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 MF01/PC06 Plus Postage.

DESCRIPTORS Disabilit::es; *Family Role; Federal Legislation;

*Inclusive Schools; Inservice Teacher Education;

Learning Strategies; *Normalization (Disabilities);

Preschool Children; Preschool Educacion; Preschool

Teachers; Resource Materials; *Staff 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 Counts." which helps participants identify and practice

ways of 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) "Continving Professional Development," which offers strategies

that 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)

*************************************************A*********************

Reproductions supplied by EDRS are the best that can be made

from the original documeat. ***********************************************************************
HEAD START

Training Guides for the

Head Start Learning Community

Setting the Stage:

Including Children

with Disabilities

in Head Start

U.S. DEPARTMENT OF EDUCATSON

(Mica or Educatonal gammon and improvement EDUCATIONAL RESOURCES INFORMATION

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Training Guides for the

Head Start Learning Community

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US. DEPARTMENT OF HEALTH AND HUMAN SERVICES

KipAdministration for Children and Families

Administration on Children, Youth and Families

I kad Start Bureau
HEAD START®

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

Adminisvition for Children and Families

Administration on Children, Youth and Families "b Bud Start Bureau
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.

5

4)
Contents

Preface viii

Introduction

Overview

Purpose

Audience

1

1

1 Peiformance Standards 1 Organization of the Guide 2

Organization of the Modules 2

Definition of Icons 4

At A Glance 5

Trainer and Coach Preparation 8

About Inclusion 8

References 13

Module 1 15

There's Room for All of Us 15

Learning Outcomes 15

Key Concepts 15

Background Information 15

Activity I : My Point of View 16

Activity 2: Learning from Others 19

Activity 3: Taking Another Perspective 23

Setting the Stage: Including Children with Disabilities tn Head Start
Contents

Activity 4: What Is Inclusion? 26

Activity 5: A Vision for Our Program 29

Activity 6: Looking Ahead 33

Next Steps: Ideas to Extend Practice 36

Handouts 37

Module 2 51

Communication Counts 51

Learning Outcomes 51

Key Concepts 51

Background Information 51

Activity 1: Learning from an Expert 52

Activity 2: One Parent's View 55

Activity 3: What Should I Say? 58

Activity 4: One-to-One 61

Activity 5: What Does It Mean for Me? 65

Activity 6: Making a Plan 68

Next Steps: Ideas to Extend Practice 71

Handouts 73

Id Contents
Contents

Module 3 89

Making It Work! 89

Learning Outcomes 89

Key Concepts 89

Background Information 89

Activity 1: It's the Law 90

Activity 2: Principles Underlying the Laws 98

Activiiy 3: On Target 101

Activity 4: Nuts and Bolts 104

Activity .5: Moving Forward 107

Next Steps: Ideas to Extend Practice 111

Handouts 113

Continuing Professional

Development 129

Resources 135

6

Sening the Stage: Including Children with Disabilities in Head Start vii
Preface

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

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 program who was as physically challenged as Anthony.

Anthony had been enrolled at a local self-contained Preschool Handicapped Program. While all his therapy needs were met, he rarely interacted with the other

children. Everything I was working so hard to buildindependence, self-esteem,

I and friendshipswas being destroyed in that setting.

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

as a placement 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

be longing.

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

Diane Bonelli

Phillipsburg, New Jersey

J

viii Preface
Preface

The letter on the previous page, written by a Head Start parent, underscores 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 accomplishto 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 consultantsto support Head Start's efforts to include children with disabilities in the various worlds around them.

This guide will be useful to all Head Start programsthose 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 waysby

allocating time for staff development; by planning for follow-up from the

very start; and by being involved as participants yourselves. Your presence in training sessions demonstfates that you value the content and allows you to reinforct- 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. Invite consultants and therapists who provide services to children and families in your program 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 activitiesand not

only parents of children with disabilities. Parents of typically developing

children also need to understand what inclusion is all about, why it is important, and how they and their children benefit.

This guide will lay the groundwork for inclusion, helping all those invested 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 materials 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
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'sokay," 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 classroomthey 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 differences.

That is the purpose of this foundation guide, written for all Head Start

staff, parents, and consultantsto 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 Performance Standards for disabilities services. Since 1972, Head Start programs have reserved at least 10 percent of their enrollment for children

with disabilities. The Performance Standards assert that all eligible children, including children with disabilities, are to receive Head Start services and be included in the full range of activities normally provided to

all Head Start ch;' ren. These regulations affirm Head Start's long-standing commitment to include children with disabilities and represent today's

best practices and philosophy of inclusion.

i

Setting the Stage: Including Children with Disabilities in Head Start I
Introduction

Organization of the Guide This guide includes the following sections:

Organization of the Modules

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 disabilities apply to their own Head Start programs.

Module 2: Communication Counts helps particip ints identify and practice ways of communicating about disabilities that foster a sense of belonging 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. Workshops are suitable for groups of 10 or more participants. Workshops can

build strong site-based teams as well as help staff from multiple sites develop 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.

12

2

Introduction
Introduction

Each module is organized so that workshop leaders and coaches can easily implement the activities. All modules contain the following sections:

N Learning Outcomes summarizes the skills participants will learn in

the module.

Key Concepts describes the critical issues addressed.

N Bac:ground Information provides a rationale for the module.

Activities provides step-by-step instructions for workshop or coaching

sessions.

Next Steps: Ideas to Extend Practice includes strategies to help participants 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

antici2ate participants' responses. Handouts and transparencies ,ippear 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

extended period of time, perhaps a four- +o six-month period. With Next

Steps: Ideas to Extend Practice and Contwuing Professional Development, training could extend into a year-long process.

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

Definition of Icons

Coaching A training strategy that fosters the development of skills

through tailored instruction, demonstrations, practice, and

feedback. The activities are written for a coach to work

closely with one to three participants.

Workshop A facilitated group training strategy that fosters the development of skills through actiVAies which build on learning

through group interaction. nese activities are written for

up to 25 participants working in small or large groups with

one or two trainers.

Next Steps:

Ideas to Extend Practice

Activities assigned by the trainer immediately following

the completion of the module to help participants review

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:

I. 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 opportunities in such areas as in higher education, credentialing,

or community educational programs.

