Track 9
Inclusion Basics – The Law, The Child, The Teacher, and The Program

Presenters:

Session 1 - Marci Krohn, Early Childhood Specialist, District 7 HRDC - Billings
Session 2 - Janet Mann, Director, Child Care Link - Lewistown
Session 3 - Sandra Morris, Montana Inclusion Outreach Coordinator - Missoula
Session 4 - Ecole Morris, Deputy Director, Opportunities Inc. Head Start, Great Falls

~ The Law: The Americans with Disabilities Act (ADA) and Early Childhood Programs

Description: Early childhood programs provide the perfect setting for the growth and development of young children with differing abilities.  The Americans with Disabilities Act (ADA) describes the rights of young children with disabilities to inclusion in these settings.  Participants learn:

1. Key elements of the ADA as it relates to early childhood programs.
2. What it takes to comply with the ADA and their role in compliance.
3. Answers to questions/concerns.

Learning Outcomes:  Participants will be able to

• Assess what they currently know about the ADA.
• Use a question/answer process to address key elements of the ADA and child care programs.
• Describe why the ADA is “good news” for child care and what it takes to be in compliance with the spirit of the ADA as well as the law.
• Employ resources to help them address future concerns.

~ The Child: Making Referrals and Using Community Resources

Description: Early childhood professionals are in an ideal position to observe young children's development and are likely to notice when a child is not performing at age level.  Participants will:

• Learn a process for making referrals when children's development seems delayed that includes child observation and working with families.
• Use a case study to practice the steps in the referral process.
• Be given resources to guide them both in the referral process and any subsequent intervention that may be needed.

Learning Outcomes:  Participants will be able to

• Make decisions about developmental concerns, including using child observations.
• Use an effective method to engage parents to share concerns about a child's development.
• Plan a course of action with parents, which may include initiating a referral to a community early intervention or special education agency for formal evaluation to check out their concerns.

~ The Teacher: Inclusion 101

Description: Inclusion 101 introduces the basic concept of early childhood inclusion and helps early childhood professionals understand their role in making inclusion work in their program/group.  Participants will:

1. Learn what inclusion is and what it isn’t.
2. Briefly examine the history of inclusion and legislation that has had an impact.
3. Practice the language of inclusion and using person-first language.
4. Analyze the joint position statement on early childhood inclusion (NAEYC/DEC, 2009) and the defining features of inclusion: access, participation, and supports.
5. Strengthen confidence in working with specialists.

Learning Outcomes:  Participants will be able to

• Describe the evolution of inclusion in early childhood and the key to collaborating with early intervention specialist and special educators.
• Use the language of inclusion and person-first language.
• Explain what is meant by access, participation, and supports

~ The Program: Basic Inclusion Policies/Practices

Description: Learning activities help participants answer the question:  what do I need to do to make my program a place where children with disabilities are fully included?  Participants learn about 13 basic policies and practices that must be in place for successful inclusion of children with disabilities in an early childhood program.  Participants will be able to identify which policies/practices they already have in place and which may still need to be developed.  Information about additional resources is included.

Learning Outcomes:  Participants will be able to:

• Explain inclusion and their role in making inclusion work in their program or group.
• Recognize individualization and what it looks like to tailor
• activities/routines to meet the needs of individual children.
• Describe the basic elements of creating and maintaining an environment that is both physically and developmentally accessible to each child.
• Identify what it takes to develop partnerships with parents and families which allow them to more effectively meet the needs of young children in their programs.
• Realize what it takes to strengthen their role as an effective member of the child and family’s intervention team.

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