PRESCHOOL INCLUSION ROUNDTABLES Fall 2019 Welcome & - - PDF document
11/5/19 PRESCHOOL INCLUSION ROUNDTABLES Fall 2019 Welcome & Introductions Guest Speaker Overview of Planning Guest Speakers Buffet Table of Topics (Pick 2) Getting Started Panel Implementation Models Data Classroom Practices Final
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Fall 2019
Guest Speaker Overview of Planning Guest Speakers Buffet Table of Topics (Pick 2) Getting Started Panel Implementation Models Data Classroom Practices Final Steps and Wrap Up
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Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.
The vision of inclusion in early childhood programs and recommendations provided in the policy statement build on the principles and definition set forth in the joint position statement from the National Association for the Education
Exceptional Children.
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■ Less than 10% of students, ages 3 through 5 with IEPS attend a regular early childhood program and receive the majority of special education and related services in the regular early childhood program. ■ 50% or more of children aged 3 through 5 with IEPs attend a separate special education class, separate school, or residential facility.
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■ Where are we now with providing related services and specialized instruction within the regular early childhood programs to meet IEP minutes? ■ Where are we with reducing the number of children who are
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SPP 6 6A: IS : ISBE E Early C Childhood S Students A Ages 3 3-5 i in R Regular E Early Childhood P Programs a and R Receiving t the M Majority o
Special E Education Related S Services i in t that L Location
30.73 32.24 32.81 33.93 35.41 37.98 40 40.76 32.2 32.2 32.3 32.4 32.5 32.6 32.7 32.8 41.6 42.5 43.5 43.6 44.8 46.3 25 30 35 40 45 50 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 State Actual State Target National Actual
SPP 6 6B: P : Percent o t of IS ISBE E Early C Childhood S Stu tudents ts Ages 3 3-5 i in a a S Separate S Special E Educati tion
32.85 31.25 30.04 29.55 29.15 28.21 26.76 24.94 31.2 31.1 31 30.9 30.8 30.7 30.6 26.7 26.326 25.6 25.6 25.2 10 20 30 40 50 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
State Actual State Target National Actual
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2016-17 EE Data
283 52 211 203 LEAs Serving Childre ren wi with IEPs A th IEPs Aged 3 ged 3-5 & Indicator
Meet 6A & 6B Meet 6A, not 6B Meet 6B, not 6A Do Not meet 6A or 6B
2016-17 EE data
2017-18 EE Data
298 51 228 171 LEAs Serving Childre ren wi with IEPs A th IEPs Aged 3 ged 3-5 & Indicator
Meet 6A & 6B Meet 6A, not 6B Meet 6B, not 6A Do Not meet 6A or 6B
2016-17 EE data
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50 100 150 200 250 300 350 Meet 6A & 6B Meet 6A, not 6B Meet 6B, not 6A Do Not meet 6A or 6B 2017-18 data 2016-17 data
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■ What are the first steps? ■ How do you gather stakeholders? ■ What resources are available to me?
CLASSROOM PRACTICES TO SUPPORT INCLUSION
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MODELS OF IMPLEMENTATION
What model do I use? What teacher qualifications are needed? Who are my community partners? What about related services?
■ Review Indicator 6 Data ■ Supports and Resources for accurate data ■ Data Sleuthing ■ Review Data Cycle Planning and
planning
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■ Meet with your team if you have one or your tablemates to discuss: – What did you learn from the buffet line topics you went to? – What inspired you? – What are some action steps you want to note? – Who do you need to talk to back at your district or building to move ahead?
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Inclusion Elevator Speech
What does inclusion mean for our program? Why is inclusion important for our preschool program? How are we moving forward to increase access participation and supports for young children with disabilities? First steps?
What Why How