4

Introduction
I

At A Glance

o

Introduction

Module Activity Time Materials

Module 1:

There's Room for

All of Us

Activity 1: My Point of View (W)

Participants explore how their personal experiences

affect their ability to include children with disabilities.

60 mins. Handout 1-Directions

Handout 2-My Point of View

Handout 3-Definition of Inclusion

Easel, newsprint, markers, and tape

Activity 2: Learning from Others (C)

A coaching adaptation of Activity 1: My Point of

View.

60-90 mins. Handout 2-My Point of View

Handout 4-The Interview

Journal for each participant

Activity 3: Taking Another Perspective (W)

Participants examine a variety of viewpoints to

improve the ability to welcome and involve children

with disabilities and their families.

90 mins. Handout 5-Geri's Story

Handout 6-Viewpoints

Handout 7-Hints for Small-Group

Leaders

Easel, newsprint, markers, and tape

Prepared newsprint of ground rules

Activity 4: What Is Inclusion? (C)

A coaching adaptation of Activity 3: Taking Another

Perspective,

60-90 mins. Handout 3-Definition of Inclusion

liandout 8-What Works

Figure I-Inclusive/Restrictive Practices

Activity 5: A Vision for Our Program (W)

Staff and parents create a common vision for

inclusion.

120 mins. Handout 9-MAPS Discussion Questions

Easel, newsprint, markers, and tape

Activity 6: Looking Ahead (C)

A coaching adaptation of Activity 5: A Vision for

Our Program.

60-90 mins. Handout 10-A Personal MAP

Next Steps: Ideas to Extend Practice

W = Workshop

C = Coaching

1 :i

Setting the Stage: Including Children with Disabilities in Head Start 5

a
Introduction .... Module Activity Time Materials

Module 2:

Communication

Counts

Activity 1: Learning from an Expert (W)

Participants analyze vignettes to identify aspects of

communication that promote or hinder a sense of

belonging.

90 mins. Handout 1Maggie and Joey

Handout 2Vignettes

Handout 3Vignette Worksheet

Handout 4Constructive Communication

Easel, newsprint, markers, and tape

Activity 2: One Parent's View (CN

A coaching adaptation of Activity I: Learning from

an Expert.

60-90 mins. Handout 1Maggie and Joey

Handout 2Vignettes

Handout 4Constructive Communication

Handout 5,:Ref1ection

Activity 3: What Should 1 Say? (W)

Participants practice answering questions about

children with disabilities.

90 mins. Handout 6Responding to Questions

Handout 7Choosing Words with Dignity

Overhead projector, markers for

transparencies, blank transparencies (or

pencil and paper), a few complemd

transparencies

Easel, newsprint, markers, and tape

Activity 4: One-to-One (C)

Participants engage in a discussion with a parent of a

child with a disability (or with an adult with a

disability) to learn more about communication that is

constructive and welcoming.

60-90 mins. Handout 4Constructive Communication

Handout 7Choosing Words with Dignity

Handout 8Directions for Participants

Handout 9Prompts

Handout 10Responses

Activity 5: What Does It Mean for Me? (W)

Participants develop individual goals for improving

their everyday communication skills.

60 mins. Handout 11Goals

Easel, newsprint, markers, and tape

Activity 6: Making a Plan (C)

A coaching adaptation of Activity 5: What Does it

Mean for Me?

60-90 mins. Handout 6Responding to Questions

Handout 11Goals

Next Steps: Ideas to Extend Practice

W = Workshop

C = Coaching

EEi COPY AMIABLE

I 6

6

Introduction
Introduction

Module Activity Time Materials

Module 3:

Making It Work!

Activity I: Its the Law (W)

Participants analyze typical Head Start scenarios to

learn how the principles underlying the laws apply to

everyday practice.

60 mins. Handout 1-Principles Underlying the

Laws and Regulations

Handout 2-All Things Considered

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)

A coaching adaptation of Activity 1: It's the Law.

60-90 mins. Handout 1-Principles Underlying the

Laws and Regulations

Handout 2-All Things Considered

Handout 5-Finding Some Answers

Activity 3: On Target (C)

Staff take a mini-tour of their site to assess program

accessibility using guidelines consistent with federal

laws.

60-90 mins. Handout 3-Laws and Regulations

Handout 4-Rights and Protections under

the Law

Handout 6-Barriers Checklist

Easel, newsprint, markers, and tape

Tape measures

Activity 4: Nuts and Bolts (W)

Participants discuss the many factors to consider

when planning for children with disabilities.

60 mins. Handout 7-Directions for Group Leaders

Handout 8-Planning Worksheet

Handout 9-Carla's Story, Part I

Handout 10-Carla's Story, Part II

About Inclusion

F.asel, newsprint, markers, and tape

Activity 5: Moving Forward (C)

Participants establish goals for themselves and make

recommendations for program improvements.

60-90 mins. Handout 11-Observation Checklist

About Inclusion

A Letter from a Head Start Parent

Next Steps: Ideas to Extend Practice

Easel, newsprint, markers, and tape

W = Workshop

C = Coaching

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

Trainer and Coach Preparation

About Inclusion

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 ana 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 mu 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.

I 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 aris. 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 a classroom, or in the community. As you get ready,

choose examples from your own experience that you can use to bring the

concepts alive.

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 not automatically

make a child with a disability a valued member of the group. Programs

8 18 Introduction
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 spent: rime 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:

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.

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
Introduction

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:

Build connections with other families in the community.

Realize that their children who have disabilities can succeed in

regular classrooms and that they will continue to receive the

necessary support ser vices.

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.

Develop a greater understanding and respect for persons with

disabilities.

Build a stronger sense of social responsibility.

Inclusion also benefits Head Start staff by providing opportunities to:

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.

2 9

10

Introduction
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 small

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 equipmenta plate

with a suction cup that sticks to the table, and a

bent spoonto 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. Furniture 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

disabilities

The program has an open hiring process,

recruiting people with disabilities; the program

also works actively to involve parents with

disabilities. Extra supports are provided as

needed (e.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

r,

11
Introduction

Leading the Way

Head Start has been a pioneer in including children with disabilities---

reaching and serving children with disabilities before any federal educational mandates existed. Fortunately, lav:s and regulations related to the

rights and protections of children and adults with disabilities have been

enacted over the years. The landmark 1975 legislation theEducation for

All Handicapped Children Act 94-142) entitled all children with

disabilities from school age to age 21 to:

a free, appropriate education in the leat restrictive environment

rights to due process

individualized educational programming

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 renewed professionals' commitment to form partnerships with parents as

equal members of a team.

