ECSE 602ECSE 602Instructional Programming for Instructional Programming for Infants and Young Children Infants and Young Children with Disabilitieswith Disabilities

This session will cover:Ecological inventories Collaborative planningEarly Childhood Curriculum Models

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Ecological InventoriesEcological Inventories

The Division for Early Childhood (DEC) Recommended Practices encouraged that early intervention activities 1) be implemented in naturalistic or authentic contexts;

2) involve families, and 3) address cultural diversity

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Ecological InventoriesEcological Inventories

Ecological approach (Bronfenbrenner, 1979)A model of human behavior that views the development of the child within the broader family and societal context. It stresses the interconnections among the diverse environments (e.g., home, school, community) in which a child participates.

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Ecological InventoriesEcological Inventories

Ecological Inventory is defined asthe assessment procedures that are implemented in naturalistic contexts and involve individuals who have the greatest opportunity to interact with the child on a regular basis (e.g., caregivers, teachers).

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Ecological InventoriesEcological Inventories

Steps in developing the ecological inventory1. List the environmental domains

HomeSchool (Day care)Community

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Ecological InventoriesEcological Inventories

2. Identify the sub-environments of each environmental domain where one finds typically developing children of the same age spending significant amount of time.

3. Identify the activities that typically developing children engage in while in each sub-environment.

4. Identify skills needed to engage in each CA appropriate activity

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Ecological InventoriesEcological Inventories

5. Assess to determine the discrepancy between skills exhibited by the target child and those skills needed to engage in each CA appropriate activity

6. Task analyze skills further if necessary7. Identify adaptations8. Develop goals and objectives9. Prioritize goals and objectives

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Thinking/Discussion Question (in class)

What knowledge, skills, and professional dispositions are needed in order to conduct meaningful ecological inventories?

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Collaborative PlanningCollaborative Planning

Collaborative teamwork definedCollaborative teamwork is the work accomplished jointly by a group of people in a spirit of willingness and mutual reward (Rainforth, York, & MacDonald, 1992).

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Collaborative PlanningCollaborative Planning

Key concepts of collaborative teaming View the student as a whole person, in the context of the natural environment

Collaborative consultation based on shared goalsRole release: systematic transfer and sharing of information among team members

Family members are full supporting members of the team

Providing support within functional age-appropriate activities across a wide variety of meaningful environments

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Collaborative PlanningCollaborative Planning

Key concepts of collaborative teamingConsensus

Consensus does not mean…An unanimous vote.The result is everyone’s first choice.Everyone agrees (there may be only enough support for the decision to be carried out).

Conflict or resistance will be overcome immediately.

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Collaborative PlanningCollaborative Planning

Consensus does mean ... All group members contribute.Everyone’s opinions are heard and encouraged.

Differences are viewed as helpful.Everyone can paraphrase the issue.Everyone has a chance to express feelings about the issue.

Those who disagree indicate a willingness to experiment for a certain period of time.

All members share the final decision.All members agree to take responsibility for carrying out the final decision.

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Collaborative PlanningCollaborative Planning

McGill Action Planning System (MAPS)A strategy originally developed by Marsha Forest, Jack Pearpoint, Judith Snow, Evelyn Lusthaus and the staff at the Center for Integrated Education in Canada

Different from some other planning tools: participants focus on what the student can do, instead of his/her weakness

Originally designed to help bring students with disabilities into general schools and classrooms; it has now expanded to people of all ages.

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Collaborative PlanningCollaborative Planning

Assumptions of the MAPS ProcessIntegrationIndividualizationTeamwork and collaborationFlexibility

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Collaborative PlanningCollaborative Planning

The MAPS processKey people in the student’s life gather and talk in one, two or three sessions. The planning team includes the individual student, family members, the student’s friends, both regular and special educational personnel, or other school professionals

An essential and unique feature of MAPS is to include typical peers in the planning process

The facilitator keeps the group on task

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Collaborative PlanningCollaborative PlanningThe seven key questions in the MAPS

processWhat is the individual’s history?What is your dream for the individual? What is your nightmare?

Who is the individual? What are the individual’s strengths, gifts, and abilities?

What are the individual’s needs?What would the individual’s ideal day at school look like and

What must be done to make it happen?

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Collaborative PlanningCollaborative Planning

MAPS and IEPsThe MAPS process complements IEP development in at least two ways:Engaging in the process results in a clearer sense of mission and a greater sense of teamwork

Assisting teams to identify priority environments and activities and to identify student needs that can be addressed in those settings

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Examples of Early Childhood Programs

Montessori EducationWork experiences rather than playSpecial materials for specific learning tasksCareful prepared classroom environment

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Examples of Early Childhood programs (Continued)High/Scope Program

Based on Jean Piaget’s theoryUse of a plan-do-review sequenceClassrooms organized into centersEmphasis on cognitive development

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Examples of Early Childhood programs (Continued)Bank Street Model•All aspects of child development are addressed in the curriculum• Freud, Erikson, Piaget, and Dewey all influence the model•Commercial equipment supplemented with teacher-made and child-made materials•Emphasis is on an integrated curriculum

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Examples of Early Childhood programs (Continued)Reggio Emilia Approach• Emphasis on in-depth projects to facilitate

learning• A workshop area is used to record in visual

form what is learned• Families are expected to share

responsibilities in educating children• Strong collaboration exists among staff

members

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