TOGETHER WE’RE BETTER

Collaborative Approaches to Including Children With and Without Disabilities

Camille Catlett & Jennie Couture November 9, 2012

Silos of Early Childhood

Early Intervention

Head StartChild Care PreK

How does it work in your state/community?

Is professional development coordinated across key sectors (child care, Head Start, public pre-k, early intervention, health, mental health) or organized separately within individual sectors?

An integrated professional development system is “a comprehensive system of preparation and ongoing development and

support for all early childhood education professionals working with and on behalf of young children” from birth to age 8 and their families (LeMoine, 2008)

“Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice …”

Definition of professional development

The key components of professional development include:

a) characteristics and contexts of the learners (i.e., the “who” );

b) content (i.e., the “what” of professionaldevelopment); and

c) organization and facilitation of learning experiences (i.e., the “how”).”

Definition (continued)

A framework for professional development

EARLY CHILDHOOD INCLUSION: A JOINT POSITION STATEMENT OF DEC AND NAEYC

DEFINITION

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. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

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

Georgia: Reaping the Benefits

VISION

 All early childhood personnel in Georgia will benefit from an integrated continuum of

professional development and other systemic supports and services that prepare them to promote the full participation of each child,

including those with diverse abilities and challenges, in high quality inclusive settings

GOALS

• Increase emphasis on children with disabilities and inclusion in statewide structures and programs

• Increase emphasis on inclusion throughout statewide professional development efforts

• Grow the regional cross-sector professional development system to support the entire state

Quality Rating and Improvement SystemChild Care Licensing RulesGeorgia’s Pre-K GuidelinesEarly Childhood Advisory InitiativesContent-Related PD Products

Statewide Structures and Programs

Technical College System Curriculum SupportNPDCI Landscape SurveyGAYC Pre-Conference Session

Emphasis on Inclusion in State Professional Development

Efforts

Regional Cross-Sector System

Georgia Regional Team System

Goals– Increase collaboration and coordination– Decrease duplication of efforts– Provide targeted support to ECE

professionals– Increase number of inclusive ECE

opportunities for all children

Why?

• Differing regional needs• Lack of emphasis on inclusion in PD offerings• Limited collaboration among partners• Duplication of efforts

Leadership

• Active support provided by Department of Early Care and Learning, the Child Care Resource and Referral Agencies, and members of the Georgia Quest for Quality Inclusion State Leadership Team

• A Child Care Resource and Referral Agency Inclusion Coordinator serves as the leader of each regional team

• Team members are individuals with responsibility for professional development, drawn from sectors across the region

Membership

• Preschool Special Education• DOE PD System leaders• Higher Education• Child Care• Head Start• Georgia’s Pre-k• Early Intervention• Private Trainers• Parents and Families

Georgia Regional Team System

• 7 current teams• 3 being developed in 2012• Criteria

– 0-5 population– Numbers of providers– Early Intervention Natural Environment

Data– DOE LRE Data– Areas “At Potential”

Getting Started

• Kick-Off Summit• Regional Needs Assessment• Focus on Child Care (center, family,

informal)• Planning to meet identified needs• Supported and targeted PD efforts• Evaluation• Ongoing sharing of PD resources and

offerings in the region

What’s Different for Communities?

• Increased focus on inclusion• Regional partners moving out of silos• Increase in number of Georgia Pre-K fully

inclusive classes• Georgia Pre-K inclusion classes begun in

critical areas

What’s Different for ECE Professionals?

• Leaders• Collaborative PD Offerings• Collaborative Coaching and TA• Increased Collaboration Between Child

Care and Professionals Serving Child

Evaluation of the Regional Team Approach

Surveys Sent: 50

Surveys Completed: 33

Return Rate: 66%

Survey Dates: Jan-Feb 2011NPDCI 2/9/2011

Evaluation of the Regional Team Approach

Increased Collaboration: 66%

Know Resources: 63%

Continue Regional Teams: 81%

Expansion: 93%NPDCI 2/9/2011

Where do we go from here?

Resources to Support Your Work

Handout: Research

Synthesis Points on Quality Inclusive Practices

NPDCI

NPDCI

8 New Landing Pads Just Released!

NPDCI

Landing Pads

A sampling of evidence and resources, related to each feature, to support your learning and professional development needs

Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads

Guidance for the Journey

Guidance for the Journey

Guidance for the Journey

Thank you for joining us today.

Appreciation

Questions?