This legislation was reauthorized in 1990 as the Individuals with Disabilities Education Act (IDEA). It continues to strengthen the importance of

Local Education Agency (LEA) 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 employment, all public services, public accommodations, and telecommunications.

Taken together, these laws are a mandate to end discrimination against

individuals with disabilities. They also provide individuals with opportunities to fully participate in community life. Head Start programs must

acquire special knowledge and skills to take full advantage of the opportunities created by these laws and regulations.

12 Introduction
References

11011T, Introduction

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, programs can:

build networks to recruit children with disabilities

access services to support children with disabilities and their families

identify local experts to assist with staff development

plan service delivery systems that are more integrated

gain broad-based community support for policy changes and innovations

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. Han line. 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. Attitude 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 assessment for young children, vol. 1, edited by S. Bredekamp and T.

Rosegrant. Washington, D.C.: National Association for the Education of Young Children.

Setting the Stage: Including Children with Disabilities in Head Start 13
Module 1

There's Room for All of Us

Learning Outcomes After completing this module, participants will be able to:

Key Concepts

Background Information

Identify how their own perceptions and experiences influence the

ways they interact with and treat children with disabilities and their

families.

Recognize some basic principles and practices necessary for meaningfully including children with disabilities and identify how these principles and practices apply to their own Head Start program.

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 foster 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 disabilities. 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 15
Module 1

There's Room for All of Us

Activity 1:

My Point of View

Preparation

Leading the Activity

Purpose: The purpose of this workshop activity is to introduce participants to the concept of inclusion so that they may begin Lo define it for

themselves and their programs. They will explore how their personal

experiences influence their views about including children with disabilities. Participants will also have the chance to share the challenges and

successes they are experiencing.

Arrange for: Easel, newsprint, markers, and tape

Make:

Duplicate:

Review:

"My Point of View" booklets: one for each pair of participants. Assemble by duplicating Handout 1Directions (p. 37). and Handout 2My Point of View (p. 38),

cutting along the lines, arranging pages, and stapling in

the upper left-hand corner. The directions should appear on the first page of each booklet.

Handout 3Definition of Inclusion (p. 39): one for each

participant

About Inclusion (pp. 8-13)

1. Introduce the activity and review the agenda with participants. Explain that this activity will allow them to share tip- ir feelings about

including children with disabilities in their programs.

2. Each participant should be seated with a partner, with enough distance between them and any other pair to talk freely without intruding

on the conversation of others. (If there is not an even number of participants, 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.

2 0

16 Module 1: There's Room for All of Us
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 pP.. of the activity.

6. Distribute Handout 3Definition 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 di scussion, 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 dtfferent may evoke powetful

memories for participants. Help participants recognize how painful it

is to be excluded. When we feel left out our self-esteem and self-confidence can be damaged. In contrast, even though we are all different

we can be made to feel wondetful 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 children 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.

2 6

Setting the Stage: Including Children with Disabilities in Head Start 17
Module 1

* 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 children 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 disabilities 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 children with disabilities and their families. Inclusion strives to build on

the strengths and address the needs of children with disabilities in the

daily routine.

Summing Up Summarize the session for participants using these key points:

III 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 coordin±.. 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 factorsour values, beliefs, experiences, 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 perspectives of others.

2 /

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

There's Room for All of Us

Activity 2:

Learning

from Others

Preparation

Purpose: Making inclusion a success in Head Start begins with understanding and self-reflection. This coaching session will use guided discussion and interviewing to help participants explore the connection

between their own experiences and their thoughts and feelings about including 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 disabilities in Head Start.

This coaching session has two major parts: I ) participating in an openended discussion designed to stimulate participants' thinking about inclusion 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 prepare for this session:

111 Review all the directions and handouts for this session.

Duplicate Handout 2My Point of View (p. 38) and Handout 4The

Interview (pp. 40-41): one for each participant.

Mark five sentence stems on Handout 2My Point of View for participants to complete.

Buy journals (blank notebooks) that participants can use throughout

the coachi..g sessions.

II Identify potential candidates for participants to interview.

Interviewees should have experience working with children with disabilities 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 session.

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

they would like to try. Assure participants that their journals are private.

Setting the Stage: Including Children with Disabilities in liedd tart 19
Module 1

3. Ask participants to take a moment to think about what, if anything,

they have heard about the term inclusion.

4. Give participants a copy of Handout 2My 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

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. It 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.

6. 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 questions. 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.

8. Based on their goals, have participants create six open-ended interview questions.

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

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 making inclusion successful in your program?

Discussion Guide 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 excludedfor

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 different, we can be made to feel wondoful when we are recognizt ' for

our unique gifts.

=> How did you describe your first encounter (or one you remember

well) with a person with a disability? How has that experience influenced 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.

Setting the Stage: Including Children with Disabilities in Head Start 21
Module

Wrap-up and Assignment

* Do you have fears about including children with disabilities in Head

Start? What are they? If you do not, why do you think other people

are afraid? What suggestions would you make to help people overcome their fears?

It is important for everyone to have a chance to voice fears and concerns about including children with disabilities in Head Start. Initially, 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 misconceptions be challenged and support be offered.

* Were you able to tell a successful inclusion 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 beliefs, 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 disabilities in their programs. Point out that inclusion requires a programwide 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.

Briefly summarize the session by emphasizing that people have a lot of

different ideas and feelings about inclusion. Ourfeelings are influenced

by many factorsour values, beliefs, experiences, and cultural backgrounds. 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 member in a similar role. Give participants a copy of Handout 4The Interview. Togethef, 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 participation and confirm a time and place for the next meeting.

22

1. Module I: There's Room for All of Us
Module 1

There's Room for All of Us

Activity 3:

Taking Another

Perspective

Preparation

Purpose: In this workshop activity participants will examine a variety of

viewpoints about what it means to welcome and include children with

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 discussion, 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.

