Module 2

Communication Counts

Activity 2: coo
One Parent’s 4
View 4

Preparation

Conducting the Session

Purpose: Every interaction can help people feel valued or like outsiders.
This coaching session will use vignettes, journaling, and reflective prac-

tice to help participants better understand the impact of simple, everyday
interactions on persons with disabilities.

This session has three parts: 1) an introduction o. the importance of our
everyday communications with children and families; 2) an analysis of
vignettes that highlight a variety of interactions between Head Start staff
members and Maggie, a parent of a child with disabilities; and 3) a brief
discussion abcut elements of constructive communication. At the end of
the session, participants will receive an assignment to document and re-
flect on their communications with or about persons with disabilities. To
prepare for this session:

Review all the directions and handouts for this session.

TM@ Duplicate Handout |-Maggie and Joey (p. 73), Handout 2-Vignettes
(pp. 74-75), Handout 4~Constructive Communication (p. 78), and
Handout 5-Reflection (p. 79): one for each participant.

TM  Sclect vignettes from Handout 2 to discuss with participants.

1, Welcome participants and discuss the purpose of today’s session.
Lead a brief discussion about how our interactions with children with

disabilities and their parents, even brief ones, can help them feel as if
they belong.

2. Ask participants to think about a time when an interaction helped them
feel welcomed. Then have them think about a time when an interaction
made them feel like outsiders. After a few moments, ask participants to
share their stories and what they recall about how each communication
made them feel. Probe for specifics: Was it the person’s words that
made a difference? The tone? A gesture? What was not said? Be
prepared to share your own stories to help the group.

Setting the Stage: Including Children with Disabilities in Head Start

55



Handout 6: Barriers Checklist, page 2

Priority 2: Access to Goods and Services

Ideally, the layout of the building should allow people with disabilities to obtain goods or services without special

assistance. Where it is not possible to provide full accessibility, assistance or alternative services should be avail-
able upon request.

QUESTIONS YES NO POSSIBLE SOLUTIONS
Horizontal Circulation
Does the accessible entrance provide Qo Q Add ramps or lifts.
direct access to the main floor, lobby, or
elevator? Q Make another entrance accessible.
Are all public spaces on an accessible QO Q 1 Provide access to all public spaces
path of travel? along an accessible path of travel.
Is the accessible route to all public Q Q (1 Move furnishings such as tables,

spaces at least 36 inches wide? chairs, display racks, vending

machines, and counters to make

more room.

Is there a 5-foot circle or T-shaped space for Q Q 1 Rearrange furnishings, displays,
a person using a wheelchair to reverse and equipment.

direction?

127

Setting the Stage: Including Children with Disabilities in Head Start 121



Module 1

4.

Ask participants to take a moment to think about what, if anything,
they have heard about the term inclusion.

Give participants a copy of Handout 2—My Point of View. Explain
the purpose of the handout and provide guidelines for responding to
the sentence stems. (Allow about 15 minutes.)

Tip for the Coach

Participants may respond to the sentence stems in a number of
ways. They may participate in a guided discussion with one or
two other participants, or they may write or draw their responses
in their journals. As you think about which option to use, consider
the number of participants in your group and their willingness to
talk openly about a sensitive issue.

5. After participants complete the handout, discuss their answers with
them. Use the Discussion Guide below to encourage participants to 2
share their ideas.
Tip for the Coach

During your discussion, participants may lean towards telling you
what they think you want to hear, rather than what they are really
feeling. lt is important not to exhaust all of your energy getting
participants to “open up.” Keep in mind that you and participants
will have opportunities to explore some of the issues raised by the
sentence stems later in the session.

Conclude the discussion by asking participants what information
would help them understand their roles in including children with
disabilities in Head Start. Record their responses. Tell participants
that they will use their responses to develop a set of interview ques-
tions. For their assignment, they will use these questions to interview
other Head Start staff in similar roles about what steps they have
taken to foster inclusion in their day-to-day practice.

Help participants use their responses to define a few major goals for
their interviews,

Based on their goals, have participants create six open-ended inter-
view questions.

29

20

Module 1: There’s Room for All of Us



*
HEAD START @@@

_ Training Guides for the

1

_ Head Start Learning Community

ED 398 220

Setting the Stage:
Including Children
with Disabilities

in Head Start

'S. DEVARTMENT OF HEALTH AND HUMAN SERVICES
fc « for Children and Families
Children, Youth and Families

BEST COPY AVAILABLE



Module 3

Handout 4: Rights and Protections Under the Law*

Nondiscrimination
Children ages 3 to 5 with disabilities have the right to:
TM Comprehensive and nondiscriminatory testing and evaluation.
TM@ Buildings and materials that are accessible.
TM Support (aids, equipment, adaptations) that they need.

TM Be considered for admission to the program—no matter what their disability.

All persons with disabilities have the right to:
@ Equal employment opportunities.
TM@ Access to all public accommodations and public transportation.

TM Access to all public buildings. Physical barriers must be removed or alternatives must be offered.

@ All state and local services and telecommunications.

Confidentiality
Parents of children with disabilities -wve the right to:
TM Confidentiality of records and conversations about their child's condition.
@ Explanations of information and copies of records.

TM@ Inspection and review of educational records.

* Adapted with permission from National Network of Resource Access Projects for Head Start. 1995. Child to

e@ Child: Maximizing Opportunities for Social Integration. Washington, D.C.: U.S. Department of Health and
Human Services, Administration for Children, Youth and Families.

Setting the Stage: Including Children with Disabilities in Head Start Las 117



Module 2

Wrap-up and Assignment

Briefly summarize the session with participants. Give each participant a
copy of Handout 7—Choosing Words with Dignity, and review it with
them. Have a brief discussion about critical elements for constructive
communication, especially as it relates to persons with disabilities. Ac-
knowledge that while specific words and phrases are important to use or
avoid, and certain skills and techniques are helpful in communicating,
words and techniques are not enough. Genuineness, empathy, caring, and
respect—qualities very familiar to Head Start staff—are essential for cre-
ating an inclusive community and have been shown t.. be key ingredients
of constructive communication.

Give participants a copy of Handout 8-Directions for Participants, Hand-
out 9-Prompts, and Handout 10-Responses and review the handouts with
them. Ask participants to complete the assignment and bring it to the next
coaching session, Making a Plan. Thank participants for their participa-
tion and confirm a time and place for the next meeting.

Module 2: Communication Counts



Module 2

Handout 3: Vignette Worksheet

Choose a few vignettes that you think made Maggie and Joey feel as if they belonged in the program. Then
answer the question below for each vignette you chiose.

Title of Vignette:

What made the interaction positive?

Title of Vignette: @

What made the interaction positive?

Title of Vignette:

What inade the interaction positive?

83

16 Module 2: Communication Counts



Introduction

such as Head Start must create environments that are responsive to the
diverse needs of all children.

Inclusion is a philosophy driven by the belief that individuals with
disabilities can and should be integrated into all aspects of community
life. The Division of Early Childhood of the Council for Exceptional
Children defines inclusion as:

a value that supports the right of all children, regardless of their
diverse abilities, to participate actively in natural settings

within their communities. A natural setting is one in which the
child would spenc time had he or she not had a disability. Such
settings include but are not limited to home and family, play
groups, child care, nursery schools, Head Start programs,
kindergartens, and neighborhood school classrooms (1993).

What Does Inclusion Look Like?

Research and practice tell us that when a classroom is truly
developmentally appropriate, it can meet the needs of children with
varying abilities. However, because children with disabilities have unique
needs, they will often require additional services and support if they are to
be fully included. .

Some necessary supports may be costly, while others may be relatively
inexpensive or even free (e.g., asking community groups such as the
Kiwanis Club or churches to make donations or lend equipment). Others
may require some creativity on the part of staff (e.g., gluing corks on
puzzle pieces to serve as handles, rearranging the physical space or the
schedule).

But what does it mean to be fully included? Figure 1 illustrates some

examples that highlight the differences between inclusive and restrictive

settings.

How Does Inclusion Benefit Children and Families?

Inclusion can benefit children with disabilities by helping them to:

TM@ Build friendships with typically developing peers from their own
communities and neighborhoods. The ability to build friendships in

the early years is a key to establishing relationships in later life.

TM@ Receive services and supports in the context of their regular
classroom without being isolated.

@ Learn in the company of their peers.

Setting the Stage: Including Children with Disabilities in Head Start 9

[|

ty


Module 3

Handout 10: Carla’s Story, Part II

Planning for Carla

The Head Start staff had lots of meetings before Carla entered
the center-based program. And they always involved Carla’s
family. There were just lots of unknowns. How, for instance,
could Carla go on field trips if it was hard for her to walk?
How could she get up and down the stairs? On and off the bus?
What if her tracheostomy got clogged? What if the tube fell
out? What equipment did Carla need so that she could be
included in all of the classroom activities? What about
scheduling? Who would change her diapers? And how would
anyone even know when her diapers needed to be changed?

“These meetings gave everyone a chance to ask their
questions,” said the director. ““Together, we tried to figure out
what we knew, what we needed to know, and what extra help
we needed. Yes, we were scared at the beginning, but these
meetings made everyone realize that there were resources out
there, within Head Start and the community, that we could use.
We were not alone.”

Carla did have a full-time nurse who did the tube feeding and
breathing therapy. While the nurse was a big help, she was a bit
overprotective. “She almost died when she saw Carla go down
the slide,” said Carla’s teacher with a smile. “But we worked
with her, helping her see that Carla sometimes needed to take
risks and that it was important to let go.”

While the nurse was there to provide for Carla’s medical needs,
staff realized they needed more help. And they got it. The
school district agreed to pay for a full-time aide to work with
Carla as well as other children in the classroom.

Carla also received lots of therapy. Twice a week, she worked
with an occupational therapist. One day a week she worked

126 13 2 Module 3: Making It Work!
3



Continuing Professional Development

Professional Development Survey

Now that you have successfully completed Setting the Stage: Including Children with Disabilities in Head Start,
what else would you like to learn or do as a result? Below is a list of topics related to the learning outcomes of
this guide. Place a / next to the topics that interest you. Then, in the first column, rank your top three choices.
We will be designing follow-up activities based on your responses. Thank you!

v
Cholces All that
(1,2, or 3) Apply

{ would like to learn more about...

im} Oo How my perceptions and experiences influence how I interact with
children with disabilities and their families, and how I can strengthen
my ability to welcome all children and families.

oOo oO The principles and practices necessary for meaningfully including
children, and how I can advocate for them in the program and in the
community.

Oo Oo How inclusion benefits all of us, and how I can help others become
more aware of this.

Oo oO How I can better communicate with others in ways that will promote @
inclusion.

oOo oO How I can strengthen my ability to talk about disabilities (or speak
with persons with disabilities) in a way that promotes inclusion.

im} Oo The laws and regulations that protect the rights of persons with
disabilities, and how they apply to my job.

a im} Ways to identify and remove existing barriers in the program or the
community.

o is} The special supports needed by children with disabilities and how I
can advocate for these supports.

oO Qo How staff in roles similar to mine create a welcoming and inclusive
environment.

oOo o When and how I create an inclusive environment and when I

inadvertently create barriers.

oOo a How to identify and advocate for the supports we need in order to
successfully include children wich disabilities.

a oO Other (please specify):

132 1 38 Continuing Professional Development



Module 2

Wrap-up and Next Steps

8. Ask participants for recommendations about how the program might

improve its ability to communicate with children and adults with dis-
abilities. For example, participants might suggest staff training to
heighten awareness and strengthen communication skills. They might
also have ideas for advocacy in the community or books and posters
that the program could display to promote inclusion. Tell participants
you will bring their recommendations to the management team.

Briefly summarize the session with participants and highlight key points.
Emphasize that all of us in Head Start, regardless of our roles, have an
opportunity to communicate with others in a way that creates belonging.
We all should identify ways we can improve our skills to do so. Distrib-
ute and review Next Steps: Ideas to Extend Practice. Together, select one
option for continuing your work. Thank participants for their participa-
tion and confirm a time and place for a follow-up meeting.

Module 2: Communication Counts



Module 1

3. Summarize what was leamed from the assignment. Then read aloud
and discuss the examples you selected from Figure |-Inclusive/Re-
strictive Practices. Ask participants to share examples of inclusive
and restrictive practices from their own experiences.

4. With participants, analyze the examples you have discussed to make a
list of principles that support inclusive practices, such as:

@ See the child first, not the disability.

@ Provide additional supports for children, families, and staff to
foster inclusion.

@ Plan with specialists, families, and other Head Start staff to help
children with disabilities participate in program activities.

Then, with the group, identify elements that create barriers. Record
participants’ responses under the appropriate heading: “Fostering
Inclusion” or “Barriers.” Suggest that participants jot these two lists
down in their journals as they will be useful for their assignment and
for future coaching sessions.

Tip for the Coach

Figure 1-Inclusive/Restrictive Practices (p. 11) may be used as a
handout.

5. After your discussion, give participants a copy of Handout 3—Defini-
tion of Inclusion, and read it aloud. Give a brief talk about the mean-
ing of inclusion, tying together points made during the session and
information from the section About Inclusion. Emphasize that be-
cause children with disabilities have unique needs, they will often
require additional services and support to be fully included into the
program. Head Start staff, along with families and other service pro-
viders, need to plan and solve problems together to remove existing
barriers for full participation and to identify the extra services and
supports that may be needed.

ab

Setting the Stage: Including Children with Disabilities in Head Start



Module 3

Wrap-up and Assignment

Briefly summarize the session with participants. Emphasize that it is a
basic right, not a privilege, for individuals with disabilities to participate
fully in school, the community, and the workplace; and we all play a role
in protecting those rights. Tell participants that the first step is to realize
that they have questions about how the principles apply to everyday prac-
tice. The next step involves knowing how to find some answers.

Ask participants to think about the principles for a moment. Then ask
them to think of one situation they (or someone else in the program) expe-
rienced that raised questions for them. The situation they choose will
serve as the basis for their assignment.

Tips for the Coach

If participants have difficulty identifying a situation, you may 1)
share a situation that you have encountered; 2) create a situation
that would be relevant for participants and for their roles in the

program; or 3) have participants choose one situation from those
listed below.

* A father wants to enroll his child in your Head Start program.
You find out that the child has a significant disability. You think
another program might be better for his son. According to the
principles, what do you need to consider before you respond?

* You are a Head Start teacher. Once a week you meet with the
speech therapist to talk about children’s progress. This week the
therapist asks about Latoya. “Doesn't her mother have a drug
problem?” she asks you. According to the principles, what do
you need to consider before you respond?

Give participants a copy of Handout 5-Finding Some Answers and re-
view it with them. Ask participants to complete the handout and bring it
to the next coaching session, On Target. Thank participants for their par-
ticipation and confirm a time and place for the next meeting.

100

Module 3: Making It Work!



Module 1

Discussion Guide

feel the examples you chose were positive ones? What were the guid-
ing principles? What, if any, barriers did you notice? Conclude the
discussion by asking participants to identify how they would apply
what they learned during their observation to their own practice.

3. Explain to participants that for the remaining time, you will explore a
series of questions that will help them think about their roles in pro-
viding an inclusive Head Start program. Point out that you will use
an approach based on Making Action Plans, or MAPS (they may have
heard of it), a process that was first developed to help plan for stu-
dents with disabilities. Explain that the MAPS questions will help
them form a vision, or map, for the roles they will play in making
inclusion a reality.

4. ‘Jive participants a copy of Handout 10-A Personal MAP. Read each
item aloud; give participants enough time to think about each question
and to record their ideas on the handout or in their journals.

5. Lead a discussion about each item on the handout. Use the key points
from the Discussion Guide below to encourage participants to share
their ideas.

Use these questions to guide discussion about Handout 10-A Personal
MAP.

© What have you already achieved in welcoming and working with
children with disabilities?

This is an opportunity for participants to think about areas in which
they are already successful in working with children with disabilities.

It is an opportunity to assess where they are, from a positive perspec-
tive,

> What are your hopes for the future? What do you want to accomplish
in the next 5 years?

These responses should also focus on the positive. What are partici-
pants’ career goals? How do their goals relate to working with chil-
dren with disabilities and their families? Are there any arcas of their
work they would like to strengthen? If they were asked to paint their
ideal picture of serving children with disabilities, what would it look

34

Module 1; There's Room for All of Us

cy
te



Module 2

Summing Up

prompt, point out that many responses seem to foster inclusion, re-
gardless of particular word choice. Write the key elements or prin-
ciples of constructive responses generated by the group on newsprint.

IL and respect. Refer to p. 93 for a discussion of confidentiality.

Tips for the Trainer

« Handout 6-Responding to Questions, will be used as a hand-
out later in the activity, but you might want to refer to it now
to help guide the discussion.

* During the discussion, issues related to confidentiality may
surface. Remind participants that children and parents have a
legal right to confidentiality. In general, no information
should be shared without the parents’ written permission, but
there are exceptions (such as the mandate tu report abuse or
neglect). In any case, parents and children deserve privacy

Rei

If time permits, use another prompt and repeat the process.

Ask participants to find common elements that foster inclusion.
Write them on newsprint. Next ask the group to identify elements
that create barriers, and record these, too. Handout 6-Responding to
Questions might help guide this discussion.

). Summarize key points on newsprint and pass out Handout 6-Re-
sponding to Questions to each participant. Review similarities and
differences between the items on the newsprint and the points on the
handout.

. Pass out Handout 7-Choosing Words with Dignity and briefly review
the information in the handout.

mind participants that every interaction with or about children with

disabilities can show they are valued members of the group. These inter-
actions may be long or very brief, and may involve anybody in the pro-
gram: children, staff, parents, or community members. Words are

im

portant, but the feelings that go along with the words are critical in

promoting inclusion.

6y

60

Module 2: Communication Counts



Introduce the MAPS activity. Explain that the creation of a vision—a
map—will help everycne in the program understand where they are
headed. This vision will provide a guide for carrying out day-to-day
work.

Distribute Handout 9-MAPS Discussion Questions to participants.
Explain that they will not have to answer the questions in writing but
that they can use the handout to take notes.

To begin, ask participants to move their chairs to form a semicircle.
Do your best to create this seating arrangement since it allows partici-
pants to make eye contact.

Discuss each item on the handout. Use the Discussion Guide below
to encourage participants to share their ideas. For each question, try
to get a good cross section of responses (with the exception of ques-
tion 1, which will be answered by I person). Record the group’s
ideas about each question on newsprint.

Close the large-group discussion by emphasizing that the group’s
completed responses, ideas, and decisions form the map, or vision, for
the program. Review the responses with the group to be sure that
they reflect the ideas and decisions of the group as accurately as pos-
sible.

To complete the MAPS process, highlight or rewrite the big ideas
from the discussion on a separate page. This sheet can then be posted
somewhere to remind staff about their vision and their goals for inclu-
sion.

Tip for the Trainer

If you have a particularly large group, you may want to continue

the discussion using the same format as the icebreaker. Ask ev-
eryone to answer the question with 1 to 3 people sitting near them

and have volunteers share the points with the larger group. Even |
though this is not the ideal, it is critical that every participant is |
heard. Take as much time as you need to ensure this. Take a

break after completing question 4. The Discussion Guide gives
approximate times to spend on each question.

33

Module 1; There's Room for All of Us



Tips for the Coach

* The discussion with the guest should be open and informal,
not an interview. If the participants do not ask their questions
naturally during the conversation, stop the discussion early to
allow time for a brief question-and-answer period at the end.

* The discussion with the guest has three purposes. Participants
will learn from an “expert”; they will see you model construc-
tive communication; and they will practice their communica-
tion skills in a safe place.

5. Welcome the guest and ask participants to introduce themselves. To
start the discussion, briefly describe the work you and the participants
are doing together, and ask the guest to share her experience. Con-
tinue the discussion for 20 to 30 minutes. End the discussion on time
and thank the guest for her time and insights.

6. Debrief with participants, focusing on two areas. First ask them what
they learned from the guest. For example, you might ask: “What
@ seemed new to you?” “What surprised you?” or “What contradicted
something you believed?” Then ask participants to reflect on their
thoughts, feelings, and behaviors during the conversation.

Tip for the Coach

One point that may surface during the debriefing is that every
person, child, and family is unique. The ideas and feelings ex-
pressed by the guest may be very different from ideas expressed
by others. Make sure that participants understand that all people
and families are different and that personal history and prefer-
ences, religion, community norms, and culture can all play a part
in the development of our values and beliefs. Probably the best
way to get guidance is to talk with families openly about their
interests and needs.

e Th

Setting the Stage: Including Children with Disabilities in Head Start 63



Module 3

Making It Work!

Activity 3:
On Target

Preparation

Purpose: The principles discussed during the previous session form the
basis of Section 504 of the Rehabilitation Act, the Americans with Dis-
abilities Act (ADA), and the Individuals with Disabilities Education Act
(IDEA). These laws provide a mandate to end discrimination against
individuals with disabilities. They also protect individuals’ essential right
to participate in the community and gain access to critical services.

Head Start Performance Standards describe Head Start’s obligations to
follow federal laws of nondiscrimination and to be active partners with
Local Education Agencies (LEAs) in implementing IDEA. In this coach-
ing session, participants will learn about the laws and regulations that
protect the rights of individuals with disabilities and how they apply to
their programs.

This session has three major parts: 1) reviewing the assignment from the
previous session; 2) an introduction to the basic laws and regulations pro-
tecting the rights of children and adults with disabilities; and 3) taking a
tour of the site to check program accessibility. (For this tour, participants
will use guidelines consistent with Section 504 of the Rehabilitation Act
and ADA.) At the end of the session, participants will receive an assign-
ment. Their task is to identify potential problem areas for accessibility
within their own programs. To prepare for this session:

@ Review all the directions and handouts for this session.

®@ Arrange for ewsei, newsprint, markers, tape, and tape measures.

@ Duplicate Handout 3-Laws and Regulations (pp. 115-116), Handout
4-Rights and Protections Under the Law (pp. 117-118), and Handout
6-Barriers Chechlist (pp. 120-122): one for each participant.

M@ Select one section of Handout 6-Barriers Checklist to complete dur-

ing the sessiun Use the section to plan the route of the tour you will
take with participunts.

106

Setting the Stage: Including Children with Disabilities in Head Start 101

EEE


Module 3

Handout 8: Pianning Worksheet

> What questions would you and your team want to ask Carla's family?

TM = What questions would you and your team want to ask other staff and service providers, such as Carla’s
occupational therapist or nurse?

TM What other questions, concerns, or fears would you have?

13s

124 Module 3: Making It Work!



Module 1

Handout 4: The Interview

Consider the following tips as you prepare for your interview.

Whether interviewing by phone or in person, find a quiet place where you won't be interrupted. Take a few
minutes before and after the scheduled time to get ready and then finish up any notes while the discussion is
still fresh in your mind.

Have your questions, a note pad and pens or pencils ready.

