What Do You Do When You Get There? Providing Itinerant Services in Inclusive Settings

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce any copyrighted material included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

_{Compiled by Chelie Nelson and David P. Lindeman, Ph.D.}

_{April 2003}

_{Kansas Inservice Training System}

_{Kansas University Center on Developmental Disabilities}

_{Adapted for accessibility and transferred to new website October 2022}

_{Kansas Inservice Training System is supported though Part C, IDEA Funds from the Kansas Department of Health and Environment.}

_{The University of Kansas is and Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.}

Table of Contents

Letter from the Director

Introduction

High Quality Early Childhood Programs

Collaboration

Individualized Services

References

Packet Evaluation

Letter from the Director

April 2003

Dear Colleague, 

Young children (0-5) with disabilities are increasingly being provided special education  services in community early childhood settings. An itinerant model of service delivery allows early childhood special education teachers and specialist to bring special education services to young children in those community programs; however, the itinerant role is new for many early child- hood professionals. This packet was developed to assist early interventionists/early childhood special educators who provide services to young children in community early childhood settings to better define their role. The articles and information that are contained in this packet provide research-based strategies and resources that can be used to collaborate with community programs and provide special education services to young children with disabilities and their families.

We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

Sincerely,

David P. Lindeman, Ph.D.

KITS Director

Back to top of page

Introduction

A few articles were selected to provide an overview of an itinerant model of service delivery.

• The Visiting Teacher: A Model of Inclusive ECSE Service Delivery (Horn & Sandall, 2000) is an excellent picture of the multiple roles and responsibilities of the “visiting” teacher.
• Integrating Therapies into the Classroom (Scott, McWilliam, & Mayhew, 1999) provides not only a definition of integrated services, but also a continuum of six consultative models of service delivery that move from more to least restrictive.

“Therapy” Ain't Tennis Lessons

It’s funny to think about how therapy has been provided much like tennis lessons in the past—a student works with a professional for an hour each week on specific skills. The hour of instruction is up to the professional, but practice between lessons is the student’s responsibility. Tennis lessons alone will not make someone a better player; it’s the practice between the lessons that makes a difference.

When it comes to “therapy”, a child with special needs probably will not generalize the skills he or she works on with a specialist during “therapy” time to other times, other people, and places where he or she needs the skills. Specialists must plan for a child to have opportunities to practice skills outside of “therapy” time in order for the child to make efficient progress. Here are three things specialists can do to ensure that children have ample practice opportunities.

1. Use routines-‐‑based assessment to identify functional skills. Find out what the child needs to learn to be successful in their daily routines and make those skills the goals. Many times specialists focus on prerequisite skills, or things that are not directly related to what a child does everyday. This definitely makes it much harder to identify times when a child can practice outside of the “therapy” time.
2. Incorporate consultation. Talk with other adults who spend time with the child (i.e., teachers and family members) before, while or after you work with the child. It is important for teachers to know what the specialists are working on with the child so they can also address those things. It is important for specialists to get feedback from the child’s teachers on their suggestions. If a specialist’s suggestions are not practical or are irrelevant, they are likely to be disregarded.
3. Provide services in the classroom. Studies have shown that teachers and specialists consult with one another four times more when specialists work with children versus out of class. Teachers are able to see what the specialist does with a child and specialists have the opportunity to assess children in context and to address situations when and where the arise. By identifying functional skills, talking with other caregivers and being in the classroom, specialists can ensure that meaningful intervention occurs between “therapy” sessions.

_{McWilliam, R. A., Scott, S. (2001, November). Therapy Ain’t Tennis Lessions. In R.A. McWilliam and S. Scott, Integrating therapy into the classroom. Individualizing  Inclusion in Child Care Project. Retrieved March 28, 2003, from http://www.fpg.unc.edu/~inclusion/IT.pdf - Webpage address has since been removed.  Reprinted with permission.}

Back to top of page

High Quality Early Childhood Programs

Inclusion is most successful when it occurs in high quality early childhood programs (Wolery & Odom, 2000). For inclusion to work well, early childhood programs must commit to make adaptations and modifications that will meet the developmental needs of children with disabilities. This will require early childhood special education and early childhood professionals to work together to ensure that children’s goals/outcomes  are embedded into the program’s routines and activities. Sandall and her colleagues (Sandall & Schwartz, 2002) identified several components of developmentally appropriate, high quality learning environments:

• Engaging interactions
• A responsive and predictable environment
• Many opportunities for learning
• Teaching that is matched to the child and activity
• Developmentally appropriate materials, activities, and interactions
• Safe and hygienic practices
• Appropriate levels of child guidance

Measures of classroom quality have been developed to provide early childhood programs with a means to assess their own program’s quality. These measures can also be used in collaboration with early childhood special education professionals to jointly examine the quality of a childcare/preschool program (Palsha & Wesley, 1998).

_{Palsha, S. A., & Wesley, P. W. (1998). Improving quality in early childhood environments through onsite consultation. Topics in Early Childhood Special Education, 18(4), 243-‐‑253.}

_{Sandall, S. R., Schwartz, I. S., Joseph, G. E., Chou, H.Y., Horn, E. M., Lieber, J., Odom, S. L., & Wolery, R. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Paul H. Brookes.}

_{Wolery, R. A., & Odom, S. L. (2000). An administrator’s guide to preschool inclusion. Chapel Hill, NC: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.}

Examples of Early Childhood Quality Measures

General Measure

*Early Childhood Environment Rating Scale, Revised (ECERS-R) Harms, T., Clifford, R. M., & Cryer, D. (2005), 96 pages Scoring sheets may be reproduced from the original in the scale.

*Infant/Toddler Environment Rating Scale, Revised (ITERS-R) Harms, T., Cryer, D., & Clifford, R. M. (2002), 72 pp. 

*Family Day Care Rating Scale (FDCRS) Harms, T., & Clifford, R. M. (1989), 48 pp.

Classroom Practice Inventory Hyson, M. C., Hirsch-Pasek, K., & Rescorla, L. (1990). The classroom practices inventory: An observation instrument based on the NAEYC’s guidelines for developmentally appropriate practices for 4 and 5-year old children. Early Childhood Research Quarterly, 5, pp. 475-494.

