can easily be adapted for use in basic college and university courses related to the topics. The module activities, transparencies, handouts, and worksheets can be used to supplement and enhance structured course reading and lectures.

How to Use the Module

This module currently consists of six sections which include:

Each section includes activities and materials that can be used either for self-study or for in-service workshops. A key feature of the approach in the pairing of the learner with a mentor or advisor who will review her or his completed work regardless of whether it is accomplished on an individual basis or with others in a group setting. A portfolio system is included to facilitate the process. This approach was taken for several reasons. First, the modules were designed for use by individuals who already hold the Child Development Associate (CDA) credential. The pairing of the learner with a mentor is consistent with the approach taken in initial CDA training. In addition, this approach is one that is viewed as "best practice" in the learning process not only for children, but also for adults.

The sections of the module have goals and objectives that relate to the topics of focus. The table that follows on the next pages displays these goals and objectives for all sections. It is recommended that a learner and advisor consider this table together in selecting the sections for study. The materials within each section build upon each other as they progress from the beginning objective through the final one. Therefore, it is recommended that learner's work through all materials in a selected section to gain the full benefits of the information provided. Additional information on the collaboration of the advisor and the learner can be found under "Leader Guidelines." Since the advisor may be working with more than one learner, he or she is referred to as the leader throughout most of this document.

SECTION

GOAL

OBJECTIVE

I Overview: Young Children with Disabilities

1. To understand the basic needs of young children with disabilities and issues related to recommended practice

1. To list the special types of supports you might need to provide a child with disabilities.

2. To consider parts of your program that support "recommended practice" and to identify things that could enhance various aspects of your program.

II General Techniques

1. To understand the basic teaching guidelines for serving young children with disabilities.

2. To develop and implement specific teaching adaptations for young children with disabilities.

3. To develop and implement specific adaptations to incorporate peace keeping and/or violence prevention into the curriculum.

1. To reflect on the basic guidelines for serving young children with disabilities and to identify your current strengths and need areas related to this topic.

1. To suggest room arrangement changes that could benefit a child with disabilities.

2. To task analyze developmental skills.

3. To explain how various prompting techniques can be used with children who have disabilities.

4. To suggest activity adaptations that can be made for children with disabilities.

5. To suggest ways to support the development of self control in children with disabilities.

6. To apply the information learned on teaching techniques and adaptations to a specific child.

1. To reflect on the role of family members (i.e., parents, other care givers, and siblings, etc.) as well as educators in peace keeping and violence prevention in order to incorporate guidelines and strategies into the curriculums.

III Health-Related Issues

1. To be able to define health impairments in young children and describe appropriate classroom adaptations

1. To describe special health-care needs and factors influencing the physical, cognitive, and social-emotional development of young children with such needs.

2. To describe the rights of children with health impairments and their families and legal requirements associated with those rights.

3. To describe modifications in classroom routine that you might make to enable children with health impairments to participate.

4. To explain responsibilities associated with special health-care needs, including how you would observe, record, and communicate with families and health professionals.

IV Physical and Sensory Disabilities

1. To be able to describe disabilities in young children that affect mobility, motor coordination, or spatial orientation and describe appropriate classroom adaptations.

1. To describe examples of physical impairments affecting mobility and sensory-motor coordination in young children and factors influencing development of children who have such impairments.

2. To describe roles of specialists and guidelines for effective team functioning.

3. To explain the importance of facilitating children's participation and describe ways you can facilitate participation in your classroom.

4. To describe the role and uses of special adaptive equipment and suggest ways you can adapt materials for children with motor or sensory impairments.

V Language Delay and Disabilities

1. To understand problems young children may experience speech and language development

 

 

 

2. To be aware of specialized resources for helping young children who have delays or impairments in communication development.

3. To integrate language intervention for individual children within ongoing activities and to help parents to do so.

1. To describe typical speech and language development in early childhood

2. To understand the role of hearing and the impact of hearing problems on children's communication development

3. To know the types of speech impairments that are frequently observed in young children.

 

1. To understand the roles of the Speech-Language Pathologist and the Audiologist.

2. To be aware of assistive and adaptive equipment and strategies for helping young children with communication problems.