Before you begin, make it clear that the conversation will be kept confidential. If you are audiotaping, ask for
permission first. Remember to begin and end dy thanking the interviewee for his or her time.

Be an attentive listener by making eye contact and smiling. Don’t spend all your time looking down to write.
Focus on key words or phrases that will help you remember what was said when you reread your notes.

Do your best not to go over the scheduled time.

Relax. Most people enjoy talking to an interested listener.

49

40

Module 1: There's Room for All of Us



Module 2

Handout 8: Directions for Participants

This assignment wil! give you a chance to practice ard analyze conversations you may have about children who
have disabilities. It will also give you a chance to learn how others in the program respond to questions.

1. Read the prempts on Handout 9. Choose three prompts to work on. For each, think about what you would
say. Then write down the actual words you would use to answer the questions.

2. Next, look at Handout 10-Responses. Find the responses that match the prompts you just worked on. Read
these responses. After each one, think about whether or not the response would help a person feel valued,

and why. (Remember, there is no single “right” answer.) Write down your thoughts on Handout 10-
Responses.

3. Before the next session, ask two staff members to tell you how they would respond to each of the three
prompts you worked on. Tell these staff members that their answers will be anonymous. Record their
responses near the appropriate prompt on Handout 9-Prompts.

84 Module 2: Communication Counts



Introduction

Organization of the Guide

Organization of the Modules

This guide includes the following sections:

Module 1: There’s Room for All of Us helps participants identify ways in
which their own perceptions and experiences influence how thcy interact
with children with disabilities and their families; and how basic principles
and practices necessary for meaningfully including children with disabili-
ties apply to their own Head Start programs.

Module 2: Communication Counts helps participants identify and prac-
tice ways of communicating about disabilities that foster a sense of be-
Ienging in children with disabilities and their families.

Module 3: Making It Work! helps participants identify how the principles
underlying the laws and regulations that protect the rights of individuals
with disabilities apply to everyday practice; and identify what role staff
play in providing additional supports necessary to fully integrate children
with disabilities into their program.

Continuing Professional Development offers strategies that supervisors
can use to help staff apply new skills and extend their learning.

Resources lists print and audiovisual materials and resources that staff can
use to learn more about the key issues presented in the guide.

In order to accommodate the needs of different grantees, each module
offers two different delivery strategies: workshop and coaching. Work-
shops are suitable for groups of 10 or more participants. Workshops can
build strong site-based teams as well as help staff from multiple sites de-
velop a programwide identity. Coaching permits one, two, or three staff
members to work together under the guidance of a coach, who could be a
Head Start director, coordinator, or head teacher, or an outside consultant.
Coaching provides individual flexibility and allows participants to work
on actual issues and challenges in their own program. While activities
vary according to the type of delivery strategy, the content and objectives
are the same for each approach.

Introduction



This national training guide was developed by Education Development
Center, Inc., 55 Chapel Street, Newton, MA 02158-1060, under contract
number 105-93-1583 of the Head Start Bureau, Administration for Children
and Families, Department of Health and Human Services.

Photographer: Gary Samson, University of New Hampshire
Photograph provided courtesy of the Institute on Disability/University
Affiliated Program at the University of New Hampshire.



Module 1

Handout 1: Directions

Assemble “My Point of View” booklets by duplicating the directions below and the sentence stems on Handout

2. Then cut each stem and paste it on a separate blank sheet of paper. Put the directions on the first page of each
booklet.

Directions

me

1. Begin by reading the first sentence stem to your partner.

2. Give your partner as much time as she needs to complete the stem. Feel free to ask questions about her
response.

3. Now it’s your turn to respond to the same sentence stem.
4. Continue this process until you complete the booklet. (Please do not skip pages or read ahead.)

5. This conversation is confidential. It is just between you and your partner.

46

Setting the Stage: Including Children with Disabilities in Head Start 37



Module 2

Tips for the Coach

« Handout 6-Responding to Questions will be used as a handout
Jater in the session. You might want to refer to it now to help
guide the discussion.

* During the discussion, issues related to confidentiality may
surface. Remind participants that children and parents have a
legal right to confidentiality. In general, no information
should be shared without the parents’ written permission, but
there are exceptions (such as the mandate to report abuse or
neglect). In any case, parents and children deserve privacy
and respect.

¢ Participants may feel that they can’t say whether a response is
“constructive” or “destructive” without knowing more about
the situation. They may question the relationship between the
people, the tone, what else was said, etc. This is an important
insight. Use it to reinforce the idea that communication is
complex. Words and techniques are important, but the under-
lying “heart” of the message is the essential communication.

Give each participant a copy of Handout 6-Responding to Questions.
Review the handout with participants, comparing the items on the
handout with the experiences and ideas generated by the participants.

Have participants share the results of their homework and analyze the
Tesponses given by staff members. Use the lists participants gener-
ated earlier as a framework for the discussion. Remind participants
that the staff members’ identity should not be disclosed.

Tell participants that while we all have strengths, we all have room to
grow. We can improve by developing specific goals for ourselves.
We can also use the responses of the staff members, along with our
experience in the program, to make specific recommendations for
program improvement.

Give each participant Handout | !-Goals and remind them that their
goals should relate to written and oral communication with and about
children with disabilities. Tell participants they will have 5 minutes
to complete the handout. Then ask them to share their responses to
My Goals. Help them identify the steps and supports they need to
reach their goals.

V7

Setting the Stage: Including Children with Disabilities in Head Start 69

EE


Module 2

Handout 5: Reflection

Complete the following assignment for your next session.

1.

Have at least one interaction with a child with a disability, an adult with a disability, or a parent of a child
with a disability before the next session. During the interaction, try to foster a sense that the person truly
belongs and is a welcomed member of the group. For each interaction, jot down your responses to the
following questions. Use the space below or write in your journal.

What feelings and thoughts did you have about the interaction at the moment?

T felt:

I thought:

What feelings and thoughts did you have about the interaction immediately after the interaction took place?

I felt:

I thought:

In preparation for our next session, write down at least one question or concern you have about
communicating with or about people with disabilities.

What do you still want to know?

What are you unsure about?

What would you like to ask the visitor who will be coming to our next session?

S6

Setting the Stage: Including Children with Disabilities in Head Start 19



DOCUMENT RESUME
ED 398 220 SP 036 871

TITLE Setting the Stage: Including Children with
Disabilities in Head Start. Training Guides for the
Head Start Learning Community.

INSTITUTION RMC Research Corp., Portsmouth, NH.

SPONS AGENCY Administration for Children, Youth, and Families
(DHHS), Washington, DC. Head Start Bureau.

PUB DATE 95

CONTRACT 105-93-1585

NOTE 147p.; For other guides in the series, see SP 036
872-873.

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MFO1/PCO6 Plus Postage.

DESCRIPTORS Disabilities; *Family Role; Federal Legislation;

*Inclusive Schools; Inservice Teacher Education;

Learning Strategies; “Normalization (Disabilities);

Preschool Children; Preschool Education; Preschool

Teachers; Resource Materials; *Staf£ Development;

*Teacher Role; Training Methods; Workshops
IDENTIFIERS *Project Head Start

ABSTRACT

This foundation guide is addressed to Head Start
staff, parents, and consultants to help them develop a broader view
of their roles.and to support the program's efforts to include
children with disabilities in the various worlds around them. The
guide includes the following sections: (1) "Module 1: There's Room
for All of Us," which helps participants identify ways in which their
own perceptions and experiences influence how they interact with
children with disabilities and their families; (2) "Module 2:
Communication Tounts." which helps participants identify and practice
ways vf communicating about disabilities that foster a sense of
belonging in children with disabilities and their families; (3)
"Module 3; Making It Work!" which helps participants identify how the
principles underlying the laws and regulations that protect the
rights of individuals with disabilities apply to everyday practice;
(4) "Continuing Professional Development," which offers strategies
thal supervisors can use to help staff apply new skills and extend
their learning; and (5) "Resources," which iists print and
audiovisual materials and resources that staff can use to learn more
about the key issues presented in the guide. (CK)

eld einto doa Oa IIIA ITA OG A GIGI OIA TISAI TAIT

* Reproductions supplied by EDRS are the best that can be made *

from the original documeat. *
JolMedcoiodocicook odeticioniciol ctdotroiddoiioeicinictot idiot ici lok i idikitit icles see ssesk ver

*



Module 3

viders. Point out that while participants will be working as members
of cross-component teams, they should focus on Carla’s story as it
relates to their particular roles.

Divide participants into groups of 4 to 6 people, making sure the
groups represent a good cross section of roles within the progra:n.
Ask for one volunteer from each group to lead the small-group dis-
cussion. Give leaders a copy of Handout 7-Directions for Group
Leaders. Ask for another volunteer from each group to be the re-
corder. Give each recorder a copy of Handout 8-Planning
Worksheet.

Distribute Handout 9-Carla’s Story, Part I to all participants and read
it aloud to the whole group. Tell the groups they have 20 minutes to
discuss Carla and complete Handout 8~Planning Worksheet. While
the groups are working, hang up 3 pieces of newsprint. Write one
question from Handout 8-Planning Worksheet on each piece of news-
print: “What questions would you and your team want to ask Carla’s
family?” “What questions would you and your team want to ask
other staff and service providers, such as Carla’s occupational thera-
pist or nurse?” “What other questions, concerns, or fears would you
have?”

At the end of the 20 minutes ask for volunteers from each small group
to report back, using their completed Handout 8-Planning Worksheet.
Record responses on the appropriate sheets of newsprint.

Briefly summarize information on the 3 sheets of newsprint. Then
lead a discussion, using the following questions as a guide:

What did you learn?
Were there any surprises?

M@ If this were an actual planning meeting, what would your next
steps be?

Read Handout 10-Carla’s Story, Part I] aloud to participants. This
story provides information about the planning and collaboration that
was actually involved to include Carla in a Head Start program.

Li2

Setting the Stage: Including Children with Disabilities in Head Start 105



Continuing Professional Development

@ Follow-up Strategies

Professional development experiences are most effective when there is
follow-up support. Follow-up builds on staff's motivation and interest
and helps them transfer new skills to the workplace. It can extend the
learning that takes place in workshops or coaching sessions.

Research and practice indicate that follow-up is most effective when it is:
TM@ planned as a key component of professional development activities
@ supported by supervisors

M@ designed with the participant

TM@ based on the needs, interests, and learning style of the participant

A survey is a simple method to assess the needs and interests of staff in
your program. A sample survey appears at the end of this section.

Once participants have selected their priorities, help them design the con-
tent and approach of follow-up. Below are several follow-up strategies
that can be adapted to meet the needs of your staff. These strategies can
be used alone or together to help participants bring all they have learned
to their day-to-day practice in your Head Start program.

Personal Learning Plans

Personal Learning Plans are an extension of the “Back Home Plans” de-
scribed in Next Steps: Ideas to Extend Practice. Staff create written plans
for themselves, and then commit to action. Learning Plans help staff
specify what they would like to learn (communication skills, benefits of
inclusion) and how they would like to leam it (read, discuss, watch a
video, observe others). As a supervisor, you can support participants by
helping them create their plans. Once developed, meet with participants
regularly to discuss their progress, and help them find resources or plan
steps to complete their plans.

135

Setting the Stage: Including Children with Disabilities in Head Start 129



HEAD START® fit

Setting the Stage:
Including Children with
Disabilities in Head Start

Training Guides for the Head
Start Learning Community

—
? U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
é
g Adi ildren and Families
4 Ad Idren, Youth and Families
“ty, Heo
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Module 3

Summing Up

8. Briefly relate the group-generated information on the newsprint to
what actually happened for Carla. Highlight both the similarities and
the differences. Then have participants discuss what they learned
from Carla and the planning process.

9. Briefly summarize the main points from the section About Inclusion
by describing what inclusion means for Head Start. Mention who
benefits and why, and what it takes to make it work.

Tip for the Trainer
You may distribute copies of About Inclusion as a handout.

Remind participants that planning must occur before a child enters the
program. Family, staff, and service providers need to work together to
identify additional information, services, and supports that are needed to
integrate a child with disabilities. Emphasize that families are key players
in making inclusion work, and that we can all learn a lot from them. This
means that Head Start staff need to find meaningful ways to plan and
implement the Head Start program with parents. Point out that each fam-
ily has unique needs, strengths, and preferences. Even families with simi-
lar needs may want very different approaches to meeting those needs.

106

Module 3: Making It Work!



Module 1

Discussion Guide Use the following questions to guide the large-group discussion.

°

What did your responses to the viewpoints show about what we can
do to foster or hinder inclusion? What are the similarities and differ-
ences between your own program and Geri’s?

What viewpoints are missing? There are many cultural, regional,
religious, and other influences on viewpoints that are not represented
in these examples.

What did this discussion reveal about how people’s roles affect their
feelings about inclusion?

Has this discussion influenced how you define your role in welcom-
ing children with disabilities into your Head Start program? How?
What did you realize about what you are doing well and what you
need to change?

Based on the discussions, what would you say are the benefits of in-
clusion to children with disabilities and their families? To typically

developing children and their families? To staff, specialists, consult-
ants, and the community?

Point out that considering different viewpoints is a technique used to pro-
mote open discussion and understanding. Ask participants to reflect on
this activity. Then ask in what ways they can use this technique for group
discussions in their programs.

Summing Up Summarize the key ideas generated during the discussion. Point out that
there are many viewpoints about inclusion. Our awareness and respect
for them will help us provide a welcoming environment that supports all
children and families.

Ces
—

Setting the Stage: Including Children with Disabilities in Head Start 25



Module 2

Handout 10: Responses

Read the following responses to the prompt you selected. Which responses seem to foster a sense of belonging?
Why? Which seem to hinder inclusion? Wny?

Sophie and Chrystal

Don’t ask that, Chrystal. It’s not nice.

She can walk, Chrystal. She just needs a walker to help her.

She was born that way.

Sophie is walking with her walker, Chrystal. Do you mean why does she need a walker?

Other:

Peter

I don’t think you are stupid, Peter. That seat belt is just a bit tricky to buckle.
Don’t say that, Peter.

You are fine, Peter. Let’s not worry about that today.

I know you are not stupid, Peter. You are smart in lots of ways.

Other: _ eo

Shiva and Vuk

I'm not sure, Vuk. I'll try to make sure that it doesn’t happen again. Hitting is not allowed here.
She’s just like all of us, Vuk. She gets upset and takes it out on others.

I think Shiva just hits the person who is closest to her when she gets upset. I'm sorry you got hurt.
She’s hitting because she has Down syndrome, Vuk.

Other:

Neighbor

Oh, yeah. He’s an inclusion kid.
He's just like all kids, really. He just needs crutches to get around.
~ Oh, I don't feel special at all. It’s those kids who are special.

Other:

NI]

86 Module 2; Communication Counts



Module 2

Handout 6: Responding to Questions, page 2

Answers that hinder a sense of belonging to the group, even if well-intentioned:

are overprotective
avoid the question
There’s nothing wrong with him. We're all the same.
blame the person asking
Don’t ask that, Chrystal. It's not nice.
focus on the disability and not the person
Oh, yeah. He's an inclusion kid.

focus on the law as the only reason to fully include persons with disabilities

We have to take kids like Adam. It's the law.

make generalizations about persons with disabilities

She's hitting because she has Down syndrome, Vuk.

have the “right” words in them, but not the feelings and attitudes that convey respect and dignity

other:

8S

Setting the Stage: Including Children with Disabilities in Head Start

81



Introduction

Module Activity Time Materials
Module 2: Activity 1; Learning from an Expert (W) 90 mins. Handout 1—Maggie and Joey
Communication Participants analyze vignettes to identify aspects of Handout 2-Vignettes
Counts communication that promote or hinder a sense of Handout 3-Vignette Worksheet
i belonging. Handout 4~Constructive Communication
H Easel, newsprint, markers, and tape
|
! Activity 2: One Parent's View (CY 60-90 mins, | Handout 1-Maggie and Joey
j A coaching adaptation of Activity 1: Learning from Handout 2-Vignettes
i an Expert. Handout 4-Constructive Communication
| Handout 5=Reflection
Activity 3; What Should I Say? (W) 90 mins. Handout 6-Responding to Questions
Participants practice answering questions about Handout 7-Choosing Words with Dignity
children with disabilities, Overhead projector, markers for
transparencies, blank transparencies (or
| pencil and paper), a few completed
. transparencies
H Easel, newsprint, markers, and tape
Activity 4: One-to-One (C) 60-90 mins. | Handout 4~Constructive Communication
Participants engage in a discussion with a parent of a Handout 7-Choosing Words with Dignity
child with a disability (or with an adult with a Handout 8-Directions for Participants
disability) to learn more about communication that is Handout 9-Prompts
| constructive and welcoming. Handout 10-Responses
H Activity 5: What Does It Mean for Me? (W) 60 mins. Handout 11-Goals
Participants develop individual goals for improving Easel, newsprint, markers, and tape
their everyday communication skills,
| Activity 6: Making a Plan (C) 60-90 mins. | Handout 6-Responding to Questions

| A coaching adaptation of Activity 5: What Does It

Handout !1—Goals

L Mean for Me? Next Steps: Ideas to Extend Practice
'W = Workshop
C= Coaching
BEoy COPY AVAILASLE :
it
6

Introduction



Module 1

Handout 10: A Personal MAP

Think about what it means for you to include children with disabilities and their families. Then answer each
question below in the order they are written.

1, What have you already achieved in welcoming and working with children with disabilities?

2. What are your hopes for your program’s future? What do you want to accomplish in the next 5 years?

3. What are your night nares?

4, What are your talents, gifts, and abilities for inclusion?

5. What are the strengths and resources of your prezram for meeting the needs of children with disabilities and
their families?

6. What do you feel you need in order to fulfill your role now? What do you need in order to accomplish your
goals for the future?

Hie)

Setting the Stage: Including Children with Disabilities in Head Start 49



Module 3

Discussion Guide

hearing from the public school. This means they can contest the school’s
actions. Head Start staff need to educate parents about their rights so that
parents can be effective advocates for themselves and their children.

Confidentiality: All families have a right to confidentiality. This means
that information about Head Start children and families cannot be shared
with outside agencies without pz:cents’ (or legal guardian's) written per-
mission. Information can only be shared within Head Start on a “need-to-
know” basis. Disclosure (talking about the personal lives of children and
families) is unethical and illegal. Even if children’s names are not used,
any inappropriate discussion that makes children and families identifiable
is a violation of privacy.

Use the questions below to guide a large-group discussion about each
item on Handout 2-All Things Considered.

Item 1: You are Joey's teacher. The occupational therapist says that
Joey has made a lot of progress and that her schedule is pretty tight. She
asks you if she can cut back on the amount of time she sees Joey. Ac-
cording to the principles, what do you need to consider?

Guiding Questions

© What does Joey’s IEP say?

& Have you or the occupational therapist talked to Joey's parents
about the occupational therapist’s ideas? Do they agree? If so,
would they want to consider the possibility of revising Joey's IEP?

© What do other members of the IEP team think?

Basic Principles

© The IEP as a Contract. The IEP serves as a contract that cannot be

changed unless the team meets again and the parents agree with a
Signature.

© Parents as Codecisionmakers. Parents have the right to be involved
in and approve all educational decisions regarding their child.

10°

Setting the Stage: Including Children with Disabilities in Head Start 93



Module 2

Next Steps:
Ideas to
Extend Practice

As a supervisor, you can encourage staff members to practice what they
have learned in this module. Ways to accomplish this include:

1. Help participants develop and work on a “Back Home Plan.” These
plans might be developed by individuals or by job-alike groups.
Handout | 1-Goals can be used as a first step in creating plans.

Each plan should include a specific goal or goals and strategies to
reach the goal. For example, goals might include having a construc-
tive discussion with a particular parent of a child with disabilities,
chatting with a child with disabilities, or advocating for change in the
program or the community. Have staff share their plans with at least
one other person. As a member of the group, develop your own
“Back Home Plan” and share it with the group. Later, plan a “Fol-
low-through Celebration” to celebrate the group’s accomplishments.

2. Continue to encourage reflective practice. Ask participants to use a
tape recorder or a journal to summarize individual interactions they
have with and about persons with disabilities. Ask them to note what
they said and did, what worked, and when they felt comfortable or
uncomfortable. Use this to help staff recognize where they are strong
and where they have difficulty. Reassure staff that supervision is a

@ legitimate place to raise concems and share difficulties.

3. Feature a parent panel. Invite Head Start parents who have children
with disabilities to talk about their experiences. Learn from their
point of view what communication—verbal, nonverbal, written—
helped or would have helped them feel included in the program.
Have a question-and-answer period at the end to give participants a
chance to practice communicating about children with disabilities.

As an alternative, have a panel consisting of adults with disabilities.
Ask them to share their experiences, focusing on how communica-
tion—verbal, nonverbal, written—helped or hindered their sense of
belonging in the community.

Your local speakers’ bureau or Resource Access Project will be able
to help you identify speakers for this session.

e 19

Setting the Stage: Including Children with Disabilities in Head Stari n



Module 1

Discussion Guide

Use these key points and ideas to structure your large-group discussion.

=> What is this program’s history of including children with disabilities?

What milestones have we achieved?

This question should be answered by one person—the director, the
person longest at the program, or another: appropriate person. (Al-
low 10 minutes.)

What are your hopes for the future? What do we want our program to
be like in S years?

This should be a chance to look beyond current reality. Don't let the
conversation go far off into what cannot be done. This question is
about dreams. (Allow 10 minutes.)

What are your nightmares? What are the things you must absolutely
prevent from happening?

This is where people should feel free to discuss their fears: Will they
hurt a child by holding him the wrong way? What if there is an emer-
gency and they don’t know how to respond? (Allow 10 minutes.)

Who are we?

Ask participants to describe in one word the program's current efforts
to serve children with disabilities. (Allow 5 minutes.)

What are our strengths, gifts, and abilities?

Use this question to help participants see that they are part of a team
that has many assets and access to resources, which will enable them
to provide necessary services to children and families with a wide
range of abilities and special needs. (Allow 15 minutes.)

What do we need?

This is the place where participants can think critically about the
current reality of their program. Are there gaps in the services they
can provide? What about issues like accessibility? What additional
supports do they feel they will need? What supports will they need
from each other and from outside the program? (Allow 15 minutes.)

feat)

Setting the Stage: Including Children with Disabilities in Head Start 31



Module 1

Handout 6: Viewpoints

The purpose of viewpoints is to offer a starting place, something to react to for the discussion. You may find you
agree with one of the viewpoints. Or you may think it should be changed in some way, or that a new one could

be added. What do you think about each viewpoint? Do any of them support what you were thinking when you
read or heard the story?