Inclusive Measures

Quality of Inclusive Experiences Measure (QuIEM) M. Wolery, Brashers, Pauca, & Grant  (2000)

*DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Sandall, Hemmeter, McLean & Smith (2005)

*These items are available from:

KITS Early Childhood Resource Center
2601 Gabriel, Parsons, KS 67357
Phone: 620-421-3067
Email: resourcecenter@ku.edu
 

Back to top of page

Collaboration

Collaboration is the cornerstone of effective preschool inclusion, yet can also be one of the  most  challenging aspects. This section offers tips and strategies itinerant teachers may use to provide consultation in  community programs, including a collaborative problem-solving framework.

Itinerant Model Roles and Responsibilities

One of the challenges of an itinerant teaching model occurs when the roles and responsibilities of the itinerant teacher have not been clearly defined. While there are some roles and responsibilities that will be common across all settings, the roles and responsibilities of the itinerant teacher will also differ depending on the early childhood staff, child and family needs, typical peers, other team members, and the program’s administrative structure.

Clearly defining roles and responsibilities is always an important first step. It is recommended that early in the inclusion process, the team sit down together to discuss and define the roles and responsibilities of each team member.

The itinerant teacher may provide:

• Discussions related to philosophy and attitudes toward inclusion
• Specific information to individual staff members or at staff meetings (e.g., information about specific disabilities; strategies to use with the child in the classroom).
• Ongoing discussion and feedback to teachers regarding all areas of a child’s development and attainment of specific IEP/IFSP  goals or outcomes.
• Modeling and/or coaching of effective teaching strategies.
• Videotaping of classroom activities to use for supportive feedback and demonstration of instructional strategies.
• Support to the preschool staff for their involvement in the IEP/IFSP process
• Adaptations of the classroom environment and/or curriculum
• Ongoing observation and assessment of the child’s needs within the program setting.
• Individual work with the child to encourage achievement of specific goals.
• Assistance in the creation or obtainment of adapted equipment for the child’s use in the program.
• Ongoing communication and feedback regarding the child’s progress.
• Support for the family’s involvement in the IEP/IFSP process.
• Individual work with typical peers to encourage their interaction and effective communication with the child with special needs.
• Scheduling and participation in team meetings to address issues related to the child or family needs.
• Assistance in coordination of services to ensure appropriate levels of support for the child.
• Facilitation of collaborative problem solving among team members.

_{Adapted from: Klein, M. D., Richardson-Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (pp. 49-51). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

Roles and Responsibilities (Example)

Use this form as a point of discussion with your team to determine the level of responsibility each person has regarding common roles. Together decide who holds the primary responsibility (P), secondary  responsibility (S), input (I) or what roles have equal responsibility (E).

Code:

• P = primary responsibility
• S = secondary responsibility
• E = equal responsibility 
• I = has input in decision-making process

Roles and Responsibilities (Blank)

Use this form as a point of discussion with your team to determine the level of responsibility each person has regarding common roles. Together decide who holds the primary responsibility (P), secondary  responsibility (S), input (I) or what roles have equal responsibility (E).

Code:

• P = primary responsibility
• S = secondary responsibility
• E = equal responsibility 
• I = has input in decision-making process

_{Adapted from: Klein, M. D., Richardson-‐‑Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (form C1). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

Consultation in Community-Based Programs Key Points for Discussion

What does the classroom teacher need to know about the consultant?

• The consultant’s job title
• The agency that the consultant represents
• The consultant’s areas of expertise
• If the consultant knows and/or has worked with the child before
• The consultant’s goals for visiting the child in the classroom
• In general, what the consultant will do with the child
• How the consultant will work with the family

What does the consultant need to know about the child’s classroom?

• How long the teacher has been in the classroom/program
• What the typical classroom day looks like
• The teacher’s areas of expertise
• The teacher’s experience with children who have special needs
• How the teacher communicates and involves families
• The teacher’s previous experience collaborating with special education professionals

What do the consultant and the classroom teacher need to know to develop a plan for services in the classroom?

• When the consultant would like to come to the classroom
• The times that will work best for the teacher and child
• If there will be a dependable schedule and any obstacles that could upset this schedule
• How the consultant usually works in a classroom
• If any adjustments will be needed to the physical arrangement of the room (accessible storage, floor space, furnishings, and materials)
• How the consultant’s time needs fit with the typical routines and activities of the classroom
• How disruption will be minimized or avoided
• How the consultant can make a smooth transition into the classroom
• When the best time would be for both to sit down and talk. What it will take to make it happen (scheduling a classroom volunteer, meeting during naptime, scheduling longer meetings on teacher workdays).
• What strategies both will use to collaborate with the family.
• If the teacher is comfortable with the consultant demonstrating techniques for working with the child that the teacher will then do on their own.
• If there is information the teacher needs, which the consultant can provide.
• Other ways both teachers can collaborate to enhance the classroom experiences of all children.

What the consultant needs to know about the child?

• How the child participates in activities throughout the day
• The activities that the child especially enjoys
• How the child gets along with and play with others
• Who the child’s friends are
• The teacher ’s insights about the child
• How the child learns best and how this fits with the consultant’s goals for visiting the child in the classroom
• Questions the teacher has about the child and his or her special needs
• How best to work together to make sure the child is included and engaged in everything that is going on in the classroom
• How the consultant can include other children in activities designed to help the child with special needs
• How the child’s goals can be incorporated into the ongoing activities enjoyed by classmates

_{Adapted from: Wesley, P. W. (2002). Early intervention consultants in the classroom: Simple step for building strong collaboration. Young Children, 57(4), 30‑33.}

Collaborative Consultation

Collaborative consultation is the key to successful inclusive services in community-‐‑based early childhood programs. Professionals must work as team members in coordination with families and community providers to develop strategies and supports that will meet the needs of all the stakeholders involved. “Good intentions” are not enough to make collaboration effective. Successful collaboration requires “planning, a commitment to problem solving and a willingness to give up one’s own agenda” (Klein, Richardson-‐‑Gibbs, Kilpatrick, &  Harris, 2001, p. 37).

