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Welcome

Who Is In the Room?

Why are indicators of quality inclusion important to you and

others like you?

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Parents and Family MembersThey want to feel comfortable and assured that:their selection of a program for their child is appropriatethe teacher has suitable knowledge, skills and disposition their child will be fully included their child will make friendstheir child’s needs will be met and will learn new skillsthey will be included as partners

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Practitioners– Service Providers,

TeachersThey want to be sure that:they can provide quality experiences for all childrenthey feel knowledgeable and comfortable about disabilitiesthey have appropriate skills to individualize and consider strategies for improving practicethey know how to collaborate with specialiststhey know how to communicate and partner with families

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Program AdministratorsThey want to be sure that:their program provides quality experiences for all childrentheir policies and procedures support inclusion of children with special needs they support practitioners’ opportunities to improve their knowledge and skillsthey promote collaboration among teachers, specialists and familiesfamilies with children in the program are satisfied

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Pre-service Instructors and In-Service TA ProvidersThey want to be sure that:the content of their coursework is practical and relevant they support practitioners (and future practitioners) to improve their knowledge and skills regarding inclusiontheir PD opportunities are aligned with the needs of the workforcethey promote collaboration among teachers, specialists and families

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State AdministratorsThey want to be sure that:The state quality rating and improvement systems (QRIS) is designed to promote the development of all childrenTheir data system and monitoring procedures promote quality practices and services for inclusionResource allocation ensures that young children with disabilities or special needs experience high quality early education and inclusion experiences.

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Who else is here today?

Are their other roles or perspectives we haven’t mentioned?

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Why assess the quality of inclusion?Quality of EC programs children’s development

More children with disabilities in pre-k

Growing body of evidence-based practices

Greater consensus on definition of key dimensions of inclusion

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DEC-NAEYC Position

Statementon Inclusion

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Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.

Definition

3 Key Defining Features of Inclusion

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AccessParticipationSupports can be used to guide the

development of standards/indicators for including young children with disabilities:

Defining Feature of Inclusion:

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What does ACCESS look like?

Sample indicators: •Simple modifications, removal of physical and structural barriers, instruction in multiple and varied formats, and/or technology are used to ensure that every young child has access.•The learning environment, typical routines, and activities are accessible to children with a wide range of abilities.•The teacher makes adaptations of space and materials so all children are able to safely access and engage in the learning opportunities presented.•Outdoor play area is designed to accommodate a variety of motor experiences, such as running, climbing, balancing, jumping, and swinging.

Defining Feature of Inclusion:

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What does PARTICIPATION look like?

Sample indicators: (could relate to child or adult behaviors or actions)

•The child with special needs is an active participant in classroom activities, not just an observer.•The teacher sets up situations for intentional teaching of skill on the IEP, in the context of an engaging activity for the child and typical peers for maximum enjoyment and learning.•There is evidence of intentional teaching of social skills built into the daily plan with an attempt to individualize to children’s needs.•Teaching staff provides supervision to facilitate children’s activities and play, making sure all are involved.•The teacher encourages play between the “selected child” and a friend by commenting on their activities in an encouraging way.

Defining Feature of Inclusion:

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What do SUPPORTS look like?

Sample indicators:•The program director regularly visits classrooms and monitors staff performance.•The program director arranges for on-the-job training or coaching.•The program director makes staff available to attend IEP/IFSP meetings to participate in planning efforts with family and service providers.•The program collaborates with community services and organizations for additional adult support, such as park districts for assistance with summer recreation programs.

The

Compilatio

n

http://www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf

Five main sections  

1.Quality Inclusion Practice Considerations

2.Classroom Observation Rating Tools

3.Individual Child Focused Considerations

4.Collaborative Inclusion Practices

5.Quality Rating and Improvement Systems (QRIS)

What is a QRIS?• Common Elements

– Quality standards– Process for assessing/monitoring standards– Outreach and support to programs– Financial incentives– Consumer awareness

http://nccic.acf.hhs.gov/qrisresourceguide/index.cfm

QRIS Across the U.S.