Viewpoint 1

Geri is creative. She loves to climb and play outdoors. We are trying
very hard to help other children welcome her. Their parents don’t always
understand that, but we are all learning that she has a lot to offer. It isn’t
always easy accepting her for who she is, but we try everything we can to
make sure she participates as much as she can. Over the past month I’ve
seen a lot of progress. The other children are learning to be tolerant and

accept her for who she is. I think our hard teamwork is starting to pay off,
and it’s worth it.

Viewpoint 2

Geri is so sweet. It’s really too bad she has so many problems. Her
mother is doing the best she can, but you know how things are with those

6 single mothers. I don’t think she and her brother even have the same dad.
We do everything we can to help. She needs us so very much. She gets
confused sometimes, this little one. Like the other day, we had a fire drill.
She didn't remember to go to the door, so we just picked her up. Other
than that, I don’t make any exceptions for her. She has to leam to play by
the rules, just tike everyone else. I feel sorry for her. She doesn’t get
very much from home so she needs us.

Viewpoint 3

TI don’t want to say that having Geri in the program is such a big deal, but
it’s hard. She doesn't always let you know when she needs something,
like to change her diaper. And you can’t always stop what you're doing to
take care of it. Then there is the behavior. I worry whenever J step out
of the classroom. What if Geri hits someone while I’m gone? I'm only
one person and it’s too much sometimes.

at
nw

Setting the Stage: Including Children with Disabilities in Head Start 43



Mocule 3

Handout 3: Laws and Regulations*

Section 504 of the Rehabilitation Act of 1973

In September 1973, Congress passed Section 504 of the Rehabilitation
Act, which prohibits discrimination on the basis of a physical or mental
disability. This legislation applies to every program or activity in the
country that receives federal money.

Americans with Disabilities Act (ADA)

The ADA, which was signed on July 26, 1990, provides “comprehensive
civil rights protections to individuals with disabilities in the areas of
employment, public accommodations, state and local government
services, and telecommunications.” This legislation extends the
requirements of Section 504 to all public and private programs and
provides a mandate to end discrimination against individuals with
disabilities. In compliance with Section 504, Head Start programs must
continue to ensure accessibility to program facilities and services for
persons with disabilities, including staff, parents, children, and
collaborating agencies. This law does not apply to sovereign nations.

® Both Section 504 and ADA are two major laws that protect children and
adults from discrimination.

Individuals with Disabilities Education Act (IDEA)

This law states that all children with disabilities ages 3 through 21 have a
right to a free, appropriate, public education (FAPE) in tiie least restrictive
environment (LRE). Children are eligible for services if they are
professionally diagnosed as having a disability according to one or more
of IDEA’s diagnostic categories. Children between the ages of 3 and S
have the right to receive services without labeling.

Children with disabilities and their families have a right to a coordinated,
multi-agency approach to services. Therefore, collaboration between
Head Start programs, Local Education Agencies (LEAs), and other
community resources is essential. Besides serving as a partner with LEAs
in coordinating services for children with disabilities, Head Start
programs must also take an active role in helping children with disabilities
make the transition into school-age programs.

Provisions of IDEA include the IEP, parents as codecisionmakers, due
process, confident: ility, and serviccs in the least restrictive environment.

e * Adapted with permission from National Network of Resource Access Projects for Head Start. 1995. Child to Child. Maximizing

Opportunities for Sacial Integration. Washington, D.C.: U.S Department of Health and Human Services, Administration tor Children,
Youth and Families.

Setting the Stage: Including Children with Disabilities in Head Start 115

12i



Module 1

Handout 9: MAPS Discussion Questions

These questions will help you think about the program’s vision for including children with disabilities. What do
you strive for? What do you feel you need in order to accomplish this vision? Please answer each question as
openly as you can.

1, What is this program’s history of including children with disabilities? What milestones have we achieved?
2. What are your hopes for the future? What do we want our program to be like in 5 years?
NN
3. What are your nightmares? What are the things you must absolutely prevent from happening?
4, Who are we? Use one word to describe our program’s current efforts to serve children with disabilities.
5. What are your strengths, gifts, and abilities for including children with disabilities?

6. What do we need?

7. What would the ideal day for a child with disabilities look like in our program? Wat must be done to make
it happen?

57

48 Module 1: There’s Room for All of Us



a Resources

Dwight, L. 1992. We can do it! New York: Checkerboard Press (212)
571-6300. . 0

This colorful photographic picture book sensitively shows daily events
in the lives of five children with disabilities.

Holcomb, N. 1987. How about a hug? Hollidaysburg, Penn.: Jason &
Nordic (814) 696-2920.

This is a beautiful picture book about a child with disabilities who
wants a hug. Other books by this publisher are also recommended.

Multi-ethnic dolls with adaptive equipment. Carson, Calif.: Lakeshore
Learning Materials (800) 421-5354.

These dolls come with wheelchair, leg braces, crutches, walker, hear-
ing aid, glasses, and cane.

@ Module 2: Communication Counts

Association for the Care of Children’s Health. 1986. Seasons of caring.
Bethesda, Md.: Association for the Care of Children’s Health (301) 654-
6549; fax (301) 986-4553.

This 40-minute video documents the lives of several families who have
young children with disabilities. The importance of having skillful and
knowledgeable service providers is highlighted throughout the film.
The video is accompanied by a training manual.

Association for the Care of Children’s Health. 1989. Special kids, spe-
cial dads: Fathers of children with disabilities. Bethesda, Md.: Associa-
tion for the Care of Children’s Health (301) 654-6549.

What challenges do fathers of children with disabilities face? This 23-
minute video provides some answers as fathers speak for themselves
about their emotional needs, their concerns, and the importance of in-
volving them in the care of their children.

142

Setting the Stage: Including Children with Disabilities in Head Start 137



Module 1

Handout 6: Viewpoints, page 2 @

Viewpoint 4

This is not the right place for a kid like Geri. We tried, but it’s been hard,
because when she gets upset, the biting and tantrums. . . . It puts the other
kids in danger, and the staff, too. The other day she tried to bite her
teacher. We have so many children with special needs in our program
these days it’s overwhelming. There are too many, and we aren't
stopping to think about what kinds of problems these kids have. How can
we possibly meet everyone’s needs? What happens to the regular kids
when we get so busy with the children with problems? The other children
have rights, too.

Viewpoint 5

One of the specialists suggested that Geri might be having some sort of

reaction to the food she eats, like an allergy. It seems pretty unusual, but I @
know it can happen. It takes extra work to be on the lookout for the

things we know cause trouble for children, like Mike, he can’t tolerate

dairy products. What do we do with someon: like Geri, though, when we

aren’t sure what the cause is? We just don’t have the time or know

enough to figure it out. I know she has rights, but I just don’t have the

time to figure out how to help her.

Viewpoint 6

Some people think Head Start isn’t the place for Geri. Even though she's
been in the program for a month, they still don’t think of her as one of our
kids. I think they are wrong. Maybe they are prejudiced or afraid. I can
understand that, but we have to get over our fears and help the other
children, too. The bottom line is that there are laws that protect children
like Geri. She has as much right to be in this program as any other child.

53 e

Module 1: There’s Room for All of Us

a


Module 2

Handout 2: Vignettes, page 2

Vignette 5: The Appointments

Thad a meeting with the disabilities services coordinator, someone *
hardly know. She seemed nice enough, but she asked me so many
questions about Joey, like, “Was he bom this way?” “Has he gotten worse
over time?” “What doctors does he see?” “What support do you need?” |
know she was trying to help, but it was too much, and I hardly know her.

She didn’t seem to want to get to know ME or JOEY, just things about his
disabilities.

Vignette 6: The Cook

As we were leaving today, we met one of the cooks in the parking lot. I
didn’t know him, but Joey did. They smiled at each other and waved
hello. He came over and introduced himself to me. He seemed a bit
uncomfortable, and said, “Joey and I are buddies. I don’t know much

about Joey’s problems, but if I can make Joey something special or help
oui, let me know.”

 ) Vignette 7: The Volunteer

One day I was at a parent workshop and a new volunteer came up to me.
She told me she spent time in Joey's classroom and that she liked Joey a
lot. She also said she gave him a special treat because she feels so sorry
for him.

82

Seiting the Stage: Including Children with Disabilities in Head Start 15



—_ SS

Module 2

Handout 9: Prompts

Read each prompt below. Choose 3 to work on. Then write down the actual words you would say.

Sophie and Chrystal

You are standing in the hallway as the children enter in the moming. Sophie, who is using a walker, is
followed by Chrystal. As they pass you, Chrystal looks up and says, “Why can’t Sophie walk?’ You say...

Peter

You are sitting on the bus next to Peter, who has Down syndrome. He tries to put on his seat belt and gets
frustrated. He says to you, “I’m stupid.” You say . .

Shiva and Vuk

Several children are in the kitchen helping prepare a meal. All of a sudden Shiva throws a pot down and then
hits Vuk hard in the head. Vuk cries, “Why does Shiva hit me?” You say...

Neighbor

Ce) You meet a neighbor on your way home from work. He says, “Oh I saw you in the park with that boy who 1
uses crutches. You must be very special to work with kids like that.” You say...

Manny

Manny comes to speak with you about his son Ryan’s behavior. He says, “Ever since Adam came into the

class, Ryan has been acting up. Now he is starting to suck his thumb just like Adam does. Why are these *
kids in the program?” You say...

Gabriella’s Aunt

You run into Gabriella’s aunt in the grocery store. She says, “I heard Gabriella is really misbehaving again
and something's wrong. What do you think is going on?” You say .. .

Community Center Staff Member

You attend a meeting at the community center about summer programs for children. A staff member at the
center asks you why Head Start has children with disabilities. You say...

o2

Setting the Stage: Including Children with Disabilities in Head Start

eee eee


Module 1

Handout 2: My Point of View

Sentence Stems

1.

Hello. My nameis...

2. Lidentify myself as...
3. [really felt included in a group when . . .
4. A tume when 1 felt left out was...
5. Atime wher I felt unique was .. .
6. Tell about your first experience (or one you remember well) with a person with disabilities. How did you
feel?
7. I think including children with disabilities in Head Start means... .
8. The way I feel about children with disabilities participating in our program is...
9. My fears about including children with disabilities in our Head Start program are . . .
10. A successful experience of including children with disabilities that I’ve seen (or heard about) is . .
1]. [think my role in including children with disabilities into our program is to...
12. This talk has been...
47
38

Module 1: There's Room for All of Us



Module 3

Handout 10: Carla’s Story, Part II, page 2

with a physical therapist. Two days a week a speech therapist
worked with Carla to teach her to sign and use a
communication board. Staff attended workshops to learn how
to sign and use a communication board as well.

Some things that we thought were going to be problems just
resolved themselves. Carla didn’t need a wheelchair to get
around except when the class went on field trips. Special ramps
weren’t needed. The nurse changed Carla’s diapers. The
program ordered special sand that wouldn’t clog Carla’s
tracheostomy from an artist’s studio. Other things were more
difficult. Carla didn’t like being pulled out of the room for all
her therapies. She didn’t want to miss out on story time or free
play. The disabilities services coordinator worked with service
providers, urging them to provide Carla services within the
context of the regular classroom with other children as well.

Planning was certainly not a “one-shot deal.” Rather, it was an
ongoing process that changed over time, just as Carla changed
and grew over time. Staff used a revolving notebook to
communicate with Carla’s parents. Each day, the teacher used
the notebook to record Carla’s progress and things she needed
to work on. Carla’s parents then had a chance to share their
ideas, concerns, and possible solutions.

Over the course of the year, Head Start staff learned a lot from
Carla and her family and from each other—about
determination, about how to work with lots of different

professionals, and about the planning that’s involved to make it
work.

Next fall, Carla will be attending kindergarten at her local
public school.

133

Setting the Stage: Including Children with Disabilities in Head Start 127



Module 3

Wrap-up and Next Steps

Have participants record their responses and share them with at least one
other person.

Tip for the Coach

If participants have difficulty setting goals for themselves, you can
help them get started by asking some questions. For example, you
might ask: “How can you let people in the community know that
Head Start serves children with disabilities?” “How can you make
the program more accessible and welcoming to children with dis-
abilities and their families?” “What adaptations can you make to
provide opportunities for children and adults with disabilities to
participate in program activities?” You may also share some
goals of your own.

iL

Summarize the key points from the session, and give participants a copy
of Next Steps: Ideas to Extend Practice. Help participants choose the
Next Step(s) they would like to pursue and set a place and time for a fol-
low-up meeting. Together, develop a plan for how they will continue to
work with you and other Head Start staff and families to promote and
sustain inclusion.

Applaud participants for their efforts. Tell them what you have learned
with them and from them. Briefly summarize the main points from the
section About Inclusion by describing what inclusion means for Head
Start. Mention who benefits and why and what it takes to make it work.
You may distribute copies of About Inclusion.

Close the session by reading aloud the letter that appears on p. vi. Em-

phasize that inclusion does not stop at the end of the day or the end of the
program year. Inclusion is a vision, one that lasts a lifetime.

it’

110

Module 3: Making It Work!



Module 3

Handout 6: Barriers Checklist*

Priority 1: Accessible Entrance

People with disabilities should be able to arrive on the site, approach the building, and enter the building as freely
as everyone else. At least one path of travel should be safe and accessible for everyone, including people with

disabilities.

cuts at drives, parking, and drop-offs?

QUESTIONS NO POSSIBLE SOLUTIONS
Path of Travel
Is there a path of travel that does not Q Q Add a ramp if the path of travel is
require the use of stairs? interrupted by stairs.
Q Add an alternative pathway on
level ground.
Is the path of travel stable, firm, and Q Q Repair uneven paving.
slip-resistant?
Q Fill small bumps and breaks with
beveled patches.
QO Replace gravel with « nard surface.
Is the path of travel at least 36 inches Q {1 Change or move landscaping,
wide? furnishings, or other features that
narrow the path of travel.
Q Widen pathway.
Can all objects sticking out in the path be a G Move or remove objects sticking
detected by a person with a visual disability out into the path.
using a cane?
In order to be detected usi hn Q Add a cane-detectable base that
ler letected using a cane, an extends to the gro. .d.
object must be within 27 inches of the s
ground, Objects hanging or mounted .
overhead must be higher than 80 inches A Place a cane-detectable object on
ode cl the ground underneath as a
to provide clear headroom. It is not warning barrier.
necessary to remove objects that stick out 8 .
less than 4 inches from the wall.
Do curbs on the pathways have curb Q O Install curb cuts.

Q Add small ramps up to curbs.

* Adapted with permission from Adaptive Environments Center, Inc., and Barrier Free Environments, Inc 1995. The Americans with Disubilines Act
Checklist for Readily Achievable Barrier Removal 2.0. Boston, Mass.: Adaptive Environments Center, Inc. The checklist created by Adaptive
Environments Center, Inc., was funded by a grant from the National Institute on Disability and Rehabilitation Research and reviewed for accuracy by the
U.S. Department of Justice. However, this adaptation in Setting the Stage has not been reviewed by the Adaptive Environments Center for the US
Department of Justice. For further guidance on the Americans with Disabilities Act (ADA), contact the Disability and Business Technical Assistance
Centers, located in the 10 federal regions across the country, at (800) 949-4232 (voice/TDD).

120

126

Module 3: Making It Work!



Module 3

Handout 9: Carla’s Story, Part I

Carla Enters a Center-Based Program
Four-year-old Carla and her family are no strangers to Head
Start. For a year, Carla was in a home-based program. This
fall, Carla will be enrolled in a center-based program for the
first time. Carla’s family is excited that she will be around
other children. After all, she’s a friendly, bubbly child, and
loves to be around other people. She also loves to be outdoors,
especially when there are climbers that she can pull herself up
on and wheel toys that she can push.

Carla “eats” with a feeding tube (she can’t have any solid food)
and uses a tracheostomy to help her breathe. She cannot be

@ around dust or certain kinds of sand because it can clog the
tracheostomy. She can make speech noises, but she doesn’t
like to. Mostly, she communicates by using gestures. Carla
also has difficulty walking, and she is still in diapers.

Carla lives with her mother, father, and two older siblings.
When the Head Start director asked Carla’s parents what they
wanted for Carla, they didn’t even have to think about it. Their
answer: “We want her to have the same kinds of opportunities
that our other children had—to interact and play with other
children.”

@ 13%

Setting the Stage: Including Children with Disabilities in Head Start

125


HEAD START an:

| Training Guides for the
| Head Start Learning Community

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5 Admit ildren and Families
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U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement (OER!)
Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

This document is covered by a signed “Reproduction Release
@lanket)” form (on file within the ERIC system), encompassing all
or classes of documents from its source organiation and, therefore,
does not require a “Specific Document” Release form.

This document is Federally-funded, or carries its own permission to
Teproduce, or is otherwise in the public domain and, therefore, may
be reproduced by ERIC without a signed Reproduction Release
form (either “Specific Document” or “Blanket”).


Module 3

6. Walk through the building with participants and use the checklist to
look for potential problem areas for accessibility.

7. Debrief with participants. Use the following questions to guide your
discussion: “How is the program accessible to children and adults
with disabilities?” “In what areas does the program do well?” “What
barriers remain?” Record participants’ responses on newsprint. Save
the newsprint and bring it to the next coaching session.

Wrap-up and Assignment Briefly summarize the session with participants. Then give them their
assignment: to complete Handout 6-Barriers Checklist. Explain that in
the next session, Moving Forward, they will use their checklists to de-
velop a set of recommendations for program improvement. They will
also have a chance to visit an inclusive classroom to identify barriers to
and effective strategies for meeting the needs of children with diverse

abilities. Thank participants for their participation and confirm the time
and place for the next meeting.

| @ La

| Setting the Stage: Including Children with Disabilities in Head Start 103

ee


Module 2

Conducting the Session

Give the guest information about the participants in the group and the
purpose of the discussion. Include one or two items for the guest to think
about ahead of time. Ask the guest to be ready to discuss how people can
respond to questions about disabilities with dignity and respect.

The guest should join the session about 30 minutes after it begins.

Welcome participants and briefly discuss the purpose of today’s ses-
sion. Tell participants that you will first review their assignments.
Then an “expert” will give her point of view about communication
that is respectful and inclusive.

Have participants choose one of their interactions, describe it, and
then share the responses they recorded on Handout 5-Reflection.

After participants report back, pass out Handout 4—Constructive Com-
munication. Ask participants to discuss their interactions using
the handout as a framework. Help participants focus on what seemed
to work well and what didn’t work as well. Ask participants to share
what they might do differently in a similar situation. Tell participants
that they may be able to work toward their goals during the discussion
with the invited guest.

Tip for the Coach

This discussion should help participants reflect on their interaction
in a nonjudgemental way. They can share what worked well and
what they would change in the future. The discussion gives par-

ticipants a safe place to begin to think about action, self-reflection,
discussion, and goal setting.

4. Help prepare participants for the discussion with the invited guest.

Tell participants about the guest and what she will speak about. Tell
participants there will be time for each of them to ask at least one
question from Handout 5~Reflection. Ask them to participate ac-

tively in the discussion. Assure them that this is an opportunity to
learn more and is not a “test.”

wy

62

Module 2: Communication Counts



Module 1

Handout 8: What Works

Observe a child with a disability in one of the following settings: in a classroom, on the playground, or in the
community. The purpose is to identify and “collect” examples of practices that foster inclusion as well as
practices that create barriers. After your observation, write down answers to the following questions. For ideas,
refer to your notes from Activity 4-What Is Inclusion? and to Figure 1— Inclusive/Restrictive Practices.

Respond to each item below in your journal or in the space on this handout. Bring your completed assignment
(along with any questions that you have) to your next session.

1, What situation did you observe?

2. Identify two positive examples of inclusion. Why do you feel the examples you chose were positive ones? |
What,were the guiding principles?

3. Did you notice any barriers? What were they?

4. How could you apply what you learned to your own practice?

e -

Setting the Stage: Including Children with Disabilities in Head Start 47



Module 3

Making It Work!

Activiiy 2:
Principles
Underlying
the Laws

Preparation

QoQ

ato

Purpose: Head Start has been a pioneer in including children with dis-
abilities. Even before any federal mandates existed, Head Start began
reaching out to and serving children with disabilities. Fortunately, laws
and regulations related to the rights and protections of people with dis-
abilities have been enacted over the years. These laws protect the essen-
tial right of individuals with disabilities and their families to participate
and have access to critical services.

This coaching session will use scenarios and reflective practice to help
participants understand the principles underlying the laws and regulations
related to serving children with disabilities. It will also help them recog-
nize how these principles apply to their programs and their specific roles.
This understanding will enable them to advocate for the rights of children
with disabilities and their families in their program and in the larger com-
munity.

This session has two major parts: 1) an introduction to the basic prin-
ciples underlying the laws and regulations that protect individuals with
disabilities and 2) a discussion about a series of scenarios which will help
participants identify how these basic principles apply to everyday prac-
tice. At the end of the session, participants will receive an assignment.
The assignment will help participants identify how they can protect the
Tights of individuals with disabilities within their program and in their
community. To prepare for this session:

MTM@_ Review all the directions and handouts for this session.

@ Duplicate Handout 1-Principles Underlying the Laws and Regula-
tions (p. 113), Handout 2-All Things Considered (p. 114), and Hand-
out 5-Finding Some Answers (p. 119): one for each participant.

@ Create a list of experts that participants can contact if they have ques-

tions about how the principles underlying the laws apply to typical
Head Start experiences.

ito

98

Module 3: Making It Work!



Module 1

Discussion Guide

Tip for the Coach

Because it is critical that interview questions are meaningful to
participants, encourage them to create questions of their own. If
participants need help getting started, you may offer some of the
questions below.

@ How would you define the word inclusion?
What are the benefits of inclusion for children with disabilities?

@ What are the benefits of inclusion for typically developing chil-
dren?

What are the benefits of inclusion for Head Start staff?

What has been the biggest challenge to including children with
disabilities and their families?

What would you say is your most important contribution to mak-
ing inclusion successful in your program?

Use these key ideas to structure your discussion.

> What did you notice about times when you felt unique versus feeling

left out?

Help participants recognize how painful it is to be excluded—for
adults and for children. When we feel left out our self-confidence and
self-esteem can be damaged. In contrast, even though we are all dif-
ferent, we can be made to feel wonderful when we are recogniz: ‘for
our unique gifts.

How did you describe your first encounter (or one you remember
well) with 2 person with a disability? How has that experience influ-
enced how you feel about and interact with people with disabilities?

Thinking about past experiences can help participants take a closer
look at their own attitudes and feelings about people with disabilities,
and at how their attitudes affect their behaviors and interactions.

re
ou

Setting the Stage: Including Children with Disabilities in Head Start

(rs

21



Module 1

4. As conversations begin, listen to the pairs and notice where they are
in the booklets. Allow enough time for everyone to finish.

5. Reconvene the whole group to discuss participants’ responses.
Record responses on sheets of newsprint. Use the Discussion Guide
below to lead this p>: of the activity.