While different types of consultation have been developed, the use of any one model is deter-‐‑ mined by the purpose and nature of the consultation. The collaborative consultation model is best used when the solution requires a group commitment and when there is more than one solution for the problem. Klein and her colleagues (Klein et al., 2001) identified the following relevant features of a collaborative consultation model in early childhood special education inclusive settings:

• Non-supervisorial, trusting relationships among key players
• Open, effective communication process
• Each person’s unique skills and contributions are valued
• Goal/problem must be carefully defined and agreed upon by all team members
• Consultant guides team in systematic problem solving process
• Consultant is aware of and respects values, perspectives and time demands of other team members
• Consultant is aware of sources of resistance /conflict and effectively engages in conflict resolution

_{Klein, M. D., Richardson-Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (pp. 37-41). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

Collaborative Problem Solving Framework

A problem-solving framework provides team members with a process to use when discussing issues involving the team and/or the child’s needs. It can be used by teams for a variety of purposes (e.g., determining the logistics of how and when to meet together on a regular basis; discussing the behavioral issues of a child; identifying how and when to embed learning opportunities into a child’s daily routines).

Step 1: Define the Problem and Gather Details

The goal is to gather enough information so that you know what is happening and why. Don’t assume that all team members will define the problem in the same way. Team members ask questions to help clarify what others have said. Once all the details have been discussed, the team writes down a single problem statement. This is an important first step. One of the biggest mistakes that teams make in the problem solving process is bypassing this step and begin by generating solutions. If team members do not clarify the problem together, they do not have an opportunity to understand each other ’s perspectives of the problem and its cause.

Define the problem

• What has gone wrong? What isn’t working properly? What is?
• What should be happening that isn’t?
• What shouldn’t be happening that is?
• What are the specific symptoms and indicators?
• Where is it? Is it only there or is it elsewhere, too?
• What does it include? What does it exclude?
• What all is affected by this problem? Who all is affected by it?
• How big is it? How bad is it?
• What is it costing? Is it worth fixing?
• How urgent is it? Can we wait it out?
• What happens if we don’t do anything?
• What would things look like if they were going right?
• What would be happening that isn’t?
• What do we not have that we don’t want? What are we trying to avoid?
• What is the “should be”? Who says?
• Did the problem pop up or sneak up on us?
• When did things go wrong? What went wrong?
• What changed right about then or slightly before?
• Does this change account for the problem?
• Can whatever changed be corrected?
• If not, is there a viable workaround or “jury rig”?
• What do the solutions that are being proposed tell us about the perceived “causes”?

Step 2: Brainstorming

Once the problem is clearly defined, there is a time of brainstorming.  Remember that this is not a time to evaluate solutions.  No one gets to say “yes, but…” during this process. Everyone contributes and all ideas are acceptable and written down. The goal is for the group to generate as many solutions as they can. Remind team members that one person’s “crazy” idea can generate an idea for a more workable solution in someone else.

Step 3: Evaluate the Solutions

When the group has exhausted all possible solutions, the group then goes back over the list and evaluates the solutions. To the side of each solution, team members rate the solution as a high, medium or low alternative for this situation.

Step 4: Develop a Plan for Implementation

Once the team has rated the solutions, they decide as a group on the solution(s) that will be tried first. The opinions of the person or people that will have the major responsibility for carrying out the plan should have a greater weight at this point in the process. The specific plan is written down with who, what, where and when determined.

Step 5: Develop a Plan to Monitor Progress

Next the team decides on a method to monitor the success of the plan. The group determines how they will determine that the plan has had the desired effect?

Step 6: Plan a Followup Meeting

At this meeting, determine a time to follow-‐‑up and talk about the plan. It may seem too formal, but it is a good step. Sometimes, the plan is not really working for one person and this gives them an opportunity to voice their concerns. If the team determines that the plan has not been successful then they may begin again with Step 1 or go back to Step 3 to choose alternative solutions and develop a new plan.

Assess Its Effects and Consequences

• How did it go?
• Did it work?
• Have any new problems been created?
• Do they offset the gains from solving the original one?
• Are we better off or worse off than before?
• What did we spend? What did we gain?
• Was it worth it?
• What didn’t work? Why?
• What could be made to work better? How?

_{Adapted from:}

_{Klein, M. D., Richardson-Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (p. 42). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

_{Knackendoffel, K., Robinson, S., Deshler, D., & Schumaker, J. (1992). Collaborative problem solving. Lawrence, KS: Edge Enterprises.}

Problem-Solving Worksheet (Example)

Team Members (list team members present):  Early Childhood Special Education teacher, Child care teacher, Occupational therapist, Child’s Mother, Physical therapist and Speech- language pathologist

Details (summary of details discussed):

• Short attention span for many self-selected, and most teacher-selected, activities.
• Not independent with classroom activities; needs someone with her.
• Constant attention seeking; likes to run away; once pulled fire alarm and ran out the  classroom door.
• During free choice or center activities, constantly moves from activity to activity without engaging.
• Doesn’t use a variety of play skills; Primary play involves dumping, grabbing at other children’s toys, dumping and throwing many classroom materials.
• Transitions are difficult; doesn’t want to stop activity and won’t move to next without  physical assistance/support.
• Has vocabulary of 20 words; typically vocalizes and grabs at desired item to make request.
• Likes music and will listen to music in earphones at the listening center for 10-30 minutes.

Statement of problem (While many issues may be discussed, the team narrows the problem down to a single problem statement that they feel will make the biggest difference for the situation. It is also important to note that this is not a goal statement, but a statement of the problem that the team will be generating solutions towards.): Child is not independent and generally not engaged in play  during center and free choice activities.

Alternative solutions (Team brainstorms and records as many solutions as possible. During the brainstorming stage, no explanations or judgements are made. Once solutions have been generated, the team member who contributed the solution provides an explanation and details of what they were thinking. As a team, each solution is then rated as High (H), Medium (M) or Low (L), keeping in mind the problem statement.):

Solutions to be Tried First (Team then determines and records what solutions will be tried.):  Work on increasing play skills during center and free choice times.