Arrange for: Easel, newsprint, markers, and tape

Make: A newsprint with the ground rules for discussion that

appear below.

Duplicate: Handout 5Geri's Story (p. 42): one for each participant

Handout 6Viewpoints (pp. 43-44): one for each participant

Leading the Activity

Handout 7Hints for Small-Group Leaders (pp. 45-46):

one for each group of 8 to 10.

I. Introduce the activity and review the agenda with participants. Explain 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:*

Speak to the group, not the leader.

a Listen carefully to others.

Speak mir 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.

Setting the Stage: Including Children with Disabilities in Head Start 23
Module 1

III Don't withdraw from the discussion.

It is fine to challenge someone else's ideas"I disagree with that,

Bob."

It is not acceptable to challenge anyone in the group personally

"Bob, you're all wrong about that!"

3. Distribute Handout 5Geri's Story and Handout 6Viewpoints, to all

participants. Ask for volunteers and have them read the handouts

aloud to the entire workshop group.

4. Assign participants to small groups of 8 to 10 people. Ask for one

volunteer from each small group to lead the small-group discussions.

5. While participants move to form their small groups, take the volunteer leaders aside. Give each leader a copy of Handout 7Hints for

Small-Group Leaders, which offers guidance for facilitating smallgroup discussions. Explain that their job is to help keep the conversation on track and make sure everyone has a chance to speak.

6. 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.

7. After 40 minutes, tell the group leaders they have 5 minutes left to

wrap up their discussions.

8. 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.

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

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

Summing Up

* What did your responses to the viewpoints show about what we can

do to foster or hinder inclusion? What are the similarities and differences 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 welcoming 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 inclusion to children with disabilities and their families? To typically

developing children and their families? To staff, specialists, consultants, and the community?

Point out that considering different viewpoints is a technique used to promote 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.

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.

Setting the Stage: Including Children with Disabilities in Head Start 25
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 identify basic principles and practices necessary for including all children and

families.

This coaching session has two major parts: 1) a discussion about the assignment from the previous coaching sessionActivity 2 and 2) an analysis 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:

III Review all the directions and handouts for this session and About

Inclusion (pp. 8-13).

Duplicate ;7.andout 3Definition of Inclusion (p. 39), Handout 8

What Works (p. 47), and Figure 1Inclusive/Restrictive Practices

(p. 11): one for each participant.

Select four examples from Figure 1Inclusive/Restrictive Practices

(p. 11) to discuss with participants.

Identify opportunities or situations that can allow participants to observe positive examples of inclusion within their own programs, in

another inclusive preschool setting, or in a video highlighting inclusive 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 discuss participants' responses to Handout 4The Interview, item by

item. If you are working with more than one participant, point out

similarities in their responses.

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

3. Summarize what was learned from the assignment. Then read aloud

and discuss the examples you selected from Figure IInclusive/Restrictive 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 1Inclusive/Restrictive Practices (p. 11) may be used as a

handout.

5. After your discussion, give participants a copy of Handout 3Definition of Inclusion, and read it aloud. Give a brief talk about the meaning of inclusion, tying together points made during the session and

information from the section About Inclusion. Emphasize that because 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 providers, 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.

Setting the Stage: Including Children with Disabilities in Head Start 27
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 principles at work. These opportunities will serve as the basis for the participants' 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 program; 2) arrange for participants to observe in an inclusive preschool setting; 3) have participants respond to Handout 9 from

Module 3Carla's Story, Part I (p. 125) and Handout 10Carla'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 8What Works, and review it with

them, answering any questions they may have. Ask participants to complete 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.

3

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

There's Room for All ofUs

Activity 5:

A Vision for

Our Program

Preparation

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 visiona mapforwhat 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 program to integrate and synthesize the outcomes from each group.

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 9MAPS Discussion Questions (p. 48): one

for each participant

Leading the Activity 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 Icebreaker, 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.

6

Setting the Stage: Including Children with Disabilities in Head Start 29
Module 1

3. Introduce the MAPS activity. Explain that the creation of a visiona

mapwill help everycne in the program understand where they are

headed. This vision will provide a guide for carrying out day-to-day

work.

4. Distribute Handout 9MAPS 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.

5. To begin, ask participants to move their chairs to form a semicircle.

Do your best to create this seating arrangement since it allows participants to make eye contact.

6. 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 question 1, which will be answered by I person). Record the group's

ideas about each question on newsprint.

7. 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 possible.

8. 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 inclusion.

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 everyone to answer the question with I 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.

.3"-J

30

Module I: There's Room for AU qf Us
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 milestonet have we achieved?

This question should be answered by one personthe director, the

person longest at the program, or another appropriate person. (Allow 10 minutes.)

* What are your hopes for the future? What do we want our program to

be like in 5 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 emergency and they don't know how to respond? (Allow 10 minutes.)

c> 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.)

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

Summing Up

c* 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 disabilities 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?"

41

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

,.......111
Module 1

There's Room for All of Us

Activity 6:

Looking Ahead

Preparation

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* discussion questions will be used to help participants create an image for fully

including children with disabilities and their families. In addition, participants 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 sessionActivity 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:

Re view all the directions and handouts for this session, and Next

Steps: Ideas to Extend Practice (p. 36).

Duplicate Handout 10A Personal MAP (p. 49): one for each participant.

Look at Handout 10A Personal MAP, and answer the questions

yourself to learn about the process and the thinking it promotes.

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

recommended for Module 1. Note the resources that may help participants as they begin to apply their new skills to their daily work.

1. Welcome participants and briefly discuss the purpose of today's session. Tell participants that you will spend time reviewing their assignments.

2. Ask participants to take out their notes from Handout 8What Works.

Have participants take turns describing the situations they observed

and examples of inclusive practices. Ask for specifics: Why do you

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

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

4 2

Setting the Stage: Including Children with Disabilities in Head Start 33
Module 1

feel the examples you chose were positive ones? What were the guiding 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 providing 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 students 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 10A 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.

Discussion Guide Use these questions to guide discussion about Handout 10A Personal

MAP.

u-) 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 perspective.

c) 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 participants' career goals? How do their goals relate to working with children with disabilities and their families? Are there any areas 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

4
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 aboui 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 AA 35
Module 1

Next Steps:

Ideas to

Extend Practice

As a supervisor you can encourage and support staff members to practice

what they have learned in this module. Ways to accomplish this include:

I. 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. Encourage staff to share their reactions to the video with you or with

another colleague.