6. Distribute Handout 3-Definition of Inclusion. Read it aloud to the
group. Discuss the meaning of inclusion, using information from the
section About Inclusion.

Discussion Guide Use the following questions to stimulate discussion, but call only on those
who volunteer. Remind participants to honor their partners’ right to privacy.

© What did you notice about the times when you felt included or unique
versus times when you felt left out? How does this knowledge affect
@ the kinds of experiences children in our Head Start program have?

Questions about feeling unique and different may evoke powerful
memories for participants. Help participants recognize how painful it
is to be excluded. When we feel left out our self-esteem and self-con-
fidence can be damaged. In contrast, even though we are all different
we can be made to feel wonderful when we are recognized for our
unique gifts.

© How did you describe your first experience (or one you remember
well) with a person with a disability? What are the links between that
experience (and how you felt) and your feelings about including chil-
dren with disabilities in this program?

Many people have vivid memories of an “encounter.” Thinking about
these experiences can help participants understand how their past
experiences influence their feelings about people with disabilities;
and how their feelings affect their behaviors and interactions.

Setting the Stage: Including Children with Disabilities in Head Start 17



A _

Module 3

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today’s ses-
sion.

2. Ask participants to refer to their notes from their assignment, Handout
5-Finding Some Answers. Have participants take turns describing
the <cenario they selected, their questions, and what they learned.

Tip for the Coach

While you review the assignment, encourage participants to talk
about what they learned about the principles underlying the laws
and regulations. Also encourage participants to reflect on the
process they used. Ask for specifics: “How did you get your
leads?” “What resources did you discover?” “How might you use
a similar process next time you have a question?”

3. After discussing the assignment, introduce the basic laws and regula-
tions protecting individuals with disabilities: Section 504 of the Re-
habilitation Act, the Americans with Disabilities Act (ADA). and the e
Individuals with Disabilities Education Act (IDEA). Give partici-
pants copies of Handout 3—Laws and Regulations and Handout 4—
Rights and Protections Undez the Law. Review the handouts s<ith
participants and answer any questions they may have.

4, Prepare participants for their torr by focusing on ADA and Section
504. Point out that to comply with these laws, Head Start programs
must ensure access to program facilities and services for persons with
disabilities. Every part of a building does not have to be physically
accessible, but program services as a whole must be accessible.
Physical access m-ans that people with disabilities can get into the

building, move around in hallways and rooms, and use bathrooms and
telephones.

5. Tell participants that a first step in making the program more acces-
sible is to identify program barriers. Give participants a copy of
Handout 6-Barriers Checklist. Explain that you will complete one
section of the checklist together.

102 Module 3: Making It Work!

Se


Module 1

There’s Room for All of Us

Activity 5;
A Vision for
Our Program

Preparation

Leading the Activity

Purpose: Making Action Plans (MAPS)* is designed to help teachers,
specialists, and families develop a vision for fully including children with
disabilities and their families. This workshop activity, which is based on
MAPS, will involve participants in answering a series of questions. The
answers will help participants form a vision—a map—for what inclusion
can look like in their program. Since this vision affects everyone, staff,
families, and consultants should participate in the activity together.

Tip for the Trainer

Because it is important that all staff, parents, and consultants be
participants in this activity, an outside facilitator is recommended.
If it is not possible to do this activity with everyone at one time,
have small groups representing all areas of the program go
through this process. Then a facilitator may help the entire pro-
gram to integrate and synthesize the outcomes from each group.

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 9-MAPS Discussion Questions (p. 48): one
for each participant

1. Introduce the activity and review the agenda with participants.

2. Before beginning the MAPS activity, take a few minutes to get every-
one in the room thinking about the subject of inclusion. For this ice-
breaker, have people talk with 1 or 2 people who are sitting near them
about this metaphor: “Inclusion is like gardening because...” (you
may substitute another word). (Allow 10 minutes or less.) When
time is up, ask for volunteers to share a few of the ideas from their
group.

@ * Adapted with permission from M. Forest and J.C. Pearpoint. 1992. Putting All Kids on the MAP.

Educational Leadership. 50(2):26-31.

35

Setting the Stage: Including Children with Disabilities in Head Start 2

. _—


Module 3

Handout 1: Principles Underlying the Laws and Regulations

Nondiscrimination
It is a basic right, not a privilege, for individuals with disabilities to have

opportunities to participate fully in school, the community, and the
workplace.

Least Restrictive Environment (LRE)

Children with disabilities have the right to be educated in integrated
settings with their typically developing peers whenever possible and
beneficial. Inclusion requires that children get the added supports they
need, such as special services and environmental adaptations.

Individualized Education Plan (IEP) as a Contract

The IEP determines the services that the child will receive. The IEP
serves as a contract, one that cannot be changed unless the team
reconvenes and the parent(s) agree with their signature.

Parents as Codecisionmakers

Parents have the right to take part in and approve all educaiional decisions
regarding their children. They indicate their agreement by signing the
TEP.

Confidentiality
All families have a right to confidentiality. This means that information
about Head Start children and families cannot be shared with outside
agencies without parents’ (or legal guardian’s) written permission.

Information can only be shared within Head Start on a “need-to-know”
basis.

Setting the Stage: Including Children with Disabilities in Head Start

Wg



Resources

Refer to the following resources to learn more about the key issues presented in this guide. This chapter is orga-
nized into three main sections: Print/Audiovisual Materials, Organizations, and Journals/Periodicals.

Print/Audiovisual Materials

General

Chandler, P. A. 1994. A place for me: Including children with special
needs in early care and education settings. Washington, D.C.: National
Association for the Education of Young Children (202) 232-8777 or (800)
424-2460.

This is a practical guide for early childhood educators about the chal-
lenges of including children with disabilities in regular early childhood
settings aid the thoughtful planning and follow-through that can make
it work.

Goodwin, T., and G. Wurzburg, producers. 1992. Educating Peter. New
York: Ambrose Video Publishing (212) 265-7272 or (212) 696-4545.

Educating Peter is the Academy Award winning story of a child with
Down syndrome and his classmates as they test the limits of a class-
room in which all students learn together. As the camera follows Peter,
the trials of coping with Peter's unpredictable behavior are evident, but
so are the remarkable advances made by Peter and his classmates.

Kaiser, C. E., Ph.D. producer. 1982. Young and special: A video-based
inservice for mainstreaming preschool children. Circle Pines, Minn.:
American Guidance Service (800) 328-2560.

This inservice training course is designed to prepare early childhood
teachers and aides for including children with disabilities in preschool
settings. It includes leader and student guides, and 30 modules in
documentary television format featuring scenarios, children, parents,
and professionals in all major categories of special needs.

McNellis, K., V. Petty, and B. Wolfe, Ph.D. 1987. Special training for
special needs. Minneapolis, Minn.: Project ETC/Exceptional Training
for Caregivers and the Portage Project (612) 341-1177.

This is a comprehensive competency-based training program for per-
sonnel working with young children with disabilities.

149

Setting the Stage: Including Children with Disabilities in Head Start 135



Module 2

Summing Up

Maggie and Joey’s story represents the experience of only one Head Start
family. However, staff need to be sensitive to the needs, experiences, and
perspectives of a range of families. Remind participants that cultural,
religious, community, and family norms all play a role in communicating
well. Some parents, for instance, may have different beliefs or values
about disabilities. Others may not want their children “included” in Head
Start because they are concerned about staff’s level of Knowledge and
skill in meeting their child’s needs.

The best strategy may be to ask families directly about what they want or
need. Staff can understand and respond to the needs of individual fami-
lies only by communicating respectfully with parents and children. This
communication also helps include parents in planning for their children,
If we want our interactions to be family focused we must make the time
and commitment to understand families from their point of view.

Remind participants that the key features of respectful and constructive
communication apply to anyone. Close by emphasizing two points:

TM@ There is no single way to talk with and about children with disabilities
and their families.

@ Each of us has the opportunity to help children with disabilities and
their parents feel welcomed and valued.

62

54

Module 2; Communication Counts



Module 3

Tip for the Coach

If you will be observing a classroom at another site, provide par-
ticipants with some background information about the program
and the children it serves. Give them guidelines for entering the
classroom, interacting with children, and observing their activities.

5. Accompany participants on their classroom visit. During your visit,
have participants complete the checklist. Complete the checklist
yourself. Take additional notes about barriers and creative strategies
that staff use to foster inclusion.

6. After the observation, meet with the classroom teachers. Use this
time to find out how and why teachers rade certain adaptations; and
what types of planning and collaboration went on behind the scenes.

7. When you return to your site, have participants take turns sharing
their observations. First focus on the type of adaptations teachers
made to meet the needs of children in terms of room arrangement,

6 display of materials, classroom activities, and the barriers to full par-
ticipation.

8. Then turn your discussion to the importance of teamwork. Emphasize
that staff, along with families and other service providers, need to be
able to pian and solve problems together to identify and remove barri-
ers to full participation. Members of the team must also identify what
is needed, not only by children with disabilities, but by their families
and by staff as well, in order to move forward. Planning is not a
“one-shot deal,” but an ongoing process—one that invites collabora- «2
tion and reflection, and allows for growth and change.

9. Discuss what roles participants can play in making inclusion a reality.
Help them list two goals and the steps to take and supports they need
to reach those goals. For each goal, ask:

@ > Who else will help?

@ How will you know when or if you've been successful?

@ > When will it be accomplished? (Set a target date.)

e lio

Setting the Stage: Including Children with Disabilities in Head Start 109



Module 2

Handout 1: Maggie and Joey

My name is Maggie and IJ have a four-year-old
son named Joey. Joey loves Batman, tadpoles,
and karate. He likes painting and using his
hammer, too. He has a great sense of humor and
other kids usually like him. He has not attended
school yet but is eager to go. Right now, Joey
needs a wheelchair to get around. We hope he’ll
be able to walk someday but we’re not sure it will
ever happen. Other things will probably last

C2) forever. He is blind in one eye and he wears a
patch over it. One side of his face looks lopsided |
and he drools, and sometimes it takes him longer
to understand what’s going on. He’s still Joey,
though, and even though his right arm shakes a
bit, he can still swing his hammer. I want Joey to
be just like any other kid, and I want both of us to
be treated like any other parent and child.

low)

Setting the Stage: Including Children with Disabilities in Head Start 73



Module 1

There’s Room for All of Us

Activity 3: Purpose: In this workshop activity participants will examine a variety of
Taking Another viewpoints-about what it means to welcome and include childrea with
Perspective disabilities and their families. These viewpoints will serve as a starting
point for openly discussing existing attitudes and beliefs. They will also
help participants explore different perspectives on inclusion. In this dis-
cussion, participants will discover ways they contribute to inclusion
through their roles in Head Start. They will also be able to discuss frankly
their concerns about meeting their responsibilities.
Preparation Arrange for: Easel, newsprint, markers, and tape
Make: A newsprint with the ground rules for discussion that
appear below.
Duplicate: Handout 5-Geri’s Story (p. 42): one for each partici-
pant
Handout 6-Viewpoints (pp. 43-44); one for each par-
ticipant
Handout 7-Hints for Small-Group Leaders (pp. 45-46):
one for each group of 8 to 10.
Leading the Activity 1, Introduce the activity and review the agenda with participants. Ex-

plain that this activity will allow participants to discuss their views
about including children with disabilities in their programs.

2. Display the following ground rules on newsprint and review them
with participants:*

Wi Speak to the group, not the leader.
@ Listen carefully to others.

Speak your mind freely, but don’t monopolize the discussion.

* Adapted with permission from The Role of the Participant. 1992. The Study Circles Resource Center, P.O.
Box 203, Pomfret, Conn. 06258, (203) 928-2616.

DVS
ce

Setting the Stage: Including Children with Disabilities in Head Start 23



Module 3

4. Next give each participant a copy of Handout 2-All Things Consid-
ered. Explain that the worksheet is not a test of what participants
know. It is a tool to help them think about how the principles apply to
everyday experiences.

5. Read each item aloud. Give enough time after each item for partici-
pants to write down their answers. Suggest that participants look at
Handout 1-Principles Underlying the Laws and Regulations for ideas.

6. When participants complete the worksheet, use the Discussion Guide be-
low to conduct a large-group discussion. For each item, encourage partici-
pants to share their ideas. Then ask what these principles mean for their
programs (and their roles). Consider recruitment and enrollment, parent
involvement, facilities, confidentiality, personnel, and transportation.

Tip for the Trainer
Participants may share situations that raise questions about how
the basic principles underlying the laws apply to their Head Start
@ program. Acknowledge that there ar’ not always clear-cut an-
swers, The laws and regulations are always changing and many
gray areas remain. For each item on the worksheet, ask partici-
pants whom they could ask if they had questions about a similar
situation. For example, they might consult their supervisors or
staff from their local Resource Access Project.

7. End the discussion by asking participants to share similar examples
from their own experiences. Use the time to help participants recog-  «
nize how the principles relate to their specific roles in the program.

8. Distribute Handout 3—Laws and Regulations and Handout 4-Rights
and Protections Under the Law to participants. Point out that the
principles discussed during the workshop form the basis of 3 laws:
Section 504 of the Rehabilitation Act, the Americans with Disabilities
Act (ADA), and the Individuals with Disabilities Education Act
(IDEA). Emphasize that the Head Start Program Performance Stan-
dards describe Head Start’s obligations to follow federal laws of non-
discrimination and to be active partners with Local Education
Agencies (LEAs) in implementing IDEA. These Performance Stan-
dards also affirm Head Start’s long-standing commitment to inclusion
and they promote best practices.

YB
Setting the Stage: Including Children with Disabilities in Head Start ot



Introduction

Each module 1s organized so that workshop leaders and coaches can eas-
ily implement the activities. All modules contain the following sections:

@ Learning Outcomes summarizes the skills participants will learn in
the module.

@ Key Concepts describes the critical issues addressed.
® Bacxground Information provides a rationale for the module.

H Activities provides step-by-step instructions for workshop or coaching
sessions.

@ Next Steps: Ideas to Extend Practice includes strategies to help par-
ticipants practice the skills learned in the module.

Some activities include a Discussion Guide or Lecture Guide to help
workshop leaders and coaches think through the session’s key ideas and
anticipate participants’ responses. Handouts and transparencies ppear at
the end of each module.

Ideally, participants should complete all the workshops or all the coaching
@ activities in each module sequentially. Similarly, the modules should be
used sequentially since activities in each delivery strategy build on one
another, If possible, allow participants to complete the modules over an
extendeu period of time, perhaps a four- to six-month period. With Next
Steps: Ideas to Extend Practice and Contu:uing Professional Develop-
ment, training could extend into a year-long process.

ww

@ :

Setting the Stage: Including Children with Disabilities in Head Start 3



Module 2

Handout 2: Vignettes

Vignette 1: Enrolling Joey

I saw a notice in the doctor's office about an opening in Head Start. It
even said something about accepting children with disabilities. I went to
the office and filled out some forms. I also spoke with a family worker.
At the end of our conversation I told her about Joey’s disabilities. She
looked nervous and said, “That’s fine, I’ll have the disabilities services
coordinator call you to talk about whether Head Star. 1s really the best
place for him.”

Vignette 2: A Visit to Our Home

A new home visitor came out to see us yesterday. She came in and asked
me how things were going with Joey. I asked her if she had met Joey yet
or if she knew about Joey’s special needs. She said, “I know he has
neurological problems, but I haven’t had the chance to meet him yet.” I
called Joey in. She squatted down and said hello to him. She looked him
in the eye and put out her hand to shake his hand. Then she said, “How
do you like Head Start, Joey?”

Vignette 3: A Surprise Meeting

On the first day of the program, I went along. We met the assistant teacher
in the hallway. She seemed happy to talk to me. But she never once spoke
with Joey. It was like he wasn’t even there. When she asked me, “What
does Joey like to do?” I said, “Oh, you'll need to ask Joey that one.”

Vignette 4: Riding the Bus

From day one, the bus driver treated Joey and me like regular people. She
almost always has something good to tell me about Joey, like, “He has a
great sense of humor,” or “He is so generous with other kids.” I can tell
that even though she only spends a short time with him each day, she has
gotten to know him and has a relationship with him. She even corrected
him today in front of me for trying to use karate on another boy!

1

4 Module 2: Communication Counts



Module 2 *

Handout 6: Responding to Questions

Answers that foster a sense of belonging to the group are:
@ responsive
@  nonjudgemental
focus on the whole child and not the disability
1 don’t think you are stupid, Peter. The seat belt is just a bit tricky to buckle.
sensitive
honest
appropriate to the developmental level of the person asking
Sophie can walk, Chrystal. She just needs a walker to help her.
respectful
genuine and caring, not just trying to use the “right” words e@

given in a way that acknowledges and respects the family’s values

protective of a child’s and family’s rights to privacy

You know, I’m not allowed to discuss any of the children or their families with other people unless 1
have their written permission.

geared to ensure that the rights of persons with disabilities are known and respected by others in the
program and the community

@ other:

87 )

Module 2: Communication Counts



Preface

| I consider myself a typical Head Start parent, but until recently my son, Anthony,

1 was not a child who typically attended a Head Start program. Although there were

, children with disabilities attending Head Start, there had not been a child attending
this prograrn who was as physically challenged as Anthony.

gram. While all his therapy needs were met, he rarely interacted with the other
children. Everything I was working so hard to build—independence, self-esteem,

| Anthony had been enrolled at a local self-contained Preschool Handicapped Pro-
|
| and friendships-—was being destroyed in that setting.

|

|

| Knowing Head Start’s commitment to children with disabilities, I advocated for it

; asaplacement for Anthony. The difference in Anthony since he has been at Head @
+ Start is absolutely remarkable. He no longer sits passively and-allows others to do

things for him, He brings home art work that was made by HIM! And Anthony is

just so proud of his accomplishments!

The most heartwarming event was when Anthony was invited to a classmate’s

birthday party. He waited anxiously the day of the party, asking every five minutes
| if it was time to leave. As we pulled out of the driveway he was singing over and

over, “We're going to the party.” I literally had tears in my eyes. He had a sense of .
| belonging.

Thank you Head Start. You've really defined and achieved “total inclusion.”

Diane Bonelli
Phillipsburg, New Jersey

vill

Preface



Module 3

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today’s ses-
sion. Then tell participants that they will first spend time reviewing
their assignments.

2. Ask participants to take out their notes from Handout 6-Barriers
Checklist. Have participants take turns sharing their findings. Ques-
tions to ask include: “In what areas is the program acvessible to chil-
dren and adults with disabilities?” “In what areas does it fall short?”
“What does te phrase physical access mean to you in terms of your
program?” “In terms of your role?” “In what ways can Head Start
staff make the program more accessible to both children and adults
with special needs?” Record responses on newsprint.

| 2 for the Coach

Handout 6-Barriers Checklist will give participants a yardstick for
measuring their facility and identifying program barriers. Help
participants analyze their results, and make two recommendations
for program improvements. Try to ensure that their results and
recommendations are heard. Talk to participants about the best @

i way for them to share their findings. For example, they may
present their findings and recommendations at the next staff meet-

ing or submit them to the management team.

3. Prepare participants for their observation by explaining that inclusion
requires identifying barriers to full participation. It also requires that
children with disabilities get the added support they need, including
special services and environmental changes.

4. Give participants a copy of Handout | 1-Observation Checklist. Tell
participants they will use this checklist to identify barriers to inclusion
us well as strategies for promoting it. Review the items on the check-
list with participants, and encourage them to add items of their own.
Also help participants develop a set of questions to ask the teacher
after their observation session.

—

Lo

“
108 Module 3: Making It Work!



Module 2

Handout 4: Constructive Communication

Your communication wi!l foster inclusion if you:
M@ Sce the person first, not the disability.

The Home Visitor—She squatted down and said hello to him. She looked him in the eye and put out her hand
to shake his hand. Then she said, “How do you like Head Start, Joey?”

@ = Focus on the whole child.

The Bus Driver—She almost always has something good to tell me about Joey, like, “He has a great sense of
humor,” or “He is so generous with other kids.”

@ = Treat the child and family the same way you treat all families.

— Get to know them as individuals.

- Listen to them. Don’t make assurnptions about what they want or need,

- Get to know their strengths.

- Don’t make exceptions because you feel sorry for them @
@ Are genuine.

The Cook—He came over and introduced himself to me. He seemed a bit uncomfortable, and said, “Joey
and 1 are buddies. | don’: know much about Joey's problems, but if | can make Joey something special or
help out, let me know.”

@ Show by words and actions that you care—that you accept, respect, and support them,

@ > Empathize. Listen and understand from their point of view.

®@ Know about the rights of people with disabilities so you can be an advocate in the program and the
community.

@ Other

Oo
o

8

Modale 2: Communicatio.. Counts



Module 3

Making It Work!

Activity 4:
Nuts and Bolts

Preparation

Leading the Activity

Purpose: While acceptance and commitment set the stage for inclusion,
full inclusion frequently demands additional services and supports—the
nuts and bolts—to make it work. Head Start staff often feel overwhelmed
by the demands of their jobs and the needs of the children and families in
their program. This workshop activity is designed to help staff identify
what is needed, not only by children with disabilities, but by their families
and by staff as well. By learning how to identify specific needs, Head
Start can develop strategies to access resources.

Arrange for: Easel, newsprint, markers, and tape
Duplicate: Handout 7-Directions for Group Leaders (p. 123): one
for each team leader

Handout 8-Planning Worksheet (p. 124): one for each
group of 4 to6

Handout 9-Carla’s Story, Part I (p. 125): one for each
participant

Handout 10—Carla’s Story, Part II (pp. 126-127): one
for each participant

Review: About Inclusion (pp. 8-13)

Introduce the activity and review the agenda with participants. Ex-
plain that Head Start programs will be including more children with
significant disabilities—children who are deaf or physically chal-
lenged, and children who have mental retardation or chronic illness.
Explain that this activity will help participants identify what type of
information or additional help they need to tap each child’s strengths
and facilitate a child’s full participation.

Tell participants that during the next hour they will work in small
groups to analyze the story of Carla, a child with disabilities who was
actually enroiled in a Head Start program. Explain that participants
will brainstorm questions to ask Carla's family and other service pro-

ili

104

Module 3: Making It Work!

a ans


Module 3

Making It Work!

Learning Outcomes

) Key Concepts

Background Information

After completing this module, participants will be able to:

W@ Recognize that there are basic principles underlying the laws and
regulations that protect the rights of individuals with disabilities.

Hl Identify how these basic principles apply to everyday practice and
what they can do within their roles to protect the rights of individuals
with disabilities.

Identify existing barriers for full participation through careful exami-
nation of the Head Start program.

Recognize that children with disabilities require additional services
and supports to be fully integrated into the program and identify their
roles in providing such supports.

«
See At A Glance on p. 7 for an overview of activities in this module.

M@ Staff need to understand how the laws and regulations protecting the
rights of individuals with disabilities apply to their program.