Implementation steps (the next step is for the team to develop a plan for implementation,  remembering to include who is responsible and the timeline for implementation.):

Criteria for success (List how the team will determine that the plan has been successful.): Child will independently play with 2 new materials for 5 or more minutes during free choice and center times.

Date and Time to evaluate plan: 1 month from today at 10 AM team meeting.

_{Adapted from:}

_{Klein, M. D., Richardson-Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (pp. 37-47). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

_{Knackendoffel, K., Robinson, S., Deshler, D., & Schumaker, J. (1992). Collaborative problem solving. Lawrence, KS: Edge Enterprises.}

Back to top of page

Individualized Services

Inclusive services are more than just placing children with disabilities in settings with children who do not have disabilities. Quality inclusive  services are individualized to meet the needs of the children  in that setting, but this DOES NOT mean that teachers must provide a one-to-one program  of instruction for all children  with  disabilities. The information in this section was designed to provide early childhood professionals with methods and strategies to embed frequent learning opportunities into the ongoing routines and activities of the classroom. The articles, forms and activities together provide a framework early childhood professionals may use to individualize services within an itinerant model of service delivery.

Utilizing Curriculum and in Inclusive Routines-Based Assessments Settings

Providing effective services in inclusive settings begins with the development of goals or outcomes that are functional and generative. Both curriculum and routines-based assessments can be key sources of information when developing functional goals/outcomes for young children in inclusive settings.

A Curriculum-‐‑Based Assessment (CBA) traces a child’s achievement along a continuum of objectives or outcomes and can be used to demonstrate a child’s progress over time. Following developmental sequences, CBA’s generally incorporate skills that are functional for children in a variety of settings and can be generalized across settings. Examples of CBA’s include: the Hawaii Early Learning Profile (HELP), Assessment, Evaluation and Programming System (AEPS), Carolina Curriculum for Infants and Toddlers with Special Needs, and The Transdiciplinary Play-Based Assessment. For more information on CBA see the KITS Technical Assistance packet Supporting Curriculum Through Assessment in Inclusive Preschools.

A Routines-‐‑Based Assessment (RBA) is an evaluation of a child’s functioning during routine (everyday or frequently occurring) daily events. Routines provide a context for examining a child’s engagement, social relationships, and independence within their daily activities. By identifying the aspects of a routine that are difficult for a child, interventions can be planned that will be functional for the child and caregivers. RBA’s generally include interview questions and checklists. Examples of RBA’s are available at the following sites:

Child-at-a-Glance (Example) 

This form can be used to share IEP/IFSP information with community programs.

Student: Jeff

Date: 9/02

IEP/IFSP-at-a-Glance:

(simplified listing of goals/outcomes)

1. Follow two-step directions
2. Fasten fasteners on garments
3. Use words, phrases, sentences to obtain information/objects
4. Initiate cooperative play activities    

Positive Student Profile:

(information about the child’s strengths)

Jeff enjoys computer play, adult attention, and being able to do special jobs for the teacher. He is just beginning to initiate play activities with his peers during center times.

Behavioral Supports:

(information about any special behavioral strategies)

Classroom directions need to be simplified to two-steps and may need to be directed to Jeff individually.

_{Adapted from: Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children’s learning in inclusive programs. In M. Ostrosky & S. Sandall (Eds.), Teaching strategies: What to do to support young children’s development (Vol. 3). Denver, CO: Division for Early Childhood.}

An Instructional Matrix

It is important to remember that planning interventions should be a team effort. To facilitate discussion about embedding learning opportunities into the child’s daily  routine or to document a child’s progress on goals, an instructional matrix may be useful. An instructional matrix can provide a format for discussion, documentation of team member decisions, and/or a handy method for collecting data. The following examples are a few of the ways an instructional matrix may be used. Blank forms are included and teams are encouraged to modify the forms to meet their unique needs.

Instructional Schedule Matrix (Example)

X indicates times during the day that a goal may be worked on. Initials indicate the person who is responsible for collecting data during a specific time of the day.

Name: Jeff

School: Community Head Start

Date 9/1/02

Objectives

Persons responsible for Data Collection:

• Classroom teacher – MS
• Paraprofessional – DA
• Paraprofessional – ST
• ECSE teacher - CN

_{Adapted with permission from Circle of Inclusion. (2000). Instructional schedule matrix. Retrieved April 8, 2003, from http://www.circleofinclusion.org/english/formsarticles/forms/7implementIEP/form7index.html#1 - Webpage has since been removed.} 

Instructional Schedule Matrix For Data (Example)

Name: Jeff

School: Community Head Start

Date 9/1/02

Objectives

• + = correct response
• p = correct with prompt
• ‑ = incorrect response

Notes:

Fishing (rocking) boat was set up during center time. The classroom “rule” was that children needed  a peer to ride in the boat with them to play with this activity. Jeff loved the boat and played several  times when his peers asked him. After successfully asking several friends after a model from an adult,  Jeff spontaneously asked a friend to ride in the boat with him one time during the center block.

Individual Support Schedule Matrix (Example)

Child: Jeff

Class: Community Preschool

Date: 9/1/02

_{Adapted from: Klein, M. D., Richardson-‐‑Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (form B1). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.} 

Accommodating All Children in the Early Childhood Classroom

The activities and materials used in most early childhood classrooms are designed to meet the needs of many children with or without disabilities. When they do not meet the specific needs of a child, they can be adapted or expanded to accommodate that child’s individual needs. The purpose of an adaptation is to assist children in compensating for intellectual, physical, or behavioral challenges. They allow children to use their current skills while promoting the acquisition of new skills. Adaptations can make the difference between a child merely being present in the class and a child being actively involved.

Developing adaptations and accommodations for a child with special needs is a continuous process that involves each child’s collaborative team. The first step is to assess the child’s abilities and the environment where the child will be spending time. Once the goals and objectives are identified and expectations for the child’s participation in that environment are established, the team selects or creates adaptations and accommodations that address those needs. Once implemented, their effectiveness should be assessed on an ongoing basis and revised, as needed.

To meet the specific needs of a child, changes may need to be made in one or more of the following instructional conditions. Remember, when the child can participate in an activity, as it is, no changes need to be made.