Assessing Observed Quality in QRIS23 of 26 states with QRIS use an observation measure of

qualityMost use the Environment Rating Scales (ERS)A few (e.g., Virginia, Minnesota) use the Classroom

Assessment Scoring System (CLASS)Individual states use other measures

Special Needs8 of 26 states address for centers6 of 26 states address for family child care homes

Specialized trainingScreening proceduresPlanning for children with special needsDocumentation of plans & activitiesEnvironmental accommodations

Future Directions“Universal Design” as applied to QRIS

Broaden the stakeholdersDevelop common understanding of quality

Next Generation of QRISMove beyond global qualityAssessment options at higher levelsAssessment as basis for professional development plan

What do you

currently use to

assess quality?

How have you been using assessment information?

Why Do We Need New Quality Indicators?To focus on evidence-based practices that

support the learning needs of children w/ disabilities

Inadequacy of existing measures & standards-Do not adequately assess multiple dimensions of

high quality inclusion- The problem with global ratings

“Young children with disabilities

can experience low quality in classes

that are otherwise rated as being of

high quality” (Wolery et al., 2000)

The Inclusive Classroom Profile(ICP)

Structured observation

1-7 pt Likert-type scale

11 items

Focus Classroom-level practices

ICP Items1. Adaptation of space and materials2. Adult involvement in peer interactions3. Adult guidance of children’s play4. Conflict resolution5. Membership6. Relationships between adults and children7. Support for social communication8. Adaptation of group activities9. Transitions between activities10. Feedback11. Planning and monitoring children’s individual needs and goals

Use of the ICP

To measure quality in inclusive classrooms for research purposes

To assess quality within QRIS systems

To reflect upon and improve practice

InclusionIndividualization

“Practices which intentionally adapt the classroom’s environment, activities and instruction in ways that encourage access and active participation in the group, through adjustments that might differ from child to child.”

Inclusive Adaptations

Singing a Song with Friends (1.11 )

Adult involvement in peer interactions Encourage other peers to

engage with particular children

Support children in initiating and responding to others

Balance btw/n getting involved and allowing spontaneous social engagements

Helping children sustain interactions with peers

Reading at Circle Time (1.16)

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Adaptation of group activities(Item8)

Adapting an activity’s materials, objectives or type of instructional support to promote children’s participation

Engaging in the same type of activity as their peers, although child may be working on individual goals

ALL children are actively engaged

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Making Requests at Mealtime (1.20)

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Support for Communication(Item 7)

Access to alternative communication systems (ACS)Providing the necessary help for children to use ACS

into activities & interactionsRecognizing ‘what’ children communicate about, &

responding to them in relation to the meaning and function of communication

Adjusting verbal interactions to children’s individual level of understanding

Facilitating communication among peers

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Scaffolding Block Play (1.14 )

Adults’ guidance of children’s play (Item 3)Use of scaffolding strategies to support play (e.g. modeling,

prompting, use of visual supports)

Monitoring children’s involvement & helping children become involved in play

Facilitating individual and social playAdult’s scaffolding enables children to sustain play

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Rolling with Peers (1.12 )

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MembershipPeers show understanding, familiarity and

respect for children’s differences & individualized supports

Opportunities to assume social roles and responsibilities

Opportunities to make choices about their learning Strategies for helping children make choices about

their learning experiences

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Transition to New Program (2.4)

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Facilitating transitions between programs

Developing a school-family partnership based plan to facilitate transition

Planning specific strategies to support transition

Encouraging active child involvement Monitoring plan to ensure successful

implementation

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http://community.fpg.unc.edu/discussions/blog-speaking-of-inclusion/measuring-the-quality-of-inclusion

ResourcesDEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the

Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Cate, D., Diefendorf, M., McCullough, K., Peters, M. L. & Whaley, K. (Eds.). (2010). Quality Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.

http://www.nectac.org/~pdfs/pubs/qualityindicatorsinclusion.pdf

Compendium of Quality Rating Systems and Evaluations and State Profileshttp://www.acf.hhs.gov/programs/opre