M@ Inclusion requires commitment, resources, and collaboration among
parents, staff, and other service providers.

It takes much more than awareness, sensitivity, and commitment to pro-
mote belonging for children with disabilities. It also takes resources—
money, personnel, and materials. Head Start staff, along with families
and other service providers, must be able to solve problems and bring
specific ideas to the table. Inclusion also requires that children get the
extra support they need, such as special services and environmental adap-
tations. But first, Head Start staff need to understand the principles un-
derlying the laws and regulations that protect the rights of children and
adults with disabilities.

96

Setting the Stage: Including Children with Disabilities in Head Start 89



Module 2

3. Pass out and read aloud Handout 1-Maggie and Joey. Do the same
for any of the vignettes you selected for discussion from Handout 2-
Vignettes. Have participants analyze the vignettes one by one. Ask:
“What specifically made this interaction positive?” “What made this
interaction negative?” “What might change this negative interaction
into a more positive one?”

4. Together, list the elements that can make an interaction positive and
welcoming or negative and excluding. For example, you may identify
items that are observable, such as words, tone, gestures, facial expres-
sion; as well as items that are not observable but rather felt, such as
caring and respect, or avoidance. Ask each group member to list the
elements under the heading “Positive and Welcoming” or “Negative
and Excluding” in their journals.

Tip for the Coach

Handout 4—Constructive Communication can be used to help lead
the discussion in step 4.

5. Tell participants to think about the chances they have during a typical
day to interact either with a person (child or adult) with a disability or
a parent of a child with a disability. Help participants list all the op-
portunities they have for interacting, such as on the bus, greeting chil-
dren in the morning, eating lunch, in the supermarket, at a parents’
meeting, etc.

Tip for the Coach

Identifying an opportunity for an interaction is an important first
step in completing the assignment that participants will be given
(below). You may want to help them list specific opportunities for
interactions. You may also need to facilitate a situation in which
an interaction, no matter how brief, can occur.

64

56 Module 2: Communication Counts



Module 2

Communication Counts

Activity 1: Purpose: This workshop activity will give participants an opportunity to
Learning from identify examples of communication that foster or hinder inclusion. They
an Expert will also develop communication skills that help parents and children feel

that they are respected and valued members of the group. The workshop
will also help staff members recognize the roles they play in creating an
inclusive program.

Preparation Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 1-Maggie and Joey (p. 73): one for each par-
ticipant

Handout 2-Vignettes (pp. 74-75): one for each partici-
pant

Handout 3-Vignette Worksheet (pp. 76-77): one for
each group of 5

Handout 4—Constructive Communication (p. 78): one e
for each participant

Leading the Activity

1. Introduce the activity and review the agenda with participants. Stress
that every interaction we have with parents of children with disabili-
ties, no matter how brief, can help them feel valued. Likewise, our
interactions can make them and their children feel like outsiders and
as if they are different and do not truly belong. In this activity, par-
ticipants will learn from an expert—Maggie, the mother of a boy with
disabilities.

2. Divide participants into groups of 5 and have them form small groups.
Ask for volunteers in each group to choose one of the following roles:
reader of the story and vignettes, facilitator of small-group discussion,
timekeeper, writer of responses on the worksheets, and person who
teports back to the larger group. Pass out Handout 1-Maggie and pb
Joey and Handout 2-Vignettes to each participant.

bY )

52 Module 2: Communication Counts



Leading the Way

Head Start has been a pioneer in including children with disabilities—
reaching and serving children with disabilities before any federal educa-
tional mandates existed. Fortunately, laws and regulations related to the
rights and protections of children and adults with disabilities have been
enacted over the years. The landmark 1975 legislation the Education for
All Handicapped Children Act (P.L. 94-142) entitled all children with
disabilities from school age to age 21 to:

TM a free, appropriate education in the least restrictive environment
TM@ rights to due process
@ individualized educational programming

TM@ parents’ participation in all decisions related to the education of their
children

Its 1986 amendment, P.L. 99-457, mandated services to the preschool
population (ages 3 to 5) over a five-year period. These laws have re-
newed professionals’ commitment to form partnerships with parents as
equal members of a team.

This legislation was reauthorized in 1990 as the Individuals with Disabili-
ties Education Act (IDEA). It continues to strengthen the importance of
Local Education Agency (7.EA) partnerships with community agencies
such as Head Start. It also continues to ensure children with disabilities
the right to an education in the least restrictive environment (LRE).

The Americans with Disabilities Act (ADA), which was signed on July
26, 1990, marked another achievement in the struggle for equal rights and
equal access for individuals with disabilities. This legislation protects
basic civil rights for all individuals with disabilities in private sector em-
ployment, all public services, public accommodations, and telecommuni-
cations.

Taken together, these laws are a mandate to end discrimination against
individuals with disabilities. They also provide individuals with opportu-
nities to fully participate in community life. Head Start programs must
acquire special knowledge and skills to take full advantage of the opportu-
nities created by these laws and regulations.

Re

12

Introduction



Module 1

Handout 5: Geri’s Story

Geri is a four-year-old girl who was enrolied in
Head Start for the first time a month ago. She
lives with her mother and her older brother. Her
mother works part-time on a late-night shift while
the children stay with extended family members.
Geri is very active and she likes to play outdoors.
Her behavior is hard to predict. She has bitten
other children a number of times. And just last
week, while she was playing with dough, she hit
the child next to her in the face with a garlic
press. Then she threw herself down on the floor
and began sobbing. Geri will not talk and no one
knows why. She is still wearing diapers.

Si

42

Module 1: There's Room for All of Us



Module 1

Handout 7: Hints for Small-Group Leaders, page 2

Discussion Questions @ Is the situation with Geri one your program can relate to? What are
the similarities? What are the differences?

Which of the viewpoints do you feel you understand/agree with?
Which of the viewpoints surprised you?

Did any of the viewpoints offend you?

What viewpoints are missing?

CR
o

46 Module 1: There's Room for All of Us



Module 2

Handout 3: Vignette Worksheet, page 2

Choose a few vignettes that you think made Maggie and Joey feel bad—as if they were different and didn’t truly
belong. Then answer the question below for each vignette you chose.

Title of Vignette:

What made the interaction negative?

What could have made the interaction more positive’.

Title of Vignette:

@ .What made the interaction negative?

What could have made the interaction more positive?

Title of Vignette:

What made the interaction negative? _

What could have made the interaction mor? positive?

34

Setting the Stage: Including Children with Disabilities in Head Start 7



Resources

Journals/Periodicals

National Parent Network on Disabilities (NPND)
1600 Prince Street, #115

Alexandria, VA 22314

(703) 684-6763

This national network was established to provide a presence and per-
sonal voice for parents of children, youth, and adults with special
needs. NPND shares information and resources in order to promote
and support the power of parents to influence and affect policy issues
concerning the needs of people with disabilities and their families. The
NPND includes organizations of parents of children, youth, and adults
with any type of disability. The governing boards of the member orga-
nizations are composed of a majority of parents.

Resource Access Projects (RAPs)

RAPs are a national technical assistance network, supporting local
Head Start programs in serving children with disabilities. Contact your
Administration for Children and Families Regional Office to find out
the phone number for the RAP in your region

Very Special Arts

1825 Connecticut Avenue, NW, Suite 417
Washington, DC 20009

(202) 628-0300

This organization provides information about curricula and instruction
* in the arts for children and adults with disabilities.

The following journals and magazines often feature articles relevant to inclusion and disabilities services.

Child Care Information Exchange
P.O. Box 2890

Redmond, WA 98073

(800) 221-2864

This bimonthly publication is geared to meeting the management needs
of early childhood programs.

146

Setting the Stage: Including Children with Disabilities in Head Start 141



Continuing Professional Development

Professional Development Survey, page 2

v
All that
Apply
How do you think you can best learn what you want to learn? Check all that
apply.
Qo Reading and writing on my own, with occasional sessions with my supervisor.
Oo Meeting with peers for an ongoing support group in which we discuss successes
and erns, and create solutions.
oO Meeting with peers for an ongoing study group in which we read articles, watch
videos, etc. and have discussions.
e o Observing experienced staff members and peers and having them observe me as I
practice new skills.
oO Attending other training sessions or taking a course at a nearby college.
oO Receiving written notes and materials from my supervisor on topics that interest
me.
Oo Other (please specify):
e 139
Setting the Stage: Including Children with Disabilities in Head Start 133



Introduction

Module Activity
Module 3: Activity 1: It's the Law (W) Handout 1-Principles Underlying the
Making It Work! | Participants analyze typical Head Start scenarios to Laws and Regulations
Jearn how the principles underlying the laws apply to Handout 2-All Things Considered
everyday practice. Handout 3-Laws and Regulations
Handout 4-Rights and Protections under
the Law
Easel, newsprint, markers, and tape
Activity 2: Principles Underlying the Laws (C) 60-90 mins. | Handout 1-Principles Underlying the
‘A coaching adaptation of Activity 1: It's the Law. Laws and Regulations
Handout 2-All Things Considered
Handout 5-Finding Some Answers
Activity 3: On Target (C) 60-90 mins. | Handout 3-Laws and Regulations
Staff take a mini-tour of their site to assess program Handout 4-Rights and Protections under
accessibility using guidelines consistent with federal the Law
Taws. Handout 6-Barriers Checklist
Easel, newsprint, markers, and tape
‘Tape measures
Activity 4: Nuts and Bolts (W) 60 mins. Handout 7-Directions for Group Leaders
Participants discuss the many factors to consider Handout 8-Planning Worksheet
when planning for children with disabilities. Handout 9—Carla's Story, Part
Handout 10-Carla's Story, Part II
About Inclusion
Fasel, newsprint, markers, and tape
Activity 5: Moving Forward (C) 60-90 mins. | Handout 11-Observation Checklist
Participants establish goals for themselves and make About Inclusion
recommendations for program improvements. A Letter from a Head Start Parent
Next Steps: Ideas to Extend Practice
Easel, newsprint, markers, and tape
W = Workshop

C= Coaching

3
a

(

Setting the Stage: Including Children with Disabilities in Head Start



ee

Resources

National Network of Resource Access Projects for Head Start. 1995.
Child to child: Maximizing opportunities for social integration. A train-
ing program for Head Start. Washington, D.C.: U.S. Department of
Health and Human Services, Administration for Children, Youth and
Families (202) 205-8347.

This curriculum provides teachers, administrators, and parents with
practical strategies for promoting the social integration of children with
disabilities in Head Start. The program was field-tested with more than
300 Head Start staff and parents in 13 states.

Office for Training and Educational Innovations. 1993. Treasures: A
celebration of inclusion. Concord, N.H.: The Institute on Disability/
UAP, University of New Hampshire, The Concord Center (603) 228-
2084.

This book captures the heart and soul of inclusion through photo-
graphs of children with disabilities participating in schools and in their
communities.

Module 1: There’s Room for Ali uf Us

Bunnett, R. 1993. Friends in the park, New York: Checkerboard Press
(212) 571-6300.

This book follows a group of young children as they spend a typical
day in the park. The story reinforces the concept of inclusion in a natu-
tal way and shows how children are more alike than different. Friends
together: More alike than different, a series of 11" X 17" full-color
photographic posters showing children with a variety of disabilities at
play, is also available from Checkerboard Press.

Knob wood puzzles. Grandview, Mo.: Constructive Playthings (800)
832-0572.

This set of puzzles includes a child in wheelchair, children with arm
crutches, and an adult woman in a wh-elchair. Differently-challenged
children, a set of figures including five children with a range of dis-
abilities, is also available from Constructive Playthings. .

136

Resources



Module 2

Communication Counts

Learning Outcomes

Key Concepts

Background Information

After completing this module, participants will be able to:

@ = Identify opportunities they have in their programs to communicate
constructively with parents of children with disabilities.

TM Identify types of communication that invite or discourage
participation.

TM@ Talk about disabilities with adults in a way that promotes belonging
and invites participation.

TM Talk to Head Start children in a way that fosters inclusion of children
with disabilities.

See At A Glance or p. 6 for an overview of activities in this module.

@ Every interaction with children with disabilities and their families can
foster or hinder full participation in the program.

All staff play a role in creating a welcoming and respectful environ-
ment for children with disabilities and their families.

Whenever we communicate, in words or actions, we express our attitudes,
values, and beliefs. Simple words and gestures can make people feel in-
cluded or left out. TM or most Head Start staff, reaching out, communicat-
ing respectfully, and building community just comes naturally, However,
there are times when we may “forget” how to communicate with respect,

especially when we are afraid of saying something that might offend
someone.

Constructive communication requires both skill and “heart"—respect,
empathy, and caring. By recognizing ways in which our communication
fosters or hinders inclusion, and practicing communication that promotes
a sense of belonging, each of us will enhance our ability to welcome and
support all children and families.

59

Setting the Stage: Including Children with Disabilities in Head Start


Contents

Preface viii
Introduction 1
Overview

Purpose

Audience...

Performance Standards .
Organization of the Guide...
Organization of the Modules
Definition of Icons .......
At A G1ance w.ccsecsssssessceneseee

Trainer and Coach Preparation...
About Inclusion
References ...ecsccsccssecsssseesnecseevecssecnesseenens

Module I 3s

There’s Room for All Of US...sscssssecssssccssnsesssseeesseesssseeessnseeeanecesnees 15
Learning Outcomes
Key Concepts .....
Background Information
Activity 1: My Point of View
Activity 2: Learning from Others .
Activity 3: Taking Another Perspe

Setting the Stage: Including Children with Disabilities n Head Start v

6



Module 2

Communication Counts

Activity 6: 00 Purpose: In order for children with disabilities to feel as if they truly

Making a belong, they must feel valued for who they are. In this coaching session,

Plan participants will develop goals for strengthening their ability to communi-
S=e=3 cate constructively with and about children with disabilities.

Preparation This session has two parts: 1) a discussion of the assignment and 2) a
? goal-setting exercise for strengthening each participant's ability to com-
municate constructively about persons with disabilities. At the end of the
session, participants will choose Next Steps to work on to extend their
learning. To prepare for this session:

TM Review all the directions and handouts for this session, and Next
Steps: Ideas to Extend Practice (p. 71).

@ Duplicate Handout 6-Responding to Questions (pp. 80-81), Handout
es 11-Goals (p. 88), and Next Steps: Ideas to Extend Practice (p. 71):
one for each participant.

@ Read through the Resources section (pp. 135-142), particularly those 6
recommended for Module 2. Note resources that may be helpful as
participants apply their new skills to their daily work.

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today’s ses-
sion.

nN

Ask participants to review their notes on Handout 9—-Prompts and
Handout 10-Responses. Then lead a discussion about the assign-
ment, asking for general reactions.

3. Next, ask participants to share their specific reactions. Remind them
that there is no single “right” answer. Review each prompt and the
matching response. Ask participants: “Which responses are con-
structive and inclusive, and why?” and “Which are destructive and
exclusive, and why?” Ask participants to share any responses they
wrote and explain how these responses promote belonging. After
analyzing all prompts and responses, have participants make two lists:
“What Makes Answers Constructive” and “What Makes Answers
Destructive.”

68 Module 2: Communication Counts



Module 1

© Do you have fears about including children with disabilities in Head
Start? What are they? If you do not, why do you think other pcople

are afraid? What suggestions would you make to help people over-
come their fears?

It is important for everyone to have a chance to voice fears and con-
cerns about including children with disabilities in Head Start. Ini-
tially, participants may feel more comfortable if they start by focusing
on other people's fears. Encourage participants to share their ideas
and feelings, both positive and negative. Only then can misconcep-
tions be challenged and support ve offered.

<> Were you abie to tell a successful inciusion story?

Ask participants to tell you why they think the story they told was a
successful one. This is a good way to begin thinking about what be-
liefs, skills, and supports are necessary to make success stories.

©} Were you able to tell what you think your role is?

Help participants begin to see what they can do, within their roles, to

promote or prevent the successful inclusion of children with disabili-

ties in their programs. Point out that inclusion requires a program- e@
wide effort; everyone must play a role. You may also use this time to

talk about any changes participants anticipate in their roles as they

include children with (more significant) disabilities.

Wrap-up and Assignment Briefly summarize the session by emphasizing that people have a Jot of
different ideas and feelings about inclusion. Our feelings are influenced
by many factors—our values, beliefs, experiences, and cultural back-
grounds. Head Start staff need to be aware of how their own experiences
affect the way they interact with children with disabilities. They must
also be sensitive to the perspectives of others.

Then give participants this assignment: use the interview guides they
developed to conduct a 30-minute interview with a Head Start staff mem-
ber in a similar role. Give participants a copy of Handout 4-The Inter-
view. Togethes, review the handout and answer any questions
participants may have. Then, with participants, review potential
interviewees. Tell participants that you will be available if they need help
making contacts with interviewees.

Ask participants to complete the assignment and bring it to the next
coaching session, What Is Inclusion? Thank participants for their partici- e&
pation and confirm a time and place for the next meeting.

22 or Module 1: There's Room for All of Us

a


Module 2

You may need to give examples, such as in the hallways, at parent
meetings, and at pick-up time. Allow 20 minutes to complete the
task. Ask each group to hang the completed newsprint on the wall.

3. Ask each group to report back. Then have the entire group share re-
actions. Ask participants to find similarities and differences among
the various groups’ responses. Point out the numerous times we inter-
act with families regardless of our Head Start roles. Stress that each
interaction is an opportunity to foster a sense of belonging for the
parent and the child.

4. Point out that we all have strengths and we all have room to grow.
Ask participants to close their eyes as they think about the following
questions:

TM Is it easier to speak with the parent when the child is present or
not present?

TM Are some disabilities more difficult for you to accept? Be
nonjudgemental about?

@ Do these feelings create barriers between you and the parent?
Between you and the child?

TM@ Are you at ease in some situations but nervous in others?

@ Do you try to avoid talking or answering questions about disabili-
ties?

TM@ Is it difficult for you to speak out about the rights of persons with
disabilities in the program or the community?

Ask participants to open their eyes.

Tip for the Trainer

This step will increase participants’ awareness of their own
thoughts, feelings, and responses to persons with disabilities. This
awareness is a first step in setting individual goals to create more
inclusive programs and communities.

v4 @

Module 2: Communication Counts



Module 2

Leading the Activity 1, Introduce the activity and review the agenda with participants. Tell
participants that in this activity, they will each get a chance to practice
answering questions about children with disabilities. Assure partici-
pants that they will not have to practice in public.

2. Ask participants to close their eyes and think about their day-to-day
interactions with children, either at home or in the program. Tell
them to think about a child with whom they interact easily. Ask them
to think about how they would describe the way they answer this
child’s questions. Have participants open their eyes; then ask for a
few volunteers to share their responses. Typically, people will say
that they try to understand what the child is truly asking, or that they
try to answer honestly, or that they answer in a way that is appropriate
to the developmental level of the child.

3. Now ask participants to think about a time when it was difficult to
answer a child’s questions. Maybe they could not find the words to

convey what they were really thinking or they just didn’t know what
to say.

@ 4. Pass out a transparency to each participant and several markers for
participants to share. (Transparencies are ideal, but paper and pencils
will do.) Tell participants that you will read a prompt and that they
will write down the actual words they would say as a response. As-
sure participants that no one will be required to share responses with
anyone else and all responses will be anonymous.

5. Read aloud one of the prompts you prepared in advance. Then ask
participants to write down the actual words they would say in re-
, sponse (rather than a description of the response). Remind partici-
pants that there are many answers that are constructive and
appropriate.

6. Ask for volunteers to pass in their transparencies or papers. Select
several responses to read aloud to the group. At this point, add in the
transparencies you made earlier with responses of your own that
match the selected prompt. Before reading each aloud, remind par-
ticipants that the responses are anonymous and that you have added a
few responses of your own.

7. Use the overhead projector and read the responses one at atime. Ask

participants to analyze each response and discuss how it fosters or
create s a barrier to inclusion. After analyzing all responses to one

iw

Setting the Stage: Including Children with Disabilities in Head Start 59



Module 1

There’s Room for All of Us

Learning Outcomes

Key Concepts

Background Information

After completing this module, participants will be able to:

TM@ Identify how their own perceptions and experiences influence the
ways they interact with and treat children with disabilities and their
families.

TM Recognize some basic principles and practices necessary for meaning-
fully including children with disabilities and identify how these prin-
ciples and practices apply to their own Head Start program.

W@ Identify how inclusion benefits children with disabilities and their
families and the Head Start program as a whole.

See At A Glance on p. 5 for an overview of activities in this module.

@ Attitudes and beliefs shape our behavior. Knowledge and individual
experiences have a powerful effect on how we interact with children
with disabilities and their families.

@ Dialogue promotes the understanding and collaboration needed to
make inclusion work.

What do we mean when we say the word inclusion? What does inclusion
mean in Head Start? What is the best way to meet the needs of young
children with disabilities and their families? These questions form the
foundation of this first module.

Making inclusion a success in Head Start begins with understanding and
self-reflection. Before staff can learn and practice specific skills that fos-
ter and strengthen inclusion, they must first understand the concept and
explore what it means to welcome all children into their programs. To
begin, we must look at our experiences and how they influence our
thoughts and feelings about working with children and adults with dis-
abilities. We must also consider the thoughts and experiences of others in
the program, In this module, participants have opportunities to voice
concerns, explore experiences, share successes, and contribute to future
plans for the program.

24

Setting the Stage: Including Children with Disabilities in Head Start 18



Module 1

Summing Up

© What would the ideal day for a child with disabilities look like in our
program? What must be done to make it happen?

It may help to look first at what a day would be like for a typically
developing child, and then discuss how the needs of a child with dis-
abilities can be met in that context. (Allow 25 minutes.)

Thank participants for their ideas. Point out that their thoughts (and hard
work) have helped them devise an image of what inclusion can look like
in their program. Encourage participants to use their map to create goals
and assess steps they have taken to reach their goals. For each step they

take, they should ask: “Why am I choosing to do this? Does this bring us
closer to our goals?”

Woe
~~

32

Module 1: There's Room for All of Us



Module 2

3. Ask one of the “readers” of a small group to stand and read the story
to the entire group of participants. Then have other “readers” take
turns reading the vignettes to the whole group. These vignettes will
give participants a sense of Maggie and Joey’s Head Start experience.

4. Lead a brief discussion with the entire group, asking general ques-
tions such as, “If you were Maggie or Joey, now would you feel about
Head Start?” Help participants see that each person has the ability to
make the program a great experience for Maggie and Joey, and to
welcome them as true members of the community.

5. At the end of this large-group discussion, have participants work in
their small groups. Pass out one copy of Handout 3-Vignette
Worksheet to each small group. Tell participants they will have 20
minutes tq discuss the questions and complete the worksheet.

6. While the groups are working, hang up 3 pieces of newsprint. Write
one of the following headings cn each sheet: “What made the interac-
tion positive?” “What made the interaction negative?” and “Key fea-
tures of communication that foster inclusion.”