3. Ask a team (teacher, teaching assistant, parent, etc.) that has successfully 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.

4

36 Module I: There's Room for All of Us
Handout 1: Directions

< Module 1

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

*. 4

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 1

Handout 2: My Point of View

Sentence Stems

1. Hello. My name is . . .

2. I identify myself as . . .

3. I really felt included in a group when .

4. A time when I felt left out was .. .

5. A time when 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 . . .

11. I think my role in including children with disabilities into our program is to . . .

12. This talk has been . . . 4

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

4 8 39
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 by thanking the interviewee for his or her time.

II 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.

4 d

40 Module 1: There's Room for All of Us
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.

I. 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 a new goal (something else you would like to learn or do) based on what this experience taught you.

5 0

Setting the Stage: Including Children with Disabilities in Head Start 41
Module 1

Handout 5: Geri's Story

Geri is a four-year-old girl who was enrolled 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.

51

42 Module I: There's Room for All of Us
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 l

Viewpoint 2

Viewpoint 3

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.

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 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 learn to play by the rules, just like everyone else. I feel sorry for her. She doesn't get very- much from home so she needs us.

I 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 I 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.

Setting the Stage: Including Children with Disabilities in Head Start 43
Module 1

Handout 6: Viewpoints, page 2

Viewpoint 4

Viewpoint

Viewpoint 6

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.

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 someol, ! 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 k:iow she has rights, but I just don't have the

time to figure out how to help her.

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

44

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

Handout 7: Hints for Small-Group Leaders

Directioas for Leading

Small Groups

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?)

Points to Remember Keep the conversation focused on the subject. Listen carefully and

stay aware of how the group is doing.

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."

II Encourage people to speak to the whole group. They may be tempted

to speak just to you.

It is fine to challenge someone else's ideas. For example, "I disagree

with that, Bob."

It is not acceptable to challenge anyone in the group personally. For

example, "Bob, you're all wrong about that!"

III If 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 tn Ma Start 45
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? MI Which of the viewpoints do you feel you understand/agree with?

Which of the viewpoints surprised you?

11 Did any of the viewpoints offend you?

11 What viewpoints are missing?

46 Module 1: There's Room for All of Us
* 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 4What 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?

Whatjvere the guiding principles?

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

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

d 0

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

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? Vint must be done to make

it happen?

5

48 Module 1: There's Room for All of Us
Handout 10: A Personal MAP

Module 1

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 mares?

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

5. What are the strengths and resources of your pre3ram 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?

Setting the Stage: Including Children with Disabilities in Head Start 49
Module 2

Communication Counts

Learning Outcomes After completing this module, participants will be able to:

Identify oppoi tunities they have in their programs to communicate

constructively with parents of children with disabilities.

Identify types of communication that invite or discourage

participation.

Talk about disabilities with adults in a way that promotes belonging

and invites participation.

Talk to Head Start children in a way that fosters inclusion of children

with disabilities.

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

Key Concepts Every interaction with children with disabilities and their families can

foster or hinder full participation in the program.

Background Information

All staff play a role in creating a welcoming and respectful environment 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 included or left out. r r most Head Start staff, reaching out, communicating 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 51
Module 2

Communication Counts

Activity 1:

Learning from

an Expert

Preparation

Leading the Activity

Purpose: This workshop activity will give participants an opportunity to

identify examples of communication that foster or hinder inclusion. They

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 membersrecognize the roles they piay in creating an

inclusive program.

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 1Maggie and Joey (p. 73): one for each participant

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

Handout 3Vignette Worksheet (pp. 76-77): one for

each group of 5

Handout 4Constructive Communication (p. 78): one

for each participant

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

that every interaction we have with parents of children with disabilities, 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, participants will learn from an expertMaggie, 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

reports back to the larger group. Pass out Handout 1Maggie and

Joey and Handout 2Vignettes to each participant.

52

Module 2: Communication Counts
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 questions such as, "If you were Maggie or Joey, how 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 3Vignette

Worksheet to each small group. Tell participants they will have 20

minutes tc) 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 on each sheet: "What made the interaction positive?" "What made the interaction negative?" and "Key features 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 communication that foster a sense of belonging. Record responses on the third

sheet of newsprint.

Tip for the Trainer

Handout 4Constructive Communication is designed for distribution after participants generate a list of key features of communication. However, if the group appears to be struggling, feel free to

distribute the handout earlier or use it yourself to guide the discussion.

9. Pass out and review Handout 4Constructive Communication with

participants, noting where the group-generated 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.

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

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 2

Communication Counts

Activity 2:

One Parent's

View

Preparation

Conducting the Session

Purpose: Every interaction can help people feel valued or like outsiders.

This coaching session will use vignettes, journaling, and reflective practice to help participants better understand the impact of simple, everyday

interactions on persons with disabilities.

This session has three parts: 1) an introduction on 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 about elements of constructive communication. At the end of

the session, participants will receive an assignment to document and reflect on their communications with or about persons with disabilities. To

prepare for this session:

1111 Review all the directions and handouts for this session.

I Duplicate Handout 1Maggie and Joey (p. 73), Handout 2Vignettes

(pp. 74-75), Handout 4Constructive Communication (p. 78), and

Handout 5Reflection (p. 79): one for each participant.

II Select 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.

el;

k.)

Setting the Stage: Including Children with Disabilities in Head Start 55

=11
Module 2

3. Pass out and read aloud Handout IMaggie 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 expression; 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 4Constructive 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 opportunities they have for interacting, such as on the bus, greeting children 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.

6q

56 Module 2: Communication Counts
Module 2

Wrap-up and Assignment

6. Pass out Handout 4-Constructive Communication and review it with

participants. Point out the similarities and differences between the

participants' list and the handout. Remind participants that neither is complete. Encourage them to add new items to the handout as they

complete their 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 importance 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 5Reflection, 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 participation and confirm a time and place for the next meeting.