Instructional Groupings or Arrangements 

For any given activity there are a number of instructional arrangements from which to choose: large groups, small groups, cooperative learning groups, peer partners, one-to-one instruction, and/or  independent tasks.

Lesson Format

The format of a lesson may be altered to meet the needs of a child by including more opportunities for whole class discussions, games, role playing, activity-‐‑based lessons, experien-‐‑ tial lessons, demonstrations, and/or thematic lesson organization.

Teaching Strategies

A change in teaching strategies can influence a child’s ability to participate. Examples include: simplifying directions, addition of visual information, use of concrete  materials/examples, sequencing learning tasks from easy to hard, repeated opportunities to practice skills, changes in the schedule of reinforcement, elaboration or shaping of responses, verbal prompts and/ or direct physical assistance.

Curricular Goals and Learning Outcomes

To match the needs of a child within the context of an activity, it may be appropriate to individualize the learning objectives. This can often be accomplished using the same activities and materials. If children are working on a classification concept by sorting blocks, a child with a disability could participate in the same activity but focus of reaching, grasping, and releasing skills.

Adaptations to the Method for Responding

Sometimes children may understand a concept, yet need an adaptation in the way they demonstrate that knowledge. Use of augmentative communication systems, eye gaze, and demonstrations may better allow a child to demonstrate his/her skills.

Environmental Conditions

The environmental arrangement is an important aspect of any early childhood setting. Changes in lighting noise level, visual and auditory input, physical arrange-‐‑ ment of the room or equipment, and accessibility of materials are important considerations.

Modification of Instructional Materials

It is sometimes necessary to physically adapt  instructional or play materials to facilitate a child’s participation. Materials can be physically adapted by increasing: stability (Dycem™ or Velcro™ on materials), ease of handling (adding handles, making materials larger), accessibility (developing a hand splint to hold materials, attaching an elastic cord or string to objects so they can be easily moved or retrieved), visual clarity or distinctiveness (adding contrast or specialized lighting), or size.

Level of Personal Assistance

A child’s need for assistance may range from periodic spot checks to close continuous supervision. Assistance may vary from day to day and be provided by adults or peers.

An Alternative Activity

This curricular adaptation should be used as a last choice when the above conditions cannot be used to meet a child’s needs.

_Resources:

_{Kansas State Board of Education. (1993). Curricular adaptations: Accommodating the instructional needs of diverse learners in the context of general education. Topeka, KS: Author.} 

_{Thompson, B., Wickham, D., Wegner, J., Ault, M., Shanks, P., & Reinertson, B. (1993). Handbook for the inclusion of young children with severe disabilities. Lawrence, KS: Learner Managed Designs.} 

_{Villa, R. A., & Thousands, J. S. (Eds.). (1995). Creating an inclusive school. Alexandria, VA: Association for Supervision and Curriculum Development.} 

_{Adapted with permission from Circle of Inclusion/University of Kansas. (2000). Accommodating all children in the early childhood classroom. Retrieved November 4, 2002, from www.circleofinclusion.org/english/accommodating/index.html - Webpage has since been removed.} 

Strategies that Facilitate Communication in Inclusive Early Childhood Programs

• Answer Children's Questions
  • Answer honestly and straightforwardly
  • Contribute to understanding about the child with a disability a disability
  • Answer in a manner a young child would understand
  • Convey respect for the child with a disability
• Invite and Encourage Participation
  • Use  warm  and accepting manner
  • Encourage frequent brief  interactions when initially introducing  a child
  • Invite another child to become involved in an ongoing activity
  • Suggest child select new activity to include a child with a disability
  • Prompt meaningful participation in a natural manner
• Add Meaningful Content on Behalf of the Child
  • Address ongoing conversation or activity
  • Emphasize the similarities among the children
  • Relate information as well as experiences, thoughts and feelings of the child
• Teach Children to Interact Directly with their Classmate with a Disability
  • Teach children to recognize and interpret the nonverbal response of their classmate
  • Teach children to direct their comments and questions directly to their classmate
• Allow Spontaneous Interactions Among Children to Occur
  • Provide assistance without directly participating in the children’s interactions
  • Step back and fade physically from the children’s interactions

_{Adapted from Thompson B. Wickham, D., Wegner, J., Mulligan-Ault., M., Shanks, P., & Reinersont, B. (1993). Handbook for the inclusion of  children with severe disabilities. Lawrence, KS: Lerner Managed Designs Inc.}

10 Step Program to Decrease Toy Bag Dependence

1. Functional Assessment: Identify materials and toys already available and likely to be engaging while visiting. Plan ahead to incorporate those materials/routines into next visit. 
2. Using Existing Social and Daily Routines: Join care provider and child in activities occurring throughout the household/center when you arrive. 
3. Futures Planning: Plan activities/routines  for your next visit before leaving. Joint identification supports problem solving, partnerships, and allows selective choice of any necessary materials. 
4. Community Based Training: Plan a special activity with care provider—a trip to the park, a walk around the block, gardening, making pudding. 
5. Peer Mediation: Organize a play date with other children and care providers. 
6. Milieu Strategies: With permission of family, ask the child to show or get toys or preferred objects in bedroom, toy room, or another area of the house where child’s things are and routines occur. Follow child’s lead and move into other areas. 
7. Fading Strategy: Decrease the size of bag. Choose 1 to 2 toys that support acquisition or generalization of specific outcomes to include in the bag for the visit. 
8. Systematic Desensitization: Leave toy bag by the door. Join the child’s activities. Use the toy bag only when and if needed. (The next step is to leave the bag outside and then in trunk or under seat in car.) 
9. Hybrid Approaches:
   • Forgetfulness: Walk in empty handed. Ask child, “What’s wrong?” Wait. When child responds, ask, “I forgot. What else should we do? What do we need?”
   • Choice Making: Put materials common to household in toy bag. Ask child (care provider), “Isn’t this like yours? Should we use yours or mine? Show me how you do it?”
   • Sabotage: If child really likes toy bag approach, take in an empty bag and fill it with child preferred objects of interest/toys.
10. Generalization: Demonstrate use of a toy that includes opportunities to practice a skill such as putting objects in small spaces ( e.g., putting pieces into Mr. Potato Head™). Then look around the home for toys or other materials that could provide additional practice for the same skill. 