7. At the end of 20 minutes, ask each reporter from the small groups to
summarize the responses on the worksheet. Record responses on the
appropriate sheet of newsprint.

8. After each small group has reported back, ask the large group to look
over all the responses and create a list of key features of communica-
tion that foster a sense of belonging. Record responses on the third
sheet of newsprint. °

Tip for the Trainer

Handout 4—Constructive Communication is designed for distribu-
tion after participants generate a list of key features of communi-
cation. However, if the group appears to be struggling, feel free to
distribute the handout earlier or use it yourself to guide the discus-
sion.

9, Pass out and review Handout 4—Constnuctive Communication with
participants, noting where the group-gencrated list and the handout
are similar and where they are different. Point out that neither list is
complete. Encourage participants to add their own ideas, examples,
or strategies to the handout.

aw
Setting the Stage: Including Children with Disabilities in Head Start 53



Module 1

Summing Up

>

When you talked about roles, what similarities did you see between
your own role and the person you talked with? What changes do you
anticipate or would you like to make in your role in welcoming chil-
dren with disabilities and their families?

Help participants begin to see what they can do, within their roles, to
promote or prevent the successful inclusion of children with disabili-
ties in their program. Point out that inclusion requires a
programwide effort; everyone must play a role.

What does including children with disabilities in head Start mean for
you? What does this mean for your Head Start program?

Point out that there are a number of ways to meet the needs of chil-
dren with disabilities and their families, Inclusion strives to build on
the strengths and address the needs of children with disabilities in the
daily routine.

Summarize the session for participants using these key points:

More children with significant disabilities are entering Head Start. It
is critical that all participants have a basic understanding about what
inclusion means for their program and for their roles.

Inclusion is not just the responsibility of the disabilities services coor-
din, Everyone, as part of a team, plays a role in welcoming and
supporting children with disabilities and their families.

People have many different ideas and feelings about inclusion. Our
feelings are influenced by many factors—our values, beliefs, experi-
ences, and cultural backgrounds. Head Start staff need to be aware of
how their own experiences impact the way they interact with and treat
children with disabilities; they must also be sensitive to the perspec-
tives of others.

27

Module 1: There's Room for All of Us



~END

U.S. Dept. of Education

Office of Educational
Research and Improvement (OER])

ERIC

Date Filmed
January 17, 1997



Handout 19: Responses, page 2

Manny

We have to take kids like Adam. It’s the law.
Let's talk about Ryan first. How is he acting up? What’s got you worried?
Adam has as much right to be here as any other child. Let’s talk about your concerns.

Other:

Gabriella’s Aunt

You know, I'm not aliowed to discuss any of the children or families with other
people, not even relatives. Why don’t you give Dora a call?

Gabriella is in bad shape. I think Dora’s old boyfriend is back.

It’s not really any of your business.

Other:
®

Communit} Center Staff Member

@ We are just as qualified as any other program to serve these kids.

We believe that all children have a right to attend our program and get the supports they need. It’s been hard
sometimes, but wonderful, too.
We have to—it’s the law.

Other:

94

Setting the Stage: Including Children with Disabilities in Head Start 87

eae


Module 1

Handout 3: Definition of Inclusion*

The Division of Early Childhood of the Council for Exceptional Children defines inclusion as:

a value that supports the right of all children,
regardless of their diverse abilities, to
participate actively in natural settings within
their communities. A natural setting is one in
which the child would spend time had he or she
not had a disability. Such settings include but
are not limited to home and family, play groups,
child care, nursery schools, Head Start

programs, kindergartens, and neighborhood
@ school classrooms.

* Reprinted with permission from Division of Early Childhood of the Council for Exceptional Children. 1993.
@ Position on Inclusion. Reston, Va.: Division of Early Childhood of the Council for Exceptional Children.

Setting the Stage: Including Children with Disabilities in Head Start > 39

4s



Module 2

Handout 7: Choosing Words with Dignity*

Choose Words with Dignity

People with disabilities, like other minority groups, want to be accepted in their communities as equals with other
citizens.

What you write and what you say can enhance the dignity of people with disabilities and can promote positive
attitudes about their abilities.

Let your descriptive words emphasize a person’s worth and abilities, not the disabling condition. Refer to the
person first rather than the disability. The phrase “people with disabilities” is preferred, for instance, to “the
disabled.”

Use Positive Images and Graphics

In printed communications, watch out for stereotypes in graphics and pictures. A cartoon of a person who is
visually impaired being directed to the wrong door by a sighted person promotes negative attitudes. A picture of a
person seated in a wheelchair at a computer console emphasizes ability.

Speaking with People with Disabilities

&& When you speak to a person with a disability, remember that he or she is a person first who also happens to

have a disability. If you need information about the disability, don’t hesitate to ask the person about it
directly.

Wi Ask if assistance is needed rather than assuming it is. Then follow the instructions of the individual to avoid
possible injury to the person or yourself.

8

Don’t assume that a person with one disability also has others.
& Maintain eye contact and talk to the person even if he or she is using an interpreter.
© When speaking with a person who has a speech impairment or uses an augmentative communication system,

be patient and give the person time to respond to your question. Don't try to finish a sentence for the person.

If you don’t understand what the individual has said, say so and ask him or her to repeat the statement or say
it another way.

Use a normal tone of voice. Speaking loudly causes pain for some peopie.
YW Do not lean on a person's wheelchair or distract a working animal. Don’t “play” with assistive equipment.

YW Don't hesitate to use everyday expressions. It’s fine to say ‘See you later” to a person who is visually

impaired, or “Let's take a walk” to a person using a wheelchair. q

* Adapted with permission from Developmental Disabilities Council. Choong Words with Dignity Concord, N.H.:
Developmental Disabilities Council.

82 Module 2; Communication Counts



Module 2

Communication Counts

Activity 3: Purpose: In order for children with disabilities to be an integral part of
What Should the program, staff must communicate respectfully with and about them, so
1 Say?* that they will feel valued for who they are and what they have to offer. In
. this workshop activity, participants will sharpen skills needed to commu-
nicate respectfully about children with disabilities.
Preparation Arrange for: Overhead projector

Markers for transparencies

Blank transparencies (or pencil and paper)
A few completed transparencies

Easel, newsprint, markers, and tape

Make: Transparencies with sample prompts and responses.
First, read through all the directions for this activity and @
choose a few prompts from Handout 9-Prompts (p. 85).
Then choose both appropriate and inappropriate re-
sponses from Handout 10-Responses (pp. 86-87) that
match the prompts you selected. Add or substitute
prompts and responses that reflect issues experienced in
your program.

Duplicate: Handout 6-Responding to Questions (pp. 80-81): one
fer each particspant

Handout 7-Choosing Words with Dignity (pp. 82-83):
one for each participant

* Adapted with permission from J. Rothschild-Stolberg, M. Rutman, and D. Heller. 1985. Talking: Between the
Lines. A Workshop on Communicating with Children in Early Childhood Mainstream Senings. New York: New @
York University Resource Access Project, Region Il.

io
CO an
58 Module 2: Communication Counts



Moduie 2

Handout 7: Choosing Words with Dignity, page 2

This page presents suggestions for language preferred by people with disabilities. Not only is equality everyone’s
civil right, using appropriate language is common courtesy.

Use Affirmative Phrases

Don’t Use Negative Terms

YES!

NO!

/ people with disabilities

v person who is blind; person who is
visually impaired

/ person who is deaf; person who is
hard of hearing

~ person who has multiple sclerosis
v person with cerebral palsy
¥ person with mental retardation

~ person who uses a wheelchair
v person without disabilities

v unable to speak; person who is
nonverbal

v seizure

v successful, productive

the handicapped; the disabled

the blind

suffers from a hearing impairment

afflicted with MS

CP victim

i
|
|
‘ retarded; mentally defective |

confined to a wheelchair; wheelchair
bound

normal person (implies person with a
disability isn’t normal)

dumb; mute

fit

courageous (implies the person is a
hero or martyr)

Do not use words or plirases like cripple, lame, vegetable, retard, he’s mental, those children.

90

Setting the Stage. Including Children with Disabilities in Head Start

63


Medule 3

Handout 5: Finding Some Answers

Complete the following questions for your next session.

1. Think about the principles for a moment. Then choose one situation you (or someone else in the program)
have experienced which raised questions for you. Write down the situation in the space below or in your
journal.

2. What questions do you have about the situation? What principles have you considered?

3. _Do some research. Ask people within your program (the disabilities services coordinator or your supervisor)
or outside of your program (staff from the Resource Access Project) for some answers. Below list the people
you talked to and what you learned from them. ~

Setting the Stage: Including Children with Disabilities in Head Start ny



Module 3

Handout 6: Barriers Checklist, page 3

Priority 3: Usability of Rest Rooms

When rest rooms are open to the public, they should be accessible to people with disabilities. Closing a rest room
that is currently open to the public is not allowed.

QUESTIONS YES NO POSSIBLE SOLUTIONS

Getting to the Rest Rooms

If rest rooms are available to the public, Q Q QO Reconfigure a rest room.
is at least one rest room (either one for
each sex, or unisex) fully accessible? Combine rest rooms to create one

unisex, accessible rest room.

Priority 4: Additional Access

When amenities such as public telephones and drinking fountains are provided to the general public, they should
also be accessible to people with disabilities.

QUESTIONS YES NO POSSIBLE SOLUTIONS
Drinking Fountains
Is there at least one fountain with clear Q Q O Clear more room by rearranging or
floor space of at least 30 x 48 inches in removing furnishings.
front?

128 @

122 Module 3: Making It Work!



Module 1

There’s Room for All of Us

Activity 4:

What Is Inclusion?

Preparation

Conducting the Session

Purpose: This coaching session will use examples and reflective practice
to help participants better understand what inclusion looks like, not only
in the classroom but in terms of Head Start program operations; and iden-
tify basic principles and practices necessary for including all children and
families.

This coaching session has two major parts: 1) a discussion about the as-
signment from the previous coaching session-Activity 2 and 2) an analy-
sis of inclusive and restrictive practices to generate a list of principles
necessary for including children with disabilities and their families in
meaningful ways. At the end of the session, participants will receive an
assignment. Their task is to “collect” examples that reflect the guiding
principles. To prepare for this session:

®@ Review all the directions and handouts for this session and About
Inclusion (pp. 8-13).

@ Duplicate ; !andout 3-Definition of Inclusion (p. 39), Handout 8-
What Works {p. 47), and Figure 1—Inclusive/Restrictive Practices
(p. 11): one for each participant.

Si Select four examples from Figure 1—Inclusive/Restrictive Practices
(p. 11) to discuss with participants,

@ Identify opportunities or situations that can allow participants to ob-
serve positive examples of inclusion within their own programs, in
another inclusive preschool setting, or in a video highlighting inclu-
sive practices.

1. Welcome participants and tell them that the session will begin by
reviewing the material they collected in the interviews.

2. Talk about the interview process with participants. First, ask for their
general impressions: What was it like? What were the main points
that interviewees raised? In what ways did interviewees challenge or
support your ideas? Were there any surprises? Now review and dis-
cuss participants’ responses to Handout 4-The Interview, item by
item. If you are working with more than one participant, point out
similarities in their responses.

26

Module !: There's Room for All of Us



Oe

Introduction

Overview

Purpose

Audience

Performance Standards

Four-year-old Jenny watches as Danny, a classmate, carefully traces his
hand with a neon green marker. Jenny's arms end at her elbows.
“Wanna borrow my hand?” Danny asks her. “That's okay,” Jenny says,
“I'll use my own.” Then they both trace their hands together.

Increasingly, this is becoming a typical scenario as Head Start programs
are reaching more children with significant disabilities. Jenny and Danny
are not just in the same classroom—they are also playmates. While the
teacher observes the exchange, she does not interfere. She does not need
to because she, along with other Head Start staff and families, have laid
the groundwork for this kind of interaction. Together they have created a
climate that fosters appreciation and understanding of individual differ-
ences.

That is the purpose of this foundation guide, written for all Head Start
staff, parents, and consultants—to support Head Start’s efforts to include
children with disabilities in the various worlds around them.

This guide applies Head Start core values as well as the Head Start Perfor-
mance Standards for disabilities services. Since 1972, Head Start pro-
grams have reserved at least 10 percent of their enrollment for children
with disabilities. The Performance Standards assert that all eligible chil-
dren, including children with disabilities, are to receive Head Start ser-
vices and be included in the full range of activities normally provided to
all Head Start ch’ ren. These regulations affirm Head Start’s long-stand-
ing commitment to include children with disabilities and represent today’s
best practices and philosophy of inclusion.

ae
ad

Setting the Stage: Including Children with Disabilities in Head Start 1



Resources

Rothschild-Stolberg, J., M. Rutman, and D. Heller. 1985. Talking: Be-
tween the lines. A workshop series on communicating with children in
early childhood mainstream settings. New York: New York University
Resource Access Project (212) 998-5528.

This series of workshops is designed to strengthen skills in communi-
cating about disabilities with preschool-aged children.

Module 3: Making It Work!

Adaptive Environments Center, Inc. and Barrier Free Environments, Inc.
1995. The Americans with Disabilities Act checklist for readily achiev-
able barrier removal 2.0. Boston, Mass.: Adaptive Environments Center,
Inc. (617) 695-1225.

This checklist will help programs identify accessibility problems and
solutions in existing facilities to support compliance with ADA re-
quirements.

Child Care Law Center. 1993. Caring for children with special needs:
The Americans with Disabilities Act and child care. San Francisco, Ca-
lif.: Child Care Law Center (415) 495-5498.

This report explains the implications of ADA for early child-care pro-
grams.

Doggett, L., Ph.D. and J. George. 1993. All kids count: Child care and
the Americans with Disabilities Act. Arlington, Tex.: Association for
Retarded Citizens. Publication No. 30-17 (817) 261-6003 or (817) or
277-0553 (TDD).

This guide provides child-care providers with information about ADA,
while emphasizing the value of including all children in regular child-
care settings,

Lindeman, D. P., and T. Adams. 1995. Shining bright: Head Start inclu-
sion. Parsons, Kans.: Kansas University Affiliated Program (316) 421-
6550.

This videotape illustrates the collaboration and planning needed to
make inclusion work in Head Start.

143

138 Resources



Module 1

Handout 4: The Interview, page 2

Becoming a skilled interviewer can be a valuable asset to your work. You can expand your knowledge and

support network. Answer the questions below, focusing on the information you gathered and on the experience
of interviewing.

1. How would you describe the interview overall? What was it like (e.g., relaxed, rushed, awkward, fun)?

2. Describe your “best moment” from the interview.

3. Describe your most difficult moment.

4, What did you learn about different points of view about inclusion?

5. Explain how the interview helped you meet one of the goals you wrote during the Preparation session.

6. What else would you like to learn about inclusion?

7, Write anew goal (something else you would like to learn or do) based on what this experience taught you.

5Y

Seiting the Stage: Including Children with Disabilities in Head Start 4



Preface

The letter on the previous page, written by a Head Start parent, under-
scores the belief, commitment, and support it takes to include children
with disabilities in Head Start. Anthony's mother describes an outcome
we hope this guide will help accomplish—to have every child and every
family feel affirmed and supported for who they are and what they have to
offer.

To achieve this result, we must view a child with a disability first and
foremost as a child, with a unique personality, abilities, likes, and dislikes.
That is the purpose of this foundation guide written for all Head Start staff,
parents, and consultants—to support Head Start’s efforts to include chil-
dren with disabilities in the various worlds around them.

This guide will be useful to all Head Start programs—those that have just
begun to reach out to and serve children with more significant disabilities,
and programs that have considerable experience.

In order for staff to accept and implement this staff development program,
they need to know that the management team will provide encouragement
and practical assistance. You can offer support in a number of ways—by
allocating time for staff development; by planning for follow-up from the
very start; and by being involved as participants yourselves. Your pres-
ence in training sessions demonstrates that you value the content and al-
lows you to reinforce on-the-job practice. Research and experience
confirm that staff are nost likely to internalize new ideas and apply new
skills when managers offer focused support.

You can also increase the chances for success by involving everyone. In-
vite consultants and therapists who provide services to children and fami-
lies in your programm to participate. The more in tune they are with your
program, the more useful and meaningful their services will be. Parents,
too, deserve the opportunity to participate in training activities—and not
only parents of children with disabilities. Parents of typically developing
children also need to understand what inclusion is all about, why it is im-
portant, and how they and their children benefit.

This guide will lay the groundwork for inclusion, helping all those in-
vested in Head Start to develop a broader view of their roles and set the
stage for collaboration to meet the needs of all children. Other guides in
this series will complement and build on the skills introduced here and
focus on the more technical aspects of inclusion. We hope that these ma-
terials will strengthen Head Start’s capacity to reach and include children
with disabilities and their families.

Setting the Stage: Including Children with Disabilities in Head Start ix

10



Module 1

Wrap-up and Next Steps

like? Don’t allow this question to lead people into discussing what
they do not have or what keeps them from accomplishing their goals.
This is a time to talk about dreams.

What are your nightmares?

The responses to this question should focus on the roles participants
have in the Head Start program. Are there mistakes they fear they
will make?

What are your talents, gifts, and abilities?

This is an opportunity for participants to think about inner resources
they can draw on tc help them meet the challenges of working with
children with disabilities and their families.

What are the strengths and resources of your program for meeting the
needs of children with disabilities and their families?

This is a time to think about how participants are not alone, but part
of an entire team that will work together. Encourage them to see how
their strengths and gifts contribute to the overall program, and how

they can get the supports they need to continue to assist children and
families,

What do you feel you need in order to fulfill your role now? What do
you need in order to accomplish your goals for the future?

The responses to this question should lead you to planning next steps
with participants. Think about what resources would be helpful. Set
realistic goals and target dates to implement, review, and revise
plans.

Briefly summarize the session with participants. Explain that they can
use this vision, their map, to create goals and assess steps they have taken
to reach their goals. For example, for each step they take, they can ask:
“Why am I choosing to do this? Does this bring us closer to our goals?”

Review Next Steps: Ideas to Extend Practice with participants. Together,
select one option for continuing your work together. Thank participants

for their participation and set or confirm a time and place for a follow-up
meeting.

Setting the Stage: Including Children with Disabilities in Head Stra 35



Module 3

Handout 4: Rights and Protections Under the Law, page 2

Individualized Education Plan (IEP) as a Contract
Children ages 3 to 5 with disabilities have the right to:

@ A free, appropriate, public education (FAPE) that provides special education and related services to meet
their needs as specified in a written Individualized Education Plan (IEP).

@ Services without labeling: diagnosis must meet IDEA criteria, but states are not required to report
children ages 3 to 5 by category of disability.

@ An annual written IEP designed to meet the child’s needs.
@ A coordinated, multi-agency approach to services.

TM Variations in service delivery models,

Least Restrictive Environment (LRE)

Children ages 3 to 5 with disabilities have the right to:

@ An education in an integrated setting with children without disabilities whenever possible and beneficial.
This is called the least restrictive environment.

Parents as Codecisionmakers
Parents of children with disabilities have the right to:

@ Involvement in developing and approving all educational decisions about their child. The parent(s)
signature(s) must be on the IEP.

@ Written notification of and participation in IEP meetings.

@ Due process: parents can contest the school’s actions.

118 Module 3: Making It Work!


Introduction

References

Managers, in particular, must be prepared to lead the way in advocating
for the delivery of quality services to children with disabilities and their
families. Managers also need to build and nurture alliances among Head
Start and other service systems, especially as they reach out to children
with more significant disabilities. By forming such partnerships, pro-
grams can:

@ build networks to recruit children with disabilities

TM access services to support children with disabilities and their families
TM@ identify local experts to assist with staff development

TM plan service delivery systems that are more integrated

TM gain broad-based community support for policy changes and innova-
tions

Changes in attitudes, physical environments, and access to opportunity are
challenges faced by Head Start programs and society as a whole. But by
including everyone, we will all benefit.

Read the following articles for more information about inclusion.

McLean, M., and M. F. Hanline. 1990. Providing early intervention ser-
vices in integrated environments: Challenges and opportunities for

the future. Topics in Early Childhood Special Education. 10(2): 62—
67.

Rose, D. F., and B. J. Smith. 1992. Aititude barriers and strategies for
preschool mainstreaming. Pittsburgh, Penn.: Allegheny-Singer Re-
search Institute.

Salisbury, C. L. 1990. the least restrictive environment: Understanding
the options. Pittsburgh, Penn.: Allegheny-Singer Research Institute.

Wolery, M., P. Strain, and D. B. Bailey, Jr. 1992. Reaching potentials of
children with special needs. In Appropriate curriculum and assess-
ment for young children, vol. 1, edited by S. Bredekamp and T.
Rosegrant. Washington, D.C.: National Association for the Educa-
tion of Young Children.

Oa
ind

Setting the Stage: Including Children with Disabilities in Head Start 13



Introduction

Trainer and Coach Preparation @

While there are no magic recipes for a successful staff development
experience, here are some key steps to follow:

@ Learn about the program. If you are not a Head Start staff member, it
is important to identify background information about the particular
program and the steps staff have taken to foster inclusion. The more
relevant the session is to staff's immediate needs, the more effective
the experience will be. Determine what adaptations mzy be
necessary. For example, if you discover that several staff and parents
are learning English as a new language, you might consider having
materials translated into their native language. Or if participants are
hearing impaired, you may need to locate an interpreter.

@ Develop links with supervisors. Supervisors can help you assess the
interests and needs of staff; they can also give you a picture of the
day-to-day issues that arise. Lay the groundwork for a positive
partnership by meeting with supervisors before you begin. Ask:
Have staff, parents, and consultants discussed their ideas and feelings
about including children with disabilities in the program? What are
their greatest concerns and fears? What are the greatest barriers?

Get familiar with the content. While workshop leaders and coaches
do not need to know everything about inclusion, they do need to be
knowledgeable about the subject. What follows will provide you with
information about inclusion and its meaning for Head Start. You may
also consult other sources. See the reference list on p. 13 and the
Resources section at the end of this guide for a list of available print
and audiovisual materials.

Remember, inclusion can feel like an abstract concept. In order for
participants to understand what it means to fully include children with
disabilities, they need concrete images of what inclusion looks like on the
playground, in aclassroom, or in the community. As you get ready,
choose examples from your own experience that you can use to bring the
concepts alive.

About Inclusion While Head Start has long been a mainstreaming placement for children
with disabilities, today the focus is on inclusion. This means not only
allowing children with disabilities to be in close proximity to their
typically developing peers, but also maximizing their full participation in
the program. Just being in the same classroom does noi automatically
make a child with a disability a valued member of the group. Programs e@

8 18 Introduction



Contents

Activity 4: What Is Inclusion? ..........
Activity 5: A Vision for Our Program .
Activity 6: Looking Ahead
Next Steps: Ideas to Extend Practice

Handouts.......