Setting the Stage: Including Children with Disabilities in Head Start 57
Module 2

Communication Counts

*MEM,

Activity 3:

What Should

I Say?*

Purpose: In order for children with disabilities to be an integral part of

the program, staff must communicate respectfully with and about them, so

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 communicate 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 9Prompts (p. 85).

Then choose both appropriate and inappropriate responses from Handout 10Responses (pp. 86-87) that

match the prompts you selected. Add or substitute

prompts and responses that reflect issues experienced in

your program.

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

for each participant

Handout 7Choosing Words with Dignity (pp. 82-83):

one for each participant

* Adapted with permission from 2. 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.

58

Module 2: Communication Counts
Module 2

Leading the Activity 1. Tntroduce 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 participants 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. Assure 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 response (rather than a description of the response). Remind participants 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 participants 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 a time. Ask

participants to analyze each response and discuss how it fosters or

creatt s a barrier to inclusion. After analyzing all responses to one

6 /

Setting the Stage: Including Children with Disabilities in Head Start 59
Module 2

Summing Up

prompt, point out that many responses seem to foster inclusion, regardless of particular word choice. Write the key elements or principles of constructive responses generated by the group on newsprint.

Tips for the Trainer

Handout 6Responding to Questions, will be used as a handout 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' wriven permission, but

there are exceptions (such as the mandate to report abuse or

neglect). In any case, parents and children deserve privacy

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

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

9. 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 6Responding to

Questions might help guide this discussion.

10. Summarize key points on newsprint and pass out Handout 6Responding to Questions to each participant. Review similarities and

differences between the items on the newsprint and the points on the

handout.

11. Pass out Handout 7Choosing Words with Dignity and briefly review

the information in the handout.

Remind participants that every interaction with or about children with

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

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

promoting inclusion.

66

60 Module 2: Communication Counts
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 reflection, asking questions, modeling, and interviewing will be used to help

participants further sharpen the skills needed to communicate constructively with and about persons with disabilities.

This session has three parts: 1) a review of the assignment; 2) a discussion 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 assignment. This assignment will involve analyzing responses to questions

about disabilities, then asking colleagues for their thoughts. To prepare

for this session:

Review all the directions and handouts for this session. Add or substitute items to Handout 9Prompts (p. 85) and Handout 10Responses (pp. 86-87) that reflect the cultures, issues, and typical

circumstances in your program.

Duplicate Handout 4Constructive Communication (p. 78), Handout

7Choosing Words with Dignity (pp. 82-83), Handout 8Directions

for Participants (p. 84), Handout 9Prompts (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 disabilities) to spend about 30 minutes with you during your next coaching 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.

69

Setting the Stage: Including Children with Disabilities in Head Start 61
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.

I. Welcome participants and briefly discuss the purpose of today's session. 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.

2. Have participants choose one of their interactions, describe it, and

then share the responses they recorded on Handout 5Reflection.

3. After participants report back, pass out Handout 4Constructive Communication. 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 participants 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 5Reflection. Ask them to participate actively in the discussion. Assure them that this is an opportunity to

learn more and is not a "test."

62 Module 2: Communication Counts
Module 2

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 constructive communication; and they will practice their communication 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. Continue 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 expressed 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 preferences, 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.

71.

Setting the Stage: Including Children with Disabilities in Head Start 63
Module 2

Wrap-up and Assignment Briefly summarize the session with participants. Give each participant a

copy of Handout 7Choosing 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. Acknowledge 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

respectqualities very familiar to Head Start staffare essential for creating an inclusive community and have been shown t., be key ingredients

of constructive communication.

Give participants a copy of Handout 8Directions for Participants, Handout 9Prompts, and Handout 10Responses 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 participation and confirm a time and place for the next meeting.

64 Module 2: Communication Counts
itiodule 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 identify personal goals for communicating with parents of children with disabilities, and with and about children with disabilities.

Arrange for: Easel, newsprint, markers, and tape

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

I. 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 disabilities. They will also create personal goals to strengthen their ability 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 welcome. 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 advocates, bus drivers, etc.). Then divide participants into groups of 4

to 6 people.

2. 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, managers, 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.

Setting the Stage: Including Children with Disabilities in Head Start 65
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 reactions. Ask participants to find similarities and differences among

the various groups' responses. Point out the numerous times we interact 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:

Is it easier to speak with the parent when the child is present or

not present?

Are some disabilities more difficult for you to accept? Be

nonjudgemental about?

X Do these feelings create barriers between you and the parent?

Between you and the child?

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

Do you try to avoid talking or answering questions about disabilities?

Is it difficult for you to speak out about the rights of persons with

disabilities in the program or the community?

Ask pardcipants 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.

66 Module 2: Communication Counts
Module 2

Summing Up

5. Pass out Handout 11Goals, 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.

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 .lo

so. Remind participants that although word choice, gestures, and skill in

communicating are very important, they are not enough. The more important message is beneath the words and gestures. Genuineness, empathy, caring, and respectqualities very familiar to Head Start staffare

critical to creating an inclusive community and have been shown to be

essential ingredients of constructive communication.

Setting the Stage: Including Children with Disabilities in Head Start 67
Module 2

Communication Counts

Activity 6:

Making a

Plan

Preparation

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

belong, they must feel vahlzd for who they are. In this coaching session,

participants will develop goals for strengthening their ability to communicate constructively with and about children with disabilities.

This session has two parts: 1) a discussion of the assignment and 2) a

goal-setting exercise for strengthening each participant's ability to communicate 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:

Review all the directions and handouts for this session, and Next

Steps: Ideas to Extend Practice (p. 71).

Duplicate Handout 6Responding to Questions (pp. 80-81), Handout

11Goals (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

recommended foi 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 session.

2. Ask participants to review their notes on Handout 9Prompts and

Handout 10Responses. Then lead a discussion about the assignment, 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 constructive 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 2

Tips for the Coach

Handout 6Responding to Questions will be used as a handout

later in the session. You might want to refer lo 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 underlying "heart" of the message is the essential communication.

4. Give each participant a copy of Handout 6Responding to Questions. Review the handout with participants, comparing the items on the

handout with the experiences and ideas generated by the participants.

5. Have participants share the results of their homework and analyze the

responses 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.

6. 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.