 

1. To identify strategies for enhancing language development within the classroom.

2. To work collaboratively with parents in enhancing children's language development.

VI Policies and Procedures

1. To understand the implications of the Special Education Policies and Procedures of Head Start and the Ohio Department of Education as related to the roles of the:

1) Local education agency,

2) Head Start Disabilities Services Coordinator,

3) Head Start grantee, and

4) Head Start teacher.

1. Develop a strategic plan that incorporates the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in the special education activities of Child Find, Preferred and the Referral Process.

2. Reflect upon the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in the special education activities of Assessment and Multifactored Evaluation Process.

3. List the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in the special education activities of Assessment and Multifactored Education Process.

4. Develop a strategic plan that incorporates the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in the special education activity of the Transition to and from your Head Start Program.

5. Describe the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in providing supplemental information to families of young children with disabilities concerning their Special Education Legal Rights (i.e.. records, resolving disagreement, due process).

6. Reflect upon the importance of parent involvement and to consider ways in which you can develop partnerships with families of young children with disabilities.

7. Describe the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in assisting in the implementation of the individually developed Head Start Nutrition Plan for a young child with a disability.

8. Identify the roles and responsibilities of the Head Start Agency and you as the Head Start teacher in assisting in the develop-ment and implementation of the Disability Service Plan.


Each section of the module includes a list of the goal(s) and objectives covered within that component. Users will then find Activity Matrices like the one shown below. These matrices suggest learner activities and the resources needed for completion. They also list the Worksheets from the module that are to be kept in the learner's portfolio. Finally, there are recommendation to the advisor or leader on specific points to review with the learner or suggested adaptations to make it the activities are carried out in a group setting.

GOAL 1: To understand the basic teaching guidelines for serving young children with disabilities

OBJECTIVE 1: To reflect on the basic guidelines for serving young children with disabilities and to identify your current strengths and needs areas related to this topic

AMOUNT OF TIME: 1 hour

LEARNER ACTIVITY

RESOURCES NEEDED

PORTFOLIO RECORD

LEADER NOTES

1. Read Handout 1 on issues related to basic guidelines for serving young children with disabilities

2. Complete worksheet 1 by listing the parts of these guidelines you currently feel comfortable with and other that you find less familiar. Explain your response for each.

1. Handout 1

2. Worksheet 2

 

Supplemental Resources
PROJECT PREPARE Play Module, pp. 179-349

1. Your Worksheets

1. This activity can be completed during a workshop. Participants could complete the worksheet and then hold a discussion on their thoughts about their program.

2. Transparency 1 can be used to guide a discussion if the activity is completed in a group setting

The handouts and worksheets needed to complete the activities listed on each matrix follow that page. Some transparency masters have also been included for use in group training, if that approach is taken. Additional information on the portfolio system is provided in "Leader Guidelines."

Multi-Stage Process ofDevelopment and Review

The content of this module was developed and piloted over a one-year period of time through a multi-stage process. Initially, a survey was developed to identify topics of concern for training by CDA credentialed staffs in Head Start Programs. The initial survey was content analyzed by a small group of experts, including professionals from Head Start and the Ohio Department of Education. It was then mailed to Head Start Education and Disability Coordinators as well as to a sample of CDA credentialed Head Start teachers around the state of Ohio. The results of the returned surveys were then used in drafting the module.

The second phase of the process was the piloting of the draft materials with actual Head Start staffs. Teams at 13 Head Start Programs across Ohio participated in this aspect of development. Personnel at pilot sites were asked to actually work through the materials and to give feedback on the appropriateness of content and 'activities, on ease of use, on consistency with the philosophical premises, as well as on other aspects of the material. Those participating gave written feedback by noting comments directly on the materials and by completing an overall evaluation form. Representatives from the various sites also met at a debriefing session to discuss their views on the materials and to compile their feedback. This information was then used to revise and finalize the module content.

Bibliography

Baum, F. L. (1983). The Wonderful Wizard of Oz. Mahwah, NJ: Watermill Press. (Original work published in 1900).

Bradekamp, Sue (Ed). (1987) Developmentally appropriate practice in early childhood education programs serving children from birth through age 8. NAEYC, Washington, DC.