Module 2 51

‘Communication Counts .......
Learning Outcomes
Key Concepts .....
Background Information .
Activity 1: Learning from an Expert
Activity 2: One Parent’s View ..
Activity 3: What Should I Say.
Activity 4: One-to-One
Activity 5: What Does It Mean for Me?
Activity 6: Making a Plan
Next Steps: Ideas to Extend Practice

Handouts...

vi

Contents



Continuing Professional Development

Peer Support Groups

In this strategy, a small group of staff members (either a mixed group or
staff in similar roles) meet regularly for information and support. They
share successes, discuss concerns and problems, and try to find solutions
together. Peer support groups can also help staff support each other with
their Back Home Plans or Personal Learning Plans. Support groups have
evolving agendas, based on the needs of the members and the tasks they
select to work on together. Most frequently, support groups deal with
practical issues and concerns that arise in the program. Depending on the
needs and interests of the members, you may be a member of the group, a
facilitator for the group, or an outside resource.

Study Groups

Study groups can be used to refine and expand staff skills. In study
groups, staff read journal articles and books, watch videos, or listen to
speakers. They then meet to discuss how the content applies to their own
roles in the program and to their lives. Study group members meet regu-
larly to learn more about research and practice, current thinking and con-
troversy about inclusion, and new topics and issues. The Resources
section includes an annotated list of videos, books, organizations, and
professional journals that can be used for study group exploration. As
with the Peer Support Group strategy above, you may be a member of the
group, a facilitator for the group, or an outside resource who recommends
readings or activities and is available for consultation.

Observation, Practice, and Feedback

Ideally, observation, practice, and’feedback should be ongoing and rou-
tine. Observers can use a simple form to make notes for giving feedback.
Forms can focus on specific skills (communicating with a particular
child), or more general issues (strategies used to foster belonging in the
classroom). As the supervisor, you might be the observer or have staff
observe you. Other possibilities include having new staff observe more
experienced staff or having peers take tums observing each other.

This strategy is time-consuming and a bit difficult to arrange, but it is
very effective and worth the effort. By observing others, staff will see
different methods actually being used and will learn new skills along the
way. Observation also promotes greater self-reflection, an essential skill
for working effectively with others. By being observed in a nonthreaten-

tye

436

130

Continuing Professional Development



Module 3

Making It Work!

Activity 5: {e)

Moving Forward RA

a

Purpose

Preparation

Purpose: Because children with disabilities have unique needs, they
often need additional services and support to be fully included in the pro-
gram. Head Start staff, along with families and other service providers,
need to plan and solve problems together to remove existing barriers.
They also need to identify the extra services and supports that may be
required. This coaching session will help participants identify what they
can do within their roles to provide needed supports.

This session has three major parts: |) reviewing the assignment; 2) devel-
oping a set of recommendations for program improvements; and 3) con-
ducting an observation at an inclusive preschool setting to identify
barriers to inclusion and strategies for fostering it. At the end of the ses-
sion, participants will choose which Next Steps they will work on to ex-
tend their learning. To prepare for this session:

Review all the directions and handouts for this session, A Letter from
a Head Start Parent (p. vi), About Inclusion (pp. 8-13), and Next
Steps: Ideas to Extend Practice (p. 111).

Arrange for easel, newsprint, markers, and tape.

@ Post the newsprint listing participants’ responses from the previous
session.

@ Duplicate Handout 11-Observation Checklist (p. 128) and Next
Steps: Ideas to Extend Practice (p. 111): one for each participant.

@ Make arrangements to visit an inclusive preschool classroom where
you can observe for 30 minutes, and then meet with teachers for 20
minutes. The classroom you select should include at least on2 child
with a significant disability. A Head Start classroom would be ideal.
but it is not a must. The classroom may be offsite. Contact the class-
room teachers in advance to find out when you should arrive, how to
greet children, where in the classroom you should sit, etc. Use this
information to develop a set of guidelines for participants to follow.

@ Read through the Resources section (pp. 135-142), particularly those

recommended for Module 3. Note resources that may be helpful for
participants as they begin to apply their new skills to their daily work.

ji4

Setting the Stage: Including Children with Disabilities in Head Start 107



Module 2

Communication Counts

Activity 5:
What Does It
Mean for Me?

Preparation

Leading the Activity

Purpose: This workshop activity will help participants see how they can
foster inclusion within their program. It will also help participants iden-
tify personal goals for communicating with parents of children with dis-
abilities, and with and about children with disabilities.

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 11—Goals (p. 88): one for each participant

Introduce the activity by explaining to participants that many Head
Start staff may think that working with children with disabilities and
their families is the job of the disabilities services coordinator or the
teacher. However, all staff help create a welcoming environment for
children and their families. Tell participants that in this activity, they
will identify their roles in fostering inclusion for children with dis-
abilities. They will also create personal goals to strengthen their abil-
ity to do so.

Tip for the Trainer

Part of this activity is designed to help staff members become
more aware of the roles they play in helping families feel wel-
come. To achieve this, divide the group into job-similar groups.
If you are not familiar with the roles of participants, ask for a
show of hands by job category (e.g., teaching staff, family advo-
cates, bus drivers, etc.), Then divide participants into groups of 4
to 6 people.

Give each group a marker and a sheet of newsprint. Tell participants
to fill in the role they have in the program (e.g., teachers, cooks, man-
agers, etc.). Then write the heading “Communicating with Children
with Disabilities and Their Parents.” Ask participants to make a list
of all the opportunities they have within their roles for communicating
with parents of children with disabilities as well as with their children.

73

Setting the Stage: Including Children with Disabilities in Head Start 65



Module 1

There’s Room for All of Us

Activity 2: 00 Purpose: Making inclusion a success in Head Start begins with under-

Learning standing and self-reflection. This coaching session will use guided dis-

from Others 4 cussion and interviewing to help participants explore the connection
S==te¥ between their own experiences and their thoughts and feelings about in-

cluding children with disabilities and their families in Head Start. It will
also define their interests and needs with respect to inclusion; and help
them develop a clear picture of the impact of including children with dis-
abilities in Head Start.

Preparation This coaching session has two major parts: 1) participating in an open-
ended discussion designed to stimulate participants’ thinking about inclu-
sion and 2) preparing for interviews with other Head Start staff. For their
assignment, participants will conduct interviews to learn what steps other
staff have taken to foster inclusion in their day-to-day practice. To pre-
pare for this session:

TM Review all the directions and handouts for this session.

TM@ Duplicate Handout 2~My Point of View (p. 38) and Handout 4-The
Interview (pp. 40-41): one for each participant.

TM@ Mark five sentence stems on Handout 2-My Point of View for par-
ticipants to complete.

@ Buy journals (blank notebooks) that participants can use throughout
the coachi..g sessions.

TM@ Identify potential candidates for participants to interview.
Interviewees should have experience working with children with dis-
abilities in integrated preschool settings. They should also be open
and comfortable with sharing their ideas about inclusion.

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today’s ses-
sion.

2. Give each participant a journal. Explain that participants should use
these journals throughout the coaching sessions to keep track of their
ideas and feelings about including children with disabilities. They
can also use the journals to record available resources and strategies

r ) they would like to try. Assure participants that their journals are pri-
vate,

fey

5.
Setting the Stage: Including Children with Disabilities in Head tart 19



Resources

Connections

Lane & Laurence, Inc.

28 Parkman Street, Suite #1
Brookline, MA 02146
(617) 739-2944,

This newsletter, written by and for people with disabilities, provides
resources and strategies for facilitating full participation for persons
with disabilities.

Exceptional Parent
P.O. Box 3000
Department EP
Denville, NJ 07834
(800) 247-8080

This monthly magazine, geared to parents of children with disabilities,
provides information about a range of topics such as working with
schools, accessing resources, and advocating for children.

Teaching Tolerance Se
Southern Poverty Law Center

400 Washington Avenue

Montgomery, AL 36104

(205) 264-0286

This journal, published twice a year, strives to create communities in
which differences are acknowledged, respected, and celebrated.

147

142

Resources

‘US GOVERNMENT PRINTING OFFICE: 1995 ~ 615 - 032 / 28019



Introduction

Definition of Icons

Coaching 00 A training strategy that fosters the development of skills
through tailored instruction, demonstrations, practice, and
4 feedback. The activities are written for a coach to work
{ closely with one to three participants.
Workshop { 70, } A facilitated group training strategy that fosters the devel-
i 4 opment of skills through activities which build on learning
@ s through group interaction. These activities are written for
33 up to 25 participants working in small or large groups with
ef iP Pi P’ gs large group:
one or two trainers.
Next Steps: CSS Activities assigned by the trainer immediately following
Ideas to Extend Practice es 2 the completion of the module to help participants review
5

key information, practice skills, and examine their
Progress toward expected outcomes of the module.

Continuing Professional
Development

Follow-up activities for the program to support continued
staff development in the regular use of the skills addressed
in a particular training guide. It includes:

1. Opportunities tailored to the participant to continue
building on the skills learned in the training

2. Ways to identify new skills and knowledge needed to
expand and/or complement these skills through opportu-
nities in such areas as in higher education, credentialing,
or community educational programs.

14

Introduction



Resources

Council for Exceptional Children (CEC)
Division of Early Childhood (DEC)
1920 Association Drive

Reston, VA 22091-1589

(703) 620-3660

The Council for Exceptional Children (CEC) is the largest international
professional organization committed to improving educational out-
comes for individuals with disabilities. Members receive Exceptional
Children, the research journal; Teaching Exceptional Children, a prac-
tical classroom-oriented magazine; and a newsletter called Exceptional
Times. CEC is the home of the Educational Resources Information
Center Clearinghouse on Handicapped and Gifted Children.

Disability and Businesses Technical Assistance Center
(800) 949-4232 (voice/TDD)

This center provides information about the ADA requirements.

Disability Rights Education and Defense Fund (DREDF)
2212 Sixth Street

Berkeley, CA 94710

(510) 644-2555 (voice) or (510) 644-2629 (TT)

This national, nonprofit organization offers concise, up-to-date infor-
mation on the civil rights of persons with disabilities. The Disability
Rights Review, the organization’s free quarterly newsletter, reports on
legislative activities affecting disability rights.

National Information Center for Children and Youth with Disabilities
(NICHCY)

P.O. Box 1492

Washington, DC 20013

(202) 884-8200

NICHCY is a clearinghouse which provides information and services
on disabilities and disability-related issues. NICHCY offers technical
assistance to parent and professional groups, referrals to other organi-
zations, and materials about a range of disability-related issues which
are available in English and Spanish. All materials and services are
provided free of charge. NICHCY's newsletter, News Digest, is pub-
lished three times a year.

1

140

Resources



Module 1

Don’t withdraw from the discussion.

TM@ It is fine to challenge someone else’s ideas—“I disagree with that,
Bob.”

EH It is not acceptable to challenge anyone in the group personally—
“Bob, you're all wrong about that!”

Distribute Handout 5-Geri’s Story and Handout 6-Viewpoints, to all
participants. Ask for volunteers and have them read the handouts
aloud to the entire workshop group.

Assign participants to small groups of 8 to 10 people. Ask for one
volunteer from each small group to lead the small-group discussions.

While participants move to form their small groups, take the volun-
teer leaders aside. Give each leader a copy of Handout 7—Hints for
Small-Group Leaders, which offers guidance for facilitating small-
group discussions. Explain that their job is to help keep the conversa-
tion on track and make sure everyone has a chance to speak.

Have the leaders return to their small groups. Tell participants they
will have 30 to 45 minutes to react to the handouts and that you will
give them a 5-minute warning. Tell participants that you will be
available to answer any questions, but will not participate in any one
group.

After 40 minutes, tell the group leaders they have 5 minutes left to
wrap up their discussions.

Reconvene the large group and ask leaders to share one or two key
ideas from their small groups. Record their ideas on newsprint. Then
lead a large-group discussion using the questions from the Discussion
Guide below.

Ge
&>

Module 1; There’s Room for All of Us



Module 3

© What information, support, or training do you need to care for the
child?

© How do you develop a plan to ensure that all children are safe?
Basic Principle

> Nondiscrimination. Programs cannot exclude children with a cer-
tain type or level of disability from participating in Head Start.
The Performance Standards also state that all children, including
children with disabilities, should receive Head Start services and be
included in the full range of activities normally provided to all
Head Start children.

Item 4: A mother wants to enroll her child in your program. You find
out that the child is not toilet-trained. Your program doesn’t have any

changing tables. According to the principles, what do you need to con-
sider?

Guiding Questions

© Can you refuse to enroll a child based on his or her toileting skills?
Why or why not?

= What are your state or local health and child-care licensing require-
ments regarding the changing and disposing of diapers? How can
you meet those requirements?

Basic Principle

© Nondiscrimination. According to Head Start policy, programs

cannot deny enrollment to a child on the basis of toileting skills,
regardless of whether or not that child has a disability.

102

Setting the Stage: Including Children with Disabilities in Head Start 95


Resources

Organizations

National Information Center for Children and Youth with Disabilities.
1993. Questions and answers about the Individuals with Disabilities Edu-
cation Act (IDEA) Vol. 3, No. 3. Washington, D.C.: National Informa-
tion Center for Children and Youth with Disabilities (800) 695-0285.

This free news digest answers many of the questions commonly asked
by families and professionals about the mandates and requirements of
IDEA, the federal law that supports special education and related ser-
vices programming for children and youth with disabilities.

The following organizations provide information, materials, training sessions, and technical assistance on a wide
range of topics related to disabilities services.

AbleNet, Inc.

1081 Tenth Avenue, SW
Minneapolis, MN 55414
(800) 322-0956

AbleNet designs and manufactures assistive devices for individuals
with disabilities. Their quarterly publication, ALDetails, focuses on
applications of automated learning devices for play/leisure, domestic,
vocational, and leaming environments for persons with severe disabili-
ties. A catalog of their products, which include toys and games, is also
available upon request.

Beach Center on Families and Disability
University of Kansas

3111 Haworth Fall

Lawrence, KS 66045-7516

(913) 864-7600

The Beach Certer is a national rehabilitation research and training cen-
ter with core funding from the National Institute of Disability and Re-
habilitation Research and the University of Kansas. It engages in
research, training, and dissemination of information relevant to families
who have members with developmental disabilities, serious emotional
disorders, and technology-support needs. The Center's Families and
Disability Newsletter is published three times a year. A catalog listing
many of the Center’s publications, a descriptive brochure, and the
newsletter are free upon request.

144

Setting the Stage: Including Children with Disabilities in Head Start 139



ee

Module 2

Handout 11: Goals

Complete the following by either writing responses or drawing pictures. Think generally about communicating
with or about children with disabilities.

MY STRENGTHS
Ihelp children with disabilities and their families feel included by . . .

1.

WHAT I COULD IMPROVE

Ican help children with disabilities feel more included if I. . . NL

MY GOALS

During the next two weeks | will communicate with (name) and foster a sense of belonging by...

1.

If you feel comfortable, discuss your responses with a partuer after you have completed this form.

Qs
wo

88 Module 2: Communication Counts

eee


Introduction

At A Glance

Module , Activity Time Materials
Module 1: Activity 1: My Point of View (W) 60 mins. Handout 1~Directions
There's Room for Participants explore how their personal experiences Handout 2-My Point of View
All of Us affect their ability to include children with disabilities. Handout 3~Definition of Inclusion

Easel, newsprint, markers, and tape

Activity 2: Learning from Others (C) 60-90 mins. | Handout 2-My Point of View
A coaching adaptation of Activity 1: My Point of Handout 4—The Interview

. View. Journal for each participant
Activity 3: Taking Another Perspective (W) 90 mins, Handout 5-Geri's Story
Participants examine a variety of viewpoints to Handout 6-Viewpoints
improve the ability to welcome and involve children Handout 7-Hints for Small-Group
with disabilities and their families. Leaders

Easel, newsprint, markers, and tape
Prepared newsprint of ground rules

Activity 4: What Is Inclusion? (C) 60-90 mins. | Handout 3-Definition of Inclusion

A coaching adaptation of Activity 3: Taking Another Handout 8-What Works

Perspective. Figure 1-Inclusive/Restrictive Practices

Activity 5: A Vision for Our Program (W) 120 mins. | Handout 9-MAPS Discussion Questions

Staff and parents create a common vision for Easel, newsprint, markers, and tape
@ inclusion.

Activity 6: Looking Ahead (C) 60-90 mins. | Handout 10-A Personal MAP

A coaching adaptation of Activity 5: A Vision for Next Steps: Ideas to Extend Practice

Our Program.

W = Workshop
C = Coaching

4
tb
Setting the Stage: Including Children with Disabilities in Head Start



Module 3

Item 2: You have been Andre's home visitor for two years. Next year he
will be going to kindergarten. You find out that the public school may
recommend at the next IEP meeting that Andre be placed in a special
education classroom. Andre’s parents wonder if he belongs in a general
education classroom. According to the principles, what do you need to
consider?

Guiding Questions

© Have you talked with Andre’s parents about the different options
for Andre’s placement?

© Do they think that Andre's needs could be met in a regular educa-
tion setting if extra supports and services were provided?

=> How can you help Andre’s parents prepare for the upcoming IEP
meeting?

© How can you or someone else from Head Star’ serve as an advo-
cate for them during the meeting? @

Basic Principles
& Least Restrictive Setting. Children with disabilities have the right
to an education in an integrated setting with children without dis-
abilities whenever possible and beneficial.
© Parents as Codecisionmakers. Parents have the right to be involved
in and approve all educational decisions regarding their child. A
parent's signature on the IEP is required.
Item 3: You are a bus driver. You find out that a child with severe
asthma may be riding on your bus. You just don’t feel that you have the
skills to care for this child. According to the principles, what do you need
to consider?
Guiding Questions

© Can you refuse to let the child ride on the bus? Why or why not?

=> Have you talked to your supervisor or the Head Start director about
your concerns and your fears?

10i
94 Module 3: Making It Work!



Module 3

Conducting the Session

1. Welcome participants and briefly discuss the purpose of today’s ses-
sion. Explain that including children with disabilities is best practice
and required by the Head Start Performance Standards.

2. Tell participants that you will discuss some of the basic principles that
underlie the laws and regulations that protect individuals with dis-
abilities. Give each participant a copy of Handout 1-Principles Un-
derlying the Laws and Regulations. Use the Lecture Guide that
appears on pp. 92-93 to review the basic principles with participants.

3. Give each participant a copy of Handout 2—All Things Considered.
Explain that the worksheet will help them think about how the prin-
ciples apply to everyday experiences.

4. Read each item aloud. Participants may write their answers or just
think about how they would respond to each item.

5. Discuss each item on the worksheet. Use the Discussion Guide that
appears on pp. 93-97 to encourage participants to share their ideas.
During your discussion, ask participants to share similar real-life situ-
ations they have encountered. Ask: ‘How did you handle the situa-
tion then?” “How would you handle it differently now?” “Why?”

Tip for the Coach

Participants may share situations that raise questions about how
the basic principles underlying the laws apply to their Head Start
program. Acknowledge that there are not always clear-cut an-
swers. The laws and regulations are always changing, and many
gray areas remain.

Help participants identify who they can turn to in their program or in their
community when they have questions. You may suggest that participants
ask their supervisors. They may also contact their local Resource Access
Project (RAP) for technical assistance and materials about the laws and
how they apply to Head Start. The Resources section includes organiza-
tions that provide up-to-date information on the civil rights of persons
with disabilities.

106

Setting the Stage: Including Children with Disabilities in Head Start 99



Module 3

Handout 3: Laws and Regulations, page 2

Head Start Program Performance Standards

The Performance Standards describe Head Start’s obligations to follow
federal laws of nondiscrimination and to be active partners with LEAs in
implementing IDEA. The regulations assert that all eligible children,
including children wit’ isabilities, are entitled to receive Head Start
services and be included in the full range of activities normally provided
to all Head Start children. These regulations affirm Head Start’s long-
standing commitment to include children with disabilities, and represent
today’s best practices and the philosophy of inclusion.

Sane

1nd

116

Module 3: Making It Work!



Module 2

Communication Counts

Activity 4:
One-to-One*

Preparation

Purpose: In order for persons with disabilities to be a part of the program
or community, staff must consistently and respectfully communicate with
and about them, so that they feel valued for who they are and what they
have to offer. In this coaching session, strategies such as guided reflec-
tion, asking questions, modeling, and interviewing will be used to help
participants further sharpen the skills needed to communicate construc-
tively with and about persons with disabilities.

This session has three parts: 1) a review of the assignment; 2) a discus-
sion with a parent of a child with disabilities (or an adult with disabilities)
about communication; and 3) a follow-up discussion, synthesizing what
was learned. At the end of the session, participants will receive an assign-
ment. This assignment will involve analyzing responses to questions
about disabilities, then asking colleagues for their thoughts. To prepare
for this session:

TM Review all the directions and handouts for this session. Add or sub-
stitute items to Handout 9-Prompts (p. 85) and Handout 10-Re-
sponses (pp. 86-87) that reflect the cultures, issues, and typical
circumstances in your program.

TM Duplicate Handout 4—Constructive Communication (p. 78), Handout
7-Choosing Words with Dignity (pp. 82-83), Handout 8~Directions
for Participants (p. 84), Handout 9-Prompts (p. 85), and Handout 10-
Responses (pp. 86-87): one for each participant.

@ = Arrange for a parent of a child with disabilities (or an adult with dis-
abilities) to spend about 30 minutes with you during your next coach-
ing session. The person you invite should be able and willing to
discuss aspects of communication in an open and positive way and be
responsive to participants’ questions. A parent in the program whom
you know well or a spokesperson from an advocacy group are good
choices.

* Adapted with permission from J. Rothschild-Stolberg, M. Rutman, and D. Heller. 1985. Talking: Between the

Lines. A Workshop on Communicating with Children in Early Childhood Mainstream Settings. New York: New
York University Resource Access Project, Region II.

6g

Setting the Stage: Including Children with Disabilities in Head Start 61



Module 2

5. Pass out Handout | 1-Goals, and read the directions aloud. Remind
participants that they will not have to share their responses, although
they may share them with a partner when they have completed the
form. Give participants 5 minutes to complete the handout. Ask for

volunteers to share their thoughts, insights, or what they wrote or
drew.

Summing Up Close the session by summarizing key points from the activity as well as

points made by the group. Emphasize that all of us in Head Start have an
opportunity to communicate with others in ways that create belonging,
and that we each should identify ways we can increase our ability to Jo
so. Remind participants that although word choice, gestures, and skill in
communicating are very important, they are not enough. The more im-
portant message is beneath the words and gestures. Genuineness, empa-
thy, caring, and respect—qualities very familiar to Head Start staff—are
critical to creating an inclusive community and have been shown to be
essential ingredients of constructive communication.

e cp

Setting the Stage: Including Children with Disabilities in Head Start

67



Introduction

TM@ Develop the social competence they need to become active learners—
the overall goal of the Head Start program.