_{Family-guided Approaches to Collaborative Early‑intervention Training and Services. (1999). 10 step program to decrease toy bag dependence. Parsons, KS: Kansas University Center on Developmental Disabilities. Reprinted with permission.}

Strategies for Helping Children with Specific Participate in the Inclusive Disabilities Setting

The following suggestions have been field tested and are based on discussions with inclusion  specialists and professionals in the fields of special education and low incidence disabilities. The information is organized according to different play or work areas and group settings typically found in child development centers and preschools. Suggestions are listed by disability (cognitive delays, physical handicaps, deaf/hard of hearing, visual impairments).

Tips for Helping the Child with Cognitive Delays 

• Art Area
  • Be aware of small objects that may be choking hazards to children with developmental delays who still put things in their mouths!
  • Choose activities that emphasize process.
  • Choose activities that children can participate at varying developmental levels (e.g., collage  making, scribbling, painting, and using clay or Playdough™).
• Manipulatives Area
  • Be aware of small objects that may be choking hazards to children with developmental delays who still put things in their mouths!
  • Provide containers for children to put smaller items in and take out rather than assembling to create an end product.
  • Use see-through containers with lids that need adult help to open; child needs to ask for help; less dumping and more control within manipulatives area.
• Block Area
  • Similar to manipulatives area.
• Pretend Play Area (e.g., dress-‐‑up, transportation)
  • Provide opportunities for child to use representations of real objects (e.g., dolls, bottles, cars) to engage in imitative play.
  • Use simple dress-‐‑up items (hat, scarf, bag, purse, shoes) and have mirror available.
• Gross Motor Area or Activities/Outside Play
  • Allow child to use whole body when interacting with objects from other areas (e.g., push the baby in the cart, transport blocks in a small wagon).
  • Weight carts or wagons for sensory feedback.
  • Allow children to stand even when doing tabletop activities so they can move but still focus on activities.
  • Use classroom equipment to create obstacle courses: on, in, up, over, under, through, etc.
  • Give children opportunities to engage in sliding, swinging, bouncing, on equipment BUT be aware of possible health concerns: children with Down Syndrome may have serious problems with their necks and should never be encourage to do somersaults.
• Large Group Activities
  • Try to have shorter groups rather than longer groups where children begin to lose attention.
  • Allow children to bring transitional objects to circle that represent a favorite activity and help ease the transition into a large group activity.
  • Provide photos or symbols in a “What’s Next” format so child can see what will happen after circle.
  • Suggest appropriate ways for a child to ask to leave a large group if it becomes too overwhelming (e.g., using words-‐‑ “out”; signaling with a picture or symbol; going to a specific adult).
  • Use music! Even silent children will often vocalize during activities.
  • Use switches and loop tapes to give child a “voice” during activities. Use preferential seating for children to make the most use of their sight, hearing, body, etc.
  • Try to conduct a large group activity in an area of the room with the least amount of distractions (e.g., avoid areas with open shelves with toys easily seen, walls with things to poke at or rip or pull, large objects like rocking chairs to climb on or under, etc.
• Books
  • Choose books that have repetitive phrases or refrains.
  • Choose books that relate to child’s everyday experience.
  • Choose books with clear pictures and high contrast between foreground and background.
  • Choose books with uncluttered pictures (i.e., many things happening in same picture, “busy” backgrounds, etc.).

Tips for Helping the Child Who is Deaf or Hard of Hearing

• Art Area
  • Be aware of communication demands in this setting (and all others) 
• Pretend Play Area (e.g., dress-up, transportation)
  • Use play scripts to help children understand “what comes next” and learn key words associated with play.
• Large Group Activities
  • Use music! Even silent children will often vocalize during music or singing.
  • Use music with heavy bass sound – vibro tactile – low range of sound is easier to hear.
  • Use preferential seating for children to make the most use of their hearing.
  • Seat children away from ongoing noises such as heaters, electrical equipment, outdoor windows so that hearing aides don’t pick up those noises.
• Books
  • Decide how to both read and show pictures to child who’s deaf; child can either watch the picture or watch teacher read or sign, not both at same time.

Tips for Helping the Child with Visual Impairments

• Art Area
  • Emphasize texture to increase interest and awareness.
  • Emphasize contrasts (i.e., dark paper with light colored paint, chalk, etc. or light paper with dark materials).
  • Use additional lighting at work areas.
  • Confine child’s work to tray or area that has edges so child can organize and find needed  materials.
  • Reduce amount of clutter in and around child’s work area.
  • Have child place their hand on top of teacher ’s hand to introduce new materials:
    • teacher holds new material, object, art media;
    • teacher lets child feel new material with fingertips;
    • as child becomes comfortable, teacher gently rolls hand around so child feels more of material that teacher is holding.
• Manipulatives Area (See suggestions under Art section (above) for ideas about lighting, space, etc.)
  • Use large Rubbermaid™‑type containers (sweater size) and cut out part of one side so child can slide arms in to play with manipulatives or other textures and won’t “lose” material.
  • Reduce clutter so child can easily find what s/he  needs to build.
  • Place objects in child’s work area with spaces between them so child can find separate objects (if objects are clustered together, child with low vision may think it’s a solid object not several pieces).
• Block Area
  • Similar to manipulatives area.
• Pretend Play Area (e.g., dress-‐‑up, transportation)
  • Use play scripts to help children understand “what comes next” and learn key words associated with play.
  • Help child learn where objects are: dolls, dress-up clothes, pretend food, cups, plates, etc.
• Gross Motor Area or Activities/Outside Play
  • Weight carts or wagons for sensory feedback.
  • Be aware of how glare from a sunny day may slow down a child with visual impairments. Contrast between darker inside rooms and outside can be exaggerated for child with visual impairments.
  • Encourage child with visual impairments to move around yard – don’t let him/her  stay only on swing or in sandbox (safest places on playground!); teach peers to be “sighted guides” to assist blind child in moving around outside area – teach them to do things together (i.e., going down slides, etc.)
  • Children with visual impairments have great fear of the outdoors – environment larger and changing all the time – provide extra time/help  to dispel “fear factor”.
• Large Group Activities
  • Use preferential seating for children to make the most use of their sight, hearing, body, etc.
  • Purchase and use Braille lap calendars during calendar time for older children.
• Environment
  • Label all parts of environment in Braille (that child can reach).
• Books
  • Choose books that relate to child’s everyday experience.
  • Choose books with clear pictures and high contrast between foreground and background.
  • Choose books with uncluttered pictures (i.e., many things happening in same picture, “busy” backgrounds, etc.).
  • Use Braille imprint books.
  • Either show pictures to all children at end of story or once at beginning and once at end if you have a low vision child in the group; low vision child will take a long time to scan each picture.
  • Or give the low vision child his/her  own book (same one) to follow along in while teacher reads book to class.