7. Give each participant Handout IIGoals 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.

7

Setting the Stage: Including Children with Disabilities in Head Start 69
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 disabilities. 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. Distribute and review Next Steps: Ideas to Extend Practice. Together, select one

option for continuing your work. Thank participants for their participation and confirm a time and place for a follow-up meeting.

76

70

Module 2: Communication Counts
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:

I. Help participants develop and work on a "Back Home Plan." These

plans might be developed by individuals or by job-alike groups.

Handout 11Goals 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 constructive 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 "Follow-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 concerns 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 communicationverbal, 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 communicationverbal, nonverbal, writtenhelped 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.

79

Setting the Stage: Including Children with Disabilities in Head Start 71
Module 2

Handout 1: Maggie and Joey

.

My name is Maggie and I 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 laqt

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

1?it, 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.

Setting the Stage: Including Children with Disabilities in Head Start 73
Module 2

Handout 2: Vignettes

Vignette I: Enrolling Joey

Vignette 2: A Visit to Our Home

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 Stat _ is really the best

place for him."

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!

74 Module 2: Communication Counts
Module 2

Handout 2: Vignettes, page 2

Vignette 5: The Appointments

Vignette 6: The Cook

Vignette 7: The Volunteer

I had 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 born this way?" "Has he gotten worse

over time?" "What doctors does he see?" "What support do you need?" I

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.

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

out, let me know."

One day I was at a parent workshop and a new volunteer came up to me.

She told rne 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.

C;)

Setting the Stage: Including Children with Disabilities in Head Start

u

75
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 chose.

Title of Vignette:

What made the interaction positive?

Title of Vignette:

What made the interaction positive?

Title of Vignette:

What made the interaction positive?

83

76 Module 2: Communication Counts
Module 2

Handout 3: Vignette Worksheet, page 2

Choose a few vignettes that you think made Maggie and Joey feel badas 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 mot: positive?

Setting the Stage: Including Cfildren with Disabilities in Head Start 77
Module 2

Handout 4: Constructive Communication

Your communication will foster inclusion if you:

M See the person first, not the disability.

The Home VisitorShe 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 DriverShe 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 assumptions about what they want or need.

Get to know their strengths.

Don't make exceptions because you feel sorry for them.

Are genuine.

The CookHe came over and introduced himself to me. He seemed a bit uncomfortable, and said, "Joey

and I are buddies. I don'i know much about Joey's problems, but if I can make Joey something special or

help out, let me know."

Show by words and actions that you carethat you accept, respect, and support them. MI Empathize. Listen and understand from theirpoint of view.

III Know about the rights of people with disabilities so you can be an advocate in the program and the

community.

Other.

85

78

Mod Ale 2: Comrnunicatioi. Counts
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?

I felt:

I thought:

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

I felt:

I thought:

2. 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 oar next session?

Setting the Stage: Including Children with Disabilities in Head Start 79
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

I 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

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 I

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:

8 Y

80 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 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.

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

I other:

8

Setting the Stage: Including Children with Disabilities in Head Start 81
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 abiiity.

Speaking with People with Disabilities

O 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.

14 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.

O Don't assume that a person with one disability also has others.

0 Maintain eye contact and talk to the person even if he or she is using an interpreter.

O 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 people.

O Do not lean on a person's wheelchair or distract a working animal. Don't "play" with assistive equipment.

0 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.

* Adapted with permission from Developmental Disatiilities Council. ChoosS,Words with Dighity Concord, N.H.:

Developmental Disabilities Council.

82 Module 2: Communication Counts
411° Handout 7: Choosing Words with Dignity, page 2

Module 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 Affirpative Phrases Don't Use Negative Terms

YES! NO!

people with disabilities

person who is blind; person who is

visually impaired

person who is deaf; person who is

hard of hearing

person who has multiple sclerosis

person with cerebral palsy

person with mental retardation

./ person who uses a wheelchair

person without disabilities

unable to speak; person who is

nonverbal

./ seizure

successful; productive

X the handicapped; the disabled

X the blind

X suffers from a hearing impairment

X afflicted with MS

X CP victim

X retarded; mentally defective

X confined to a wheelchair; wheelchair

bound

X normal person (implies person with a

disability isn't normal)

X dumb; mute

X fit

X courageous (implies the person is a

hero or martyr)

Do not use words or phrases like cripple, lame, vegetable, retard, he'smental, those children.

9 0

Setting the Stage: Including Children with Disabilities in Head Start 63
Module 2

,ww.s....wwwww Handout 8: Directions for Participants

This assignment will give you a chance to practice and 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 prompts 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 10Responses. Find the responsesthat 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 9Prompts.

84 Module 2: Communication Counts
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 morning. 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

40 You meet a neighbor on your way home from work. He says, "Oh I saw you in the park with that boy who 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.. .

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Setting the Stage: Including Children with Disabilities in Head Start 85
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 seatbelt 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:

Shiva and Vuk

I'm not sure. Vuk. 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:

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JO

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Module 2: Communication Counts
Handout 10: Responses, page 2

Module 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 allowed 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:

to

Commum 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 toit's the law.

Other:

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

I help children with disabilities and their families feel included by .

1.

2.

WHAT I COULD IMPROVE

I can help children with disabilities feel more included if I ...

1.

2.

MY GOALS

During the next two weeks I will communicate with (name) and foster a sense of belonging by...

2.

If you feel comfortable, discuss your responses with a partner after you have completed this form.

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Module 2: Communication Counts
Making It Work!

Module 3

Learning Outcomes After completing this module, participants will be able to:

Recognize that there are basic principles underlying the laws and

regulations that protect the rights of individuals with disabilities.

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 examination 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.

Key Concepts II Staff need to understand how the laws and regulations protecting the

rights of individuals with disabilities apply to their program.

Background Information

Inclusion requires commitment, resources, and collaboration among

parents, staff, and other service providers.

It takes much more than awareness, sensitivity, and commitment to promote 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 adaptations. But first, Head Start staff need to understand the principles underlying the laws and regulations that protect the rights of children and

adults with disabilities.