Including children with disabilities also benefits their families by helping
them to:

TM@ Build connections with other families in the community.
TM Realize that their children who have disabilities can succeed in
regular classrooms and that they will continue to receive the

Necessary support services.

M Appreciate that their children can benefit when they play alongside
peers.

@ Learn about diversity and about the strengths that different people
have.

Including children with disabilities also benefits children with more
typical development and their families by providing opportunities to:

@ Interact with children and families in their community whom they
might otherwise not meet. @

TM Develop a greater understanding and respect for persons with
disabilities.

TM Build a stronger sense of social responsibility.
Inclusion also benefits Head Start staff by providing opportunities to:
TM Interact with children who have a range of abilities.

@ Learn from specialists who can provide information, skill building,
and support for tapping the strengths of individual children.

® Build a collaborative partnership with specialists, parents, and other
staff and service providers to plan and implement children’s
educational programs.

ree}
oa

10 Introduction



Module 3

Item 5: You are Geri’s assistant teacher. On your way home from work
you bump into Geri’s uncle. He wants to know why Geri isn’t learning as
fast as other children. According to the principles, what do you need to

consider?
Guiding Questions

© Is Geri’s uncle her legal guardian?

= If not, have Geri’s parents signed a release of information?

Basic Principle

= Confidentiality. All families have a right to confidentiality. This
means that no information about the child or family can be shared

with anyone else without the parents’ (or guardian’s) written per-
mission.

Tip for the Trainer

Participants may say that sharing information can help staff better
care for the child. Point out that it is important to distinguish be-
tween information that is relevant to the care of the child (e.g.,
information related to the child’s educational plan) and informa-
tion that is not relevant. They must also consider with whom to
share this information, where, and when. Advise participants that
when in doubt, they should say nothing or politely say, “I’m not
able to discuss this with you.”

Item 6: You are the director. Karim’s mother tells you that she wants to
volunteer in her son's classroom. But his classroom is in the basement
and there are no elevators or ramps, and the bathroom is not accessible.
You just don’t know how she could manage with her wheelchair. Ac-
cording to the principles, what do you need to consider?

Guiding Questions

© Have you talked with Karim’s mother about what type of accom-
modation would be reasonable for her?

103

96

Module 3: Making It Work!



Module 1

There’s Room for All of Us

Activity 1:

Purpose: The purpose of this workshop activity is to introduce partici-
My Point of View

pants to the concept of inclusion so that they may begin .o define it for
themselves and their programs, They will explore how their personal
experiences influence their views about including children with disabili-
ties, Participants will also have the chance to share the challenges and
successes they are experiencing.

Preparation Arrange for: Easel, newsprint, markers, and tape

Make: “My Point of View” booklets: one for each pair of par-
ticipants. Assemble by duplicating Handout 1-Direc-
tions (p. 37),and Handout 2-My Point of View (p. 38),
cutting along the lines, arranging pages, and stapling in
the upper left-hand corner. The directions should ap-
pear on the first page of each booklet.

Duplicate: Handout 3-Definition of Inclusion (p. 39): one for each
participant
Review: About Inclusion (pp. 8-13)
Leading the Activity 1. Introduce the activity and review the agenda with participants. Ex-

plain that this activity will allow them to share their feelings about
including children with disabilities in their programs.

2. Each participant should be seated with a partner, with enough dis-
tance between them and any other pair to talk freely without intruding
on the conversation of others. (If there is not an even number of par-
ticipants, create a group of 3 people.)

3. Explain that participants will work in pairs and that each pair will

receive a booklet. Tell them that they should follow the order in the
book (no skipping!). Distribute “My Point of View” booklets.

20

16 Module 1: There's Room for All of Us



Module 1

Handout 7: Hints for Small-Group Leaders

Directions for Leading
Small Groups

Points to Remember

The story and viewpoints will probably generate discussion on their own.
The first and most effective thing you can do as discussion leader is to
make the group safe for any and all opinions and feelings members want
to express. Specific statements made in the small-group discussions are
strictly confidential. Do not repeat any comments unless the speaker
gives permission. You may want to agree together about how to report
your discussion to the large group. (For example, will one person speak
for everyone?)

Keep the conversation focused on the subject. Listen carefully and
stay aware of how the group is doing.

ll Give each person a chance to sneak. This can be tricky because some
people feel embarrassed when you call on them. Sometimes it helps
just to look at them and smile, so they know you are there to support
them when they are ready to speak.

Don’t allow anyone to dominate the conversation. Don’t be afraid to
say something such as: “Excuse me, I know I'm cutting you off, but
I'd like everyone to have a chance to speak.”

TM@ Encourage people to speak to the whole group. They may be tempted
to speak just to you.

M ltis fine to challenge someone else's ideas. For example, “I disagree
with that, Bob.”

TM@ It is not acceptable to challenge anyone in the group personally. For
example, “Bob, you're all wrong about that!”

Mi Ir the discussion lags, don’t panic. Give the group a few moments to
think about what they are hearing.

Setting the Stage: Including Children with Disabilities in Head Start

45



Module 3

Lecture Guide

Use the following key concepts and points to guide your presentation.

Nondiscrimination: Too often society views accommodations to indi-
vidual needs as gifts or favors. This suggests that the person who receives
the accommodation should be grateful; and that the accommodation is
optional. However, it is a basic right, not a privilege, for individuals with
disabilities to have opportunities to participate fully in school, the com-
munity, and the workplace. It is therefore discriminatory and illegal to
exclude children solely on the basis of the type of their disability or the
severity of their condition, Furthermore, programs may not refuse to hire
or promote persons with disabilities solely because of their disability.

Least Restrictive Environment (LRE): Children with disabilities have
the right to be educated in integrated settings with children without dis-
abilities in the least restrictive environment. Full inclusion often requires
providing those additional services and supports that respond to the needs
of children and families. This means that Head Start programs must work
closely with LEAs and other agencies to ensure that children with dis-
abilities receive the special education and related services they need to
succeed in regular education settings. Children cannot be removed from
the regular education environment unless their Individualized Education
Plan (IEP) states that even with extra supports and services their needs
cannot be met in a regular classroom.

Individualized Education Plan (IEP) as a Contract: Every child, ages
3 to 21, who receives special education services must have an IEP. The
IEP is a written statement of a child’s education program. It is developed
by a team consisting of the child’s parents, teachers, and a number of
other specialists. The IEP determines the services that the child will re-
ceive. The IEP serves as a contract, one that cannot be changed unless the
team reconvenes and parents sign the revised IEP to show their agree-
ment. (If they don’t want to sign, the IEP cannot be changed.) The Indi-
vidualized Family Service Plan (IFSP) describes what services infants,
toddlers, and their families receive.

Parents as Codecisionmakers: Parents know more about their
children’s capabilities and needs than anyone else. Their participation in
all aspects of the education process leads to better services and develop-
mental outcomes. Parents have the right to take part in and approve all
educational decisions regarding their children. A parent’s signature on
the IEP is required. If parents ever disagree with their child's evaluation,
identification, or placement, they have the right to request a due process.

oy

92

Module 3: Making It Work!


Module I

Wrap-up and Assignment

Briefly summarize the session with participants. Then ask participants to
think about the principles that support inclusive practices. Ask them to
identify opportunities or situations that will allow them to see these prin-
ciples at work. These opportunities will serve as the basis for the partici-
pants’ assignment.

Tip for the Coach

If participants have difficulty identifying a specific opportunity for
observing a child with a disability, you may: 1) help participants
become aware of opportunities that exist within their own pro-
gram; 2) arrange for participants to observe in an inclusive pre-
school setting; 3) have participants respond to Handout 9 from
Module 3-Carla’s Story, Part I (p. 125) and Handout 10-Carla's
Story, Part II (pp. 126-127); or 4) arrange for participants to see a

video highlighting inclusive practices. See the Resources section
for ideas.

Give participants a copy of Handout 8—-What Works, and review it with
them, answering any questions they may have. Ask participants to com-
plete the assignment and bring it to the next coaching session, Looking
Ahead. Thank participants for their participation and confirm a time and
place for the next meeting.

37

28

Module 1: There's Room for All of Us



Continuing Professional Develop: nent

ing way, participants receive feedback about what works well and what
alternatives to explore. It also gives them a chance to practice new skills
in their actual roles.

Follow-up Materials

Perhaps the least time-consuming follow-up strategy involves sending
written materials and resources to staff after the training activities are
finished. These materials might include a reminder of the results of a
session, questions to encourage joumal writing and self-reflection, a letter
that discusses the participant's involvement in the training activities and
her success in applying new skills on the job, or an interesting article to
read. Such follow-up materials can match the needs and interests of staff
to the specific content or skill being learned.

Taking Action

With your support and assistance, staff might work to educate others in
the program or the community about inclusion. Or they might want to
investigate resources in the community and start a resource directory for
staff and families. Staff might also want to set up a resource library with
materials for parents, staff, and children (in the classroom). These activi-
ties will help staff take a more active role in advocating for children and
adults with disabilities in their programs and communities.

13%

Setting the Stage: Including Children with Disabilities in Head Start 131


Introduction

Figure 1

INCLUSIVE/RESTRICTIVE PRACTICES

Area

Inclusive Practices

Restrictive Practices

Delivering special services

Specialist provides services in the context of the
child's regular classroom. Working with a smail
group of children (including those who need
special services), the therapist provides
intervention through a fun activity such as
playing a game.

Specialist pulls the child with a
disability out of the classroom to
provide services in a resource room
or therapist's office.

Mealtime

Staff use mealtimes as opportunities for social
integration for all children. For example, one
teacher provided adaptive equipment—a plate
with a suction cup that sticks to the table, and a
bent spoon—to make eating an easier task for a
child with cerebral palsy.

Children who use adaptive equipment
eat at a “special table” with a staff
person.

Toys, posters, and other
materials

Classroom materials include images of
individuals with disabilities. These images focus
on the individuals and their activities and
capabilities; their disabilities are incidental.

There are few images of individuals
with disabilities. When there are
images, the focus is solely on the
disability.

Classroom setup

The physical setup of the classroom promotes
exploration and social interaction. Classroom
materials are arranged so that they are accessible
for all children, including children with
disabilities. Fut re is arranged so that children
who use special equipment can move around the
room easily.

Most of the classroom materials are
accessible only for adults and
typically developing children. ‘They
are out of reach of children who
cannot stand or walk independently.

Classroom activities

Activities are carefully planned and chosen to tap
the interests and strengths of all children, and
allow them to play leadership roles.

Teachers do not plan opportunities
that encourage all children to interact,
play, and take leadership roles.

Parent-staff relationships

Staff actively seek all parents’ input in
planning programwide activities,
problemsolving, and decision-making.

Staff speak to parents only when
problems arise or when a special
education decision must be made.

Working with adults with
disabilitics

‘The program has an open hiring proccss,
recruiting people with disabilities; the program
also works actively to involve parents with
disabilities, Extra supports are provided as
needed (c.g., locating someone who can interpret
for a parent who is deaf).

No adults with disabilities work in the
program; no attempts are made to
include parents with disabilities in the
program.

Setting the Stage: Including Children with Disabilities in Head Start

21

u



Module 2

6. Pass out Handout 4~Constructive Communication and review it with
nts. Point out the similarities and differences between the
participants’ list and the handout. Remind participants that neither is

complete. Encourage them tu add new items to the handout as they
complete their assignment.

Wrap-up and Assignment Briefly summarize the session with participants; focus on all that they

know about constructive communication, from their own experiences and
from what they have learned from Maggie and Joey. Stress the impor-
tance of skills and techniques as well as the importance of underlying
qualities such as empathy and caring that promote a sense of belonging.

Tell participants that you will invite a parent of a child with disabilities
{or an adult with disabilities) to join the group during the next coaching
session. Give participants a copy of Handout 5~Reflection, and review it
with them. Ask participants to complete the assignment and bring it to
the next coaching session, One-to-One. Thank participants for their par-
e@ ticipation and confirm a time and place for the next meeting.

7 og
e 83

Setting the Stage: Including Children with Disabilities in Head Start 57

————



Module 3

Handout 11: Observation Checklist

Survey a classroom to assess barriers as well as strategies staff can use to ensure inclusion. Here are some things
to look for:

Z 1 Yee | No
1. Are classroom materials arranged so that they are accessible for all a Qa
children, including children with disabilities?
2. Are a range of materials provided so that all children can use them a a
comfortably?
3. Are there dolls, books, puzzles, pictures, posters, and other materials that Qa Qa
reflect children with a variety of disabilities?
Other interesting observations (barriers, creative adaptations, etc.): r

134 e

128 Module 3: Making It Work!



Module 3

Next Steps:
Ideas to
Extend Practice

ze.

aS

As a supervisor you can help staff members practice what they have
learned in this module. Ways to accomplish this include:

Help staff develop and work on a “Back Home Plan.” These plans
might be individual plans or plans developed by job-alike groups.

Each plan should include a specific goal or goals and strategies to
reach the goal(s). For example, goals might include developing one
strategy to let people in the community know that the Head Start pro-
gram accepts children with disabilities, adapting common classroom
materials to meet the specific needs of an individual child; or working
more closely with specialists. Have staff share their plans with at
least one other person.

Invite a consultant—an adult with a disability—to survey the building
and program operations. Have staff prepare for this event by planning
the route for the tour and by developing a set of questions for the con-
sultant. Staff can then walk with the consultant. One staff person
may serve as the host; another as interviewer; and another as note
taker. Have the consultant consider not only the classrooms, but also
the common space. What areas are accessible to children and adults
with disabilities? Which areas are not? What are the greatest barri-
ers? What types of adaptations may be needed? In the long term,

~ what barriers will the program need to eliminate?

After the tour, debrief with staff. Help them think about what
changes need to be made and who else needs to be involved in dis-
cussing possible changes. Whoever these people are, involve them in
the discussion and work toward decisions that can be carried out.
Also encourage staff to share their findings and progress at the next
staff meeting.

Have staff select a “buddy”—someone in the program who has a
similar role. On a regular basis, have buddies talk about strategies
they are using (or would like to use) to foster inclusion. Buddies may
also work together to develop a planning tool for identifying the sup-
ports that children with disabilities need to be included in the pro-
gram.

Staff can use a number of strategies to ease children’s transition from
Head Start to public school. Use Handout 10~-Carla’s Story, Part IT
(pp. 126-127) to help staff analyze what transition means for children
(especially for those with disabilities) and their families. Then have
staff develop specific transition plans for children and families in their
own program,

iis

Setting the Stage: Including Children with Disabilities in Head Start 111



Module 3

Handout 2: All Things Considered

What principles would you need to consider for each item?

Item 1: You are Joey's teacher. The occupational therapist says that Joey has made a lot of progress and that
her schedule is pretty tight. She asks you if she can cut back on the amount of time she sees Joey.
According to the principles, what do you need to consider?

Item 2: You have been Andre’s home visitor for two years. Next year he will be going to kindergarten. You
find out that the public school may recommend at the next IEF meeting that Andre be placed in a
special education classroom. Andre’s parents wonder if he belongs in a general education classroom.
According to the principles, what do you need to consider?

Item 3: You are a bus driver. You find out that a child with severe asthma may be riding on your bus. You

just don’t feel that you have the skills needed to care for this child. According to the principles, what
do you need to consider?

Item 4: A mother wants to enroll her child in your program. You find out that the child is not toilet-trained

Your program doesn’t have any changing tables. According to the principles, what do you need to
consider?

Item 5: You are Geri’s assistant teacher. On your way home from work you bump into Geri’s uncle. He wants

to know why Geri isn’t learning as fast as other children. According to the principles, what do you
need to consider?

Item 6: You are the director. Karim's mother tells you that she wants to volunteer in her son’s classroom. But
his classroom is in the basement and there are no elevators or ramps, and the bathroom is not
accessible. You just don’t know how she could manage with her wheelchair. According to the
principles, what do you need to consider?

if. @

114 Module 3: Making It Work!



Contents

Module 3 99

Making It Work! ......ssssssssssscsssssessneessrseneenecsssenssenecsscenssesscsecessesees 89
Learning Outcomes
Key Concepts ......
Background Information
Activity 1: It’s the Law ..
Activity 2: Principles Underlying the Law.
Activity 3: On Target.....
Activity 4: Nuts and Bolts.
Activity 5: Moving Forward .
Next Steps: Ideas to Extend Practice

Handout ...c.sssesssecnsccssssosessseneessesencenscsnecencesscsnnsanecnscsncsnecssesastenees 113

Continuing Professional
Development 129

Resources 135

fe)

Setting the Stage: Including Children with Disabilities in Head Start

vii



Module 3

Making It Work

Activity 1:
It’s the Law

Preparation

Leading the Activity

Purpose: Head Start has been a pioneer in including children with dis-
abilities. Even before any federal educational mandates existed, Head
Start began reaching out to and serving children with disabilities. Fortu-
nately, laws and regulations about the rights and protections of children
and adults with disabilities have been enacted over the years. These laws
provide a mandate to end discrimination against individuals with disabili-
ties. They also protect individuals’ essential right to participate in the
community and have access to critical services. This workshop activity
will help participants understand the principles underlying these laws and
regulations and how these principles apply to everyday practice.

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 1-Principles Underlying the Laws and Regula-
tions (p. 113): one for each participant

Handout 2-All Things Considered (p. 114): one for
each participant

Handout 3-Laws and Regulations (pp. 115-116): one
for each participant

Handout 4-Rights and Protections Under the Law
(pp. 117-118): one for each participant

1, Introduce the activity and review the agenda with participants. Ex-
plain that including children with disabilities is best practice and re-
quired by the Head Start Program Performance Standards. It is based
on federal law.

2. Tell participants that you will describe some of the basic principles
that underlie the laws and regulations protecting individuals with dis-
abilities. Give each participant a copy of Handout 1-Principles Un-
derlying the Laws and Regulations. Suggest that participants use this
handout to keep track of the main ideas.

3. Use the Lecture Guide below to discuss the basic principles underly-
ing the laws and regulations.

a)

90

Module 3: Making It Work!



Module 1

There’s Room for All of Us

Activity 6:
Looking Ahead

Preparation

Rel

att

Conducting the Session

Purpose: In order to foster inclusion, Head Start staff must have a vision
of what inclusion can and should look like for their program. In this
ccaching session, strategies such as guided reflection and MAPS* discus-
sion questions will be used to help participants create an image for fully
including children with disabilities and their families. In addition, partici-
pants will use their vision to create goals for their program and for their
roles.

This coaching session has two parts: 1) a discussion of the assignment
from the previous coaching session—Activity 4 and 2) an exploration of
questions that will help participants think about their roles in providing an
inclusive Head Start program. At the end of the session, participants will
choose which Next Steps they will work on to extend their learning. To
prepare for this session: :

M_ Review all the directions and handouts for this session, and Next
Steps: Ideas to Extend Practice (p. 36).

TM Duplicate Handout 10-A Personal MAP (p. 49): one for each partici-
pant.

Look at Handout 10-A Personal MAP, and answer the questions
yourself to learn about the process and the thinking it promotes.

Read through the Resources section (pp. 135-142), particularly those
recommended for Module 1. Note the resources that may help par-
ticipants as they begin to apply their new skills to their daily work.

1, Welcome participants and briefly discuss the purpose of today’s ses-
sion. Tell participants that you will spend time reviewing their as-
signments.

2. Ask participants to take out their notes from Handout 8—-What Works.
Have participants take tums describing the situations they observed
and examples of inclusive practices. Ask for specifics: Why do you

e@ * Adapted with permission from M. Forest and J.C, Pearpoint. 1992, Putting All Kids on the MAP.

Educational Leadership, 50(2):26-31.

42

Setting the Stage: Including Children with Disabilities in Head Start 33



Module 3

Handout 7: Directions for Group Leaders

Work with your small group to complete Handout 8-Planning Worksheet. Use the questions below to help guide
your discussion. During your discussion, remind members to think about Carla in terms of their specific roles.

TM@ ~=What questions would you want to ask Carla's parents?

@ What questions would you want to ask other Head Start staff and service providers, such as Carla’s
occupational therapist or nurse?

@ What services, supports, or resources might be needed to include Carla in the program? Consider such topics
as transportation, playground, classroom setup, scheduling, meals, safety, health care, buildings, field trips,
etc. (Remember, some supports will be costly, but others require more creativity than money.)

> What other steps could you take to help Carla and her family feel included, while ensuring that all children
have opportunities to learn and grow?

@ > What other questions, concerns, or fears would you have?

129

Setting the Stage: Including Children with Disabilities in Head Start 123



Module 3

Summing Up

© Have you also involved staff in coming up with a solution, e.g.,
moving classrooms around so that Karim’s classroom is wheelchair
accessible?

& In the long term, what barriers will you need to eliminate?
© What organizations cguld serve as resources in your planning?
=> What key players will you need to involve?

Basic Principle

© Nondiscrimination. It is a basic right, not a privilege, for individu-
als with disabilities to have opportunities to participate fully in
school, the community, and the workplace. Head Start programs
must continue to improve accessibility of program facilities and
services for persons with disabilities, including staff, parents, and
children. Reasonable accommodation is key to ensuring nondis-
crimination. Reasonable accommodation (any change to the job or
work environment) must be tailored to meet the individual’s needs.
One size does not fit all.

Close the activity by summarizing the guiding principles underlying the
laws and regulations. Emphasize that these laws provide individuals with
disabilities and their families with essential rights to participate and have
access to critical services. Head Start’s long-standing experience in in-
cluding children with disabilities offers a solid foundation. Stress that
Head Start staff need to understand these principles and how they apply to
their programs and to their specific roles. Only then can they advocate for
the rights of children with disabilities and their families within the pro-
gram and the larger community.

~~

U4

Setting the Stage: Including Children with Disabilities in Head Start 97



Module 1

Next Steps:
Ideas to
Extend Practice

y 3

Seo

AS a supervisor you can encourage and support staff members to practice
what they have learned in this module. Ways to accomplish this include:

1. Help participants develop and work on a “Back Home Plan.” Each
plan should include a specific goal or goals and strategies to reach the
goals. Have staff share their plans with at least one other person.

2. Arrange for participants to see a video about including people with
disabilities. See the Resources section or contact your local Resource
Access Project. After viewing the video, lead a discussion. Ask staff
to consider what viewpoints are represented in the video, how the
ideas presented apply to Head Start, and their particular roles. En-
courage staff to share their reactions to the video with you or with
another colleague. oe

3. Ask a team (teacher, teaching assistant, parent, etc.) that has success-
fully included a child to make a presentation to other staff, parents,
and consultants about their story. They may wish to speak about their
initial fears, challenges they faced, and the benefits to all children,
families, and staff. Involve participants in developing key concepts to
be addressed in this presentation.

45

36

Module 1: There's Room for All of Us