Brown, D., Wyne, M.D., Blackburn, J.E., & Powell, W.C. (1979). Consultation Strategy for Improving Education. Boston: Alyn & Bacon.

Brunson, Phillips, (Carol, Ed). (1991). Essentials for child development associates working with young children. The CDA Professional Preparation Program Council for Early Childhood Professional Recognition, Washington, DC.

Deal, T.E. (1986). "Educational change: revival tent, tinker toys, jungle, or carnival." In A. Lieberman (Ed.), Rethinking school improvement. New York: Teachers College Press.

Gutkin, T.B., and Curtis, M.J. (1982). "School-based consultation," In C.R. Reynolds & T.B. Gulkin (Eds.), The Handbook of School Psychology. (pp. 796-828). NewYork: Wiley.

Idol, L. and West, F. (1987). "Consultation in special education" (part 11): Training and Practice iournal of learning disabilities, 20 (8), October, 1987.

Sergrovanne, Thomas J. and Robert J. Staratt. (1979) 2nd Edition, Supervision Human Perspectives, Heightstown, NJ: McGraw-Hill Co.

Keogh, B.K. (1994). "What the special education research agenda should look like in the year 2000." Learning Disabilities Research, 9, 62-69.

Levin, Dean E. (1994) Teaching Young Children in Violent Times: Building a Peaceful Classroom. Cambridge, MA: Educators for Social Responsibilities.

Machado, Jeanne M. and Bolnarescue, Helen M. (1993). Student Teaching Early Childhood Practices Guide. Lawrence, KY: Delmar Publishers.

Mann, D., (1995). "Can teachers be trusted to improve teaching?" Phi Delta Kappan, 77, 86-88

Ouchie, William G. (1981). How American Business Can Meet the Japanese Challenge. New York: Avon Books.

Pinkola Estés, Clarissa. (1993). The Gift of Story: A Wise Tale About What is Enough. New York: Ballantine Books.

Pisarchick, Sally E. (1991). "Renewing your motivation and that of your staff through performance evaluation," Case In Point, Council of Administrators of Special Education, a division of council for exceptional children, Volume V, number 2. Spring/Summer.

Project Prepare, Competency Based Personnel Preparation in Early Childhood Education, nine competency-based Project Prepare Modules developed through a grant funded by the Ohio Department of Education, Division of Early Childhood Education. (1993)

Pryzwansky, W.B. (1974). "A reconsideration of the consolation model for delivery of school-based psychological services." Journal of Orthopsychiatry, 44, 579-583.

Senge, P.M., (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday/Currency.

Senge, P.M., Roberts, C., Ross, R.B., Smith, B.J., and Kleiner, A. (1994). The fifth discipline field book: Strategies and tools for buildinq a learninq organization. New York: Doubleday/Currency.

Sergrovanne, Thomas J. and Staratt, Robert J. (1979). Supervision Human Perspectives, (Second Edition). Heightstown, NJ: McGraw-Hill Co.

Smith, Garnett, J. (1996). "The consultant from Oz syndrome." Teaching Exceptional Children, 10-13, Summer.

Welch, Margery A., and Cook, Christine. (11995). "Congruent Evaluation: A Model for Development, Accountability and Revolution". Presented at the 1995 National Evaluation Institute, Center for Research on Educational Accountability and Teacher Evaluation (CREATE), July 11-15,1995, in press.

West, J.F., and Idol, L. (1987). "Consultation in Special Education (Part 1): Training and Practice", Journal of Learning Disabilities. 20:7, August/September.

West, J.F., and Idol, L. (1990). "Collaborative Consultation in the Education of Mildly Handicapped and At-Risk Students", Journal of Remedial and Special Education, 11: 1. January/February.

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Table of Contents

Next Page

Project Prepare: Family Collaboration.
Project Prepare: Integration: Including Young Children With Disabilities
Project Prepare: Individualized Education Program (IEP)
Project Prepare: Managing Behaviors
Project Prepare: Planning
Project Prepare: P.L.A.Y.
Project Prepare: Technology
Project Prepare: Transition


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