Selected References

Cavallaro, C. & Haney, M. (1997). Facilitating inclusion in early childhood program. Northridge, CA: CHIME Institute for Children with Special Needs, Cal State University, Northridge. 

Cook, R., Tessier, A., & Klein, M. D. (1996). Adapting early childhood curricula for children in inclusive settings (4th ed). Englewood Cliffs, NJ: Prentice-Hall. 

Fink, D. B., & Fowler, S. A. (1997). Inclusion, one step at a time: A case study of communication and decision making across program boundaries. Topics in Early Childhood Special Education, 17(3), 337‑362. 

Gallagher, P. A. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17(3), 363-386. 

Hanson, J. J., Gutierrez, S., Morgan, M., Brennan, E. L., & Zercher, C. (1997). Language, culture, and disability: Interacting influences on preschool inclusion. Topics in Early Childhood Special Education, 17(3), 307-336. 

Harvey, J., Voorhees, M. D., & Landon, T. (1997). The role of the state department of education in promoting integrated placement options for preschoolers: View from the field. Topics in Early Childhood Special Education, 17(3), 387-409.

Janko, S., Schwartz, I., Sandall, S., Anderson, K., & Cottam, C. (1997). Beyond microsystems: Unanticipated lessons about the meaning of inclusion. Topics in Early Childhood Special Education, 17(3), 286‑306

McDonnel, A. P., Brownnell, K., & Wolery, M. (1997). Teaching experience and specialist support: A survey of preschool teachers employed in programs accredited by NAEYC. Topics in Early Childhood Special Education, 17(3), 263-‐‑285. 

O’Brien, M. (1997). Inclusive child care for infants and toddlers. Baltimore: Paul H. Brookes.

Udell, T., Peters, J., & Templeman, T. P. (1998). From philosophy to practice in inclusive early childhood programs. Teaching Exceptional Children, 30(3), 44‑49.

Wood, M. (1998). Whose job is it anyway? Educational roles in inclusion. Exceptional Children, 64(2), 181‑195. 

_{Reprinted with permission from: Klein, M. D., Richardson‑Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists (pp. 57‑61). Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles.}

Examining Intervention Your Practices

Often service providers with even the best intentions have difficulty designing interventions that are integrated. Read the following intervention practices. What is it about each of these practices that make it difficult to integrate into ongoing routines? How could you change the situation or the goal to make it more likely that the goal will be integrated? There are no right or wrong answers for this exercise, the goal is to maximize the likelihood that the child’s goal is integrated into their daily routine as much as possible.

1. As Jodi, Tara’s mom, washes dishes, Connie, the itinerant teacher, explains and demonstrates how family members can support Tara’s sitting while she is watching television in the evenings. How could this situation be improved?
   • Example -Connie asks Jodi if she has concerns with Tara’s sitting. Jodi expresses concern that Tara is not able to use her hands when she is sitting on the floor to play. Connie asks Jodi to show her how they have tried to have Tara sit and play. Jodi and Connie then discuss ways to support Tara’s sitting so that she can better use her hands. Connie demonstrates for Jodi how she could support Tara, and then Jodi tries the techniques out while she has an opportunity to ask Connie questions. During the next visit, Connie will follow up with Jodi on how the techniques have worked or not worked for them.   
2. Audry, a physical therapist, recommends five sets of different range of motion exercises for Brian to be completed during each diaper change at home and at the child care center. What could Audry do differently? 
3. Sara, Andrew’s occupational therapist, has many ideas for targeting outcomes during the meal time routine. Sara shares the ideas with Andrew’s preschool teacher. What’s missing from the interaction? How could the interventionist be more responsive to the preschool teacher?
4. Teresa, Taylor ’s home child care provider, is systematic in accomplishing daily chores, has a neatly organized home, and is fairly directive in her interaction style with Taylor. During a visit, Mike, a speech-language pathologist, suggests that Teresa use more open-ended questions and arrange toys on shelves in the family room to promote communication initiations from Taylor. How likely will Teresa be to implement Mike’s ideas? What else should be considered? 
5. Due to Mia’s sensory defensiveness, bath time is often quick, with the hygiene outcomes being met as efficiently as possible. The speech-‐‑language pathologist gives many examples for enhancing communication development and providing choices during bath times as a good opportunity to play with toys putting things “in” and “out”, dumping, and pouring. The physical therapist would like Michele, Mia’s mom, to complete some stretches and flexes while the occupational therapist recommends using cloth of different textures. Michele smiles at each provider who makes recommendations. Are these intervention recommendations family-guided and routines-based? Why or why not? What should be done? 
6. At home, Chris practices walking with his walker before activities and uses the tips of his fingers and thumb to pick up small objects when playing with toys  and food during snacks and meals. Chris needs assistance to complete activities successfully at school. His preschool teacher believes in a child directed play approach. She wants Chris pulled out to receive special services because she doesn’t have time to work with him individually every day in the class. Is this the best model of service delivery for this situation? What else could be done?  

• This section has a worksheet scale for typical and ideal practices. To receive a digital copy, please email kskits@ku.edu and write 'Requesting TA packet, Birth to Five, What To Do When You Get There, All Resources zip file.

Back to top of page

References

*Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20(1), 14-19. 

Brown, W. H., Horn, E. M., Heiser, J. G., & Odom, S. L. (1996). Project blend: An inclusive model of early intervention services. Journal of Early Intervention, 20(4), 364-375. 