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Making It Work

Activity 1:

It's the Law

Preparation

Leading the Activity

Purpose: Head Start has been a pioneer in including children with disabilities. Even before any federal educational mandates existed, Head

Start began reaching out to and serving children with disabilities. Fortunately, 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 disabilities. 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 1Principles Underlying the Laws and Regulations (p. 113): one for each participant

Handout 2All Things Considered (p. 114): one for

each participant

Handout 3Laws and Regulations (pp. 115-116): one

for each participant

Handout 4Rights and Protections Under the Law

(pp. 117-118): one for each participant

1. Introduce the activity and review the agenda with participants. Explain that including children with disabilities is best practice and required 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 disabilities. Give each participant a copy of Handout 1Principles Underlying 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 underlying the laws and regulations.

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4. Next give each participant a copy of Handout 2All Things Considered. 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 participants to write down their answers. Suggest that participants look at

Handout IPrinciples Underlying the Laws and Regulations for ideas.

6. When participants complete the worksheet, use the Discussion Guide below to conduct a large-group discussion. For each item, encourage participants to share their ideas. Then ask what these principles mean for their

programs (and their roles). Consider recmitment 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 at? not always clear-cut answers. The laws and regulations arr always changing and many

gray areas remain. For each item on the worksheet, ask participants 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 recognize how the principles relate to their specific roles in the program.

8. Distribute Handout 3Laws and Regulations and Handout 4Rights

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 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. These Performance Standards also affirm Head Start's long-standing commitment to inclusion

and they promote best practices.

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Lecture Guide Use the following key concepts and points to guide your presentation.

Nondiscrimination: Too often society views accommodations to individual 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 community, 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 disabilities 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 disabilities 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 receive. The 1EP serves as a contract, one that cannot be changed unless the

team reconvenes and parents sign the revised IEP to show their agreement. (If they don't want to sign, the IEP cannot be changed.) The Individualized Pa.-nily 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 developmental 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

92 Module 3: Making It Work!
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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 lie 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 pi:cents' (or legal guardian's)written permission. Information can only be shared within Head Start on a "need-toknow" 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.

Discussion Guide Use the questions below to guide a large-group discussion about each

item on Handout 2All Things Considered.

Item I: 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?

Guiding Questions

z=> What does Joey's 1EP say?

=> Have you or the occupational therapist talked to Joey's parents

about the occupational therapist's ideas? Do they agree? It' so,

would they want to consider the possibility of revising Joey's IEP?

1=> What do other members of the IEP team think?

Basic Principles

c> 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.

1=> Parents as Codecisionmakers. Parents have the right to be involved

in and approve all educational decisions regarding their child.

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

c> 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 education setting if extra supports and services were provided?

How can you help Andre's parents prepare for the upcoming IEP

meeting?

Ez> How can you or someone else from Head Stan serve as an advocate 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 disabilities 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

1=> 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?

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94 Module 3: Making It Work!
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What information, support, or training do you need to care for the

child?

Ez> How do you develop a plan to ensure that all children are safe?

Basic Principle

Nondiscrimination. Programs cannot exclude children with a certain 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 consider?

Guiding Questions

Can you refuse to enroll a child based on his or her toileting skills?

Why or why not?

r=> What are your state or local health and child-care licensing requirements 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.

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Setting the Stage: Including Children with Disabilities in Head Start 95
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

c> Is Geri's uncle her legal guardian?

c) If not, have Geri's parents signed a release of information?

Basic Principle

Z=> 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 permission. . 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 between information that is relevant to the care of the child (e.g.,

information related to the child's educational plan) and information 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. According to the principles, what do you need to consider?

Guiding Questions

=:> Have you talked with Karim's mother about what type of accommodation would be reasonable for her?

96 Module 3: Making It Work!
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a> Have you also involved staff in coming up with a solution, e.g.,

moving classrooms around so that Karim's classroom is wheelchair

accessible?

c> In the long term, what barriers will you need to eliminate?

c) What organizations could serve as resources in your planning'?

c> What key players will you need to involve?

Basic Principle

1=> 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. 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 nondiscrimination. 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 including 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 program and the larger community.

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Setting the Stage: Including Children with Disabilitiesin Head Start 97
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Making It Work!

Activiiy 2:

Principles

Underlying

the Laws

Preparation

Purpose: Head Start has been a pioneer in including children with disabilities. 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 disabilities have been enacted over the years. These laws protect the essential 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 recognize 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 community.

This session has two major parts: 1) an introduction to the basic principles 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 practice. At the end of the session, participants will receive an assignment.

The assignment will help participants identify how they can protect the

rights of individuals with disabilities within their program and in their

community. To prepare for this session:

Review all the directions and handouts for this session.

Duplicate Handout IPrinciples Underlying the Laws and Regulations (p. 113), Handout 2All Things Considered (p. 114), and Handout 5Finding Some Answers (p. 119): one for each participant.

Create a list of experts that participants can contact if they have questions about how the principles underlying the laws apply to typical

Head Start experiences.

98 Module 3: Making It Work!
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Conducting the Session I. Welcome participants and briefly discuss the purpose of today's session. 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 disabilities. Give each participant a copy of Handout 1Principles Underlying 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 2All Things Considered.

Explain that the worksheet will help them think about how the principles 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 situations they have encountered. Ask: "How did you handle the situation 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 answers. 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 organizations that provide up-to-date information on the civil rights of persons

with disabilities.

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Setting the Stage: Including Children with Disabilities in Head Start 99
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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 practice. 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) experienced 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 5Finding Some Answers and review it with them. Ask participants to complete the handout and bring it

to the next coaching session, On Target. Thank participants for their participation and confirm a time and place for the next meeting.

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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 Disabilities 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 obligationsto

follow federal laws of nondiscrimination and to be active partners with

Local Education Agencies (LEAs) in implementing IDEA. In this coaching 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 protecting 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 easel, 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 Checklist (pp. 120-122): one for each participant.

Select one section of Handout 6-Barriers Checklist to complete during the session Use the section to plan the route of the tour you will take with partkipants.

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Setting the Stage: Including Children with Disabilities in Head Start 101
Module 3

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today's session.

2. Ask participants to refer to their notes from their assignment, Handout

5Finding Some Answers. Have participants take turns describing

the ,-cenario they selected, theirquestions, 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 regulations protecting individuals with disabilities: Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA). and the

Individuals with Disabilities Education Act (IDEA). Give participants copies of Handout 3Laws and Regulations and Handout 4

Rights and Protections Under the Law