ECS 427-L1_ Features of Inclusion

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Arizona State University, Tempe *

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427

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Sociology

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Feb 20, 2024

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docx

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ECS 427: Highly Individualized Teaching and Learning Lesson 1 Features of Inclusion Graphic Organizer Feature Define (what does each term mean) Practices(Give specific examples) Ideas For Changes in Your Classroom (Reflect) Access ● It is a defining characteristic of high quality early childhood inclusion that children have access to a wide range of learning opportunities, activities, and settings. ● By removing physical and structural barriers, universal design can support access to environments in many different types of settings. ● It is based on the concept of providing multiple and varied formats for instruction and learning DEC/NAEYC. (2009) ● Teachers provide items or experiences that are going to draw a child in. Use of interest allows children to access opportunities to learn. ● Screening and identifying delays and disabilities early. This allows for families and ECE teachers to support the child and individualize their learning more accurately. ● That lessons are taught in multiple ways; visually, verbally, and hands on. To support how children learn in different ways. ● I will be adding more interest items that encourage the skills that I want all the children to be working on. If I see a need for fine motor I will provide items and experiences to support this need, but making sure that they are also around child interests. So adding aspects to draw children in. There is a child with autism that I want to involve more in small groups, he loves Pete the Cat. So adding this character to the activity to interest him. ● The program I work for does two different screenings yearly to ensure that all children are being monitored for needing extra support. I would like to see a change of explaining these screenings better to parents and families. So that families can support learning where the child is at developmentally at home. Creating more cohesion from school to home. ● Implementing into large group and small group activities verbally teaching, visually showing learning materials, and then having something that children can do with their hands. Adapted from Early EdU, University of Washington

Participation ● Utilizes a wide range of instructional and play practices in order to engage students in active learning. DEC/NAEYC. (2009) ● Building relationships with other children. ● The relationship between an adult and a child with developmental delays or disabilities is critical to the child's success. R. PARLAKIAN (2021) ● Having both teacher led and child led activities and play. Teachers having time to be instructional, but also allowing children to lead play and explore materials and the environment. Free choice play is a great example of this. Teachers are still involved in the play, but the children lead by their interests. ● Plan for buddies, job buddies or play buddies. Children that take turns doing task together to encourage peer interaction. ● Building trust between child and adult through connection activities that use the child’s name, such as a greeting song that greets child child by name creating a connection. ● I would like to suggest using picture cue cards to allow children to pick what they want to play. So when they are dismissed from large group and go to free choice they feel like they are in making choices throughout the day. ● Having individual classroom jobs but then introducing buddy system jobs where two children can do a task together. To encourage children to work together. ● In my program we call connecting songs and touch, “I love you” rituals. Encouraging to use these at least once a day with each child. Support ● Educators can implement inclusion in their classrooms both through child-specific and system-level supports. DEC/NAEYC. (2009) ● Using and maintaining assistive equipment and other child-specific supports safely is crucial to ensuring that a child has access to and can participate in their learning environment. ● Parents can provide insights into their child's behavior by sharing strategies they have used in the home; interests and preferences, ● Having learning materials at child level and appropriate for all learning levels and developmental stages. Providing none sharp safety scissors in the art area. Children are able to cut paper and explore creating, but developmentally no one is going to get cut. ● Physical barriers at group times, teachers can provide different modes of being a part of these experiences. ● There is a child in one of my classrooms with an AAC and the teachers are still needing support in helping him to use it. I am working towards them using it with him at least three times in the day. Simple words or phrases. We call it the child’s “talker”. ● Having more visual supports to help children communicate with the adults and the other children. Specifcially social visuals, like “my turn” and “play too” ● Making sure that the teachers are supporting individual child needs with

approaches for soothing the child, and guidance on how the child communicates or uses cues. R. PARLAKIAN (2021) Cushions to sit on, items children can hold to support their attention, but making sure that all children are able to participate in the same routines and structures. ● Creating a check in or having regular conversations with families to make sure the team of school and family are on the same page with how children are being supported in both environments. information from the families, they don’t need to reinvent the wheel. Asking families how children prefer to go about tasks or how they communicate their needs is really important.

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