Bruder, M. B. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention, 21(2), 177-186. 

Bruder, M. B. (2000). Renewing the inclusion agenda: Attending to the right variables. Journal of Early Intervention, 23(4), 223-230. 

*Bruder, M. B., Staff, I., & McMurrer‑Kaminer, E. (1997). Toddlers receiving early intervention in childcare centers: A description of a service delivery system. Topics in Early Childhood Special Education, 17(2) 185-208. 

Circle of Inclusion. (2000). Accommodating all children in the early childhood classroom. University of Kansas. Retrieved November 4, 2002, from http://www.circleofinclusion.org/english/accommodating/index.html - Webpage has since been removed. 

Devore, S., & Hanley‑Maxwell, C. (2000). “I wanted to see if we could make it work”: Perspectives on inclusive childcare. Exceptional Children, 66(2), 241‑255. 

*Diamond, K. E., & Stacey, S. (2000). The other children at preschool: Experiences of typically developing chil-‐‑ dren in inclusive programs. In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion. (Vol. 2). Denver, CO: Divison for Early Childhood. 

*Dinnebeil, L. A., McInerney, W., Fox, C., & Juchartz-Pendry, K. (1998). An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. Topics in Early Childhood Special Education, 18(2), 118-128. 

Dinnebeil, L. A., & McInerney, W. F. (2000). Supporting inclusion in community-based settings: The role of the “Tuesday morning teacher”. Young Exceptional Children, 4(1), 19‑26. 

*Dinnebel, L. A., McInerney, W., & Fox, C. M. (1998). An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. Topics in Early Childhood Special Education, 18(2), 118-128. 

*Gallagher, P. A. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17(3), 363-386. 

Gallagher, P. A., Floyd, J. H., Stafford, A. M., Taber, T. A., Brozovic, S. A., & Alberto, P. A. (2000). Inclusion of students with moderate or severe disabilities in educational and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35(2), 135-147.

Guralnick, M. J. (2000). An agenda for change in early childhood inclusion. Journal of Early Intervention, 23(4), 213-222. 

*Horn, E., & Sandall, S. (2000). The visiting teacher: A model of inclusive ECSE service delivery. In S. Sandall & M. Ostrosky (Eds.), Natural environments and inclusion. (Vol. 2). Denver, CO: Division for Early Childhood. 

*Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children’s learning in inclusive programs. In M. Ostrosky & S. Sandall (Eds.), Teaching strategies: What to do to support young children’s development (Vol. 3). Denver, CO: Division for Early Childhood. 

*Klein, M. D., Richardson-‐‑Gibbs, A. M., Kilpatrick, S., & Harris, K. C. (2001). A practical guide for early childhood inclusion support specialists. Los Angeles: Project Support, Early Childhood Inclusion Support Project, California State University, Los Angeles. 

Knackendoffel, K., Robinson, S., Deshler, D., & Schumaker, J. (1992). Collaborative problem solving. Lawrence, KS: Edge Enterprises. 

*McWilliam, R. A. (1996). Rethinking pull out services in early intervention: A professional resource. Baltimore: Paul H. Brookes. 

McWilliam, R. A., Scott, S. (2001, November). Therapy Ain’t Tennis Lessons. In R. A. McWilliam & S. Scott, Integrating Therapy into the Classroom. Individualizing Inclusion in Child Care Project. Retrieved March 28, 2003, from www.fpg.unc.edu/~inclusion/IT.pdf - Webpage has since been removed. 

Mills, P. E., Cole, K. N., Jenkins, J. R., & Dale, P. S. (1998). Effects of differing levels of inclusion on preschoolers with disabilities. Exceptional Children, 65(1), 79-90. 

*Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27. 

*Odom, S. L. (Ed.). (2002). Widening the circle: Including children with disabilities in preschool programs. New York: Teachers College Press. 

*Odom, S. L., Hanson, M. J., Lieber, J., Marquart, J., Sandall, S., Wolery, R., et al. (2001). The costs of preschool inclusion. Topics in Early Childhood Special Education, 21, 46-55. 

Odom, S. L., Horn, E. M., Marquart, J. M., Hanson, M. J., Wolfberg, P., Beckman, P., et al. (1999). On the forms of inclusion: Organizational context and individualized service models. Journal of Early Intervention, 22(3), 185-199. 

*Palsha, S., & Wesley, P. W. (1998). Improving quality in early childhood environments through on-site consultation. Topics in Early Childhood Special Education, 18(4), 243-253. 

Sadler, F. H. (2001, September/October).  The itinerant teacher hits the road: A map for instruction in young children’s social skills. Teaching Exceptional Children, 60‑66.

*Sandall, S. R., Schwartz, I. S., Joseph, G. E., Chou, H.Y., Horn, E. M., Lieber, J., Odom, S. L., & Wolery, R. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Paul H. Brookes.

Scott, S. M., McWilliam, R. A., & Mayhew, L. (1999). Integrating therapies into the classroom. Young Exceptional Children, 2(3), 15-24. 

*Turnbull, A. P., & Turbiville, V. P. (1995). Why must inclusion be such a challenge? Journal of Early Intervention, 19(3), 200‑202.  

Venn, M. L., Fink, D. B., Hadden, S., & Fowler, S. A. (1994). Facilitating Inclusion in Community Settings. FACETS/LRE, University of Illinois at Urbana-Champaign. Retrieved April 9, 2003, from http://facts.crc.uiuc.edu/facts3/facts3.html - Webpage has since been removed. 

Wesley, P., & Buysee, V. (2002). The role of consultation in early intervention and its implications for administrators. Paper presented at the Widening the Circle of Inclusion, Chapel Hill, North Carolina. 

*Wolery, R. A., & Odom, S. L. (2000). An administrator’s guide to preschool inclusion. Chapel Hill, NC: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion. 

*These items are available from:

KITS Early Childhood Resource Center
2601 Gabriel, Parsons, KS 67357
Email: resourcecenter@ku.edu
Phone: 620-421-3067

Back to top of page

Packet Evaluation

Please take a few minutes to complete the brief online survey above. Your feedback is central to our evaluation of the services and materials provided by KITS.

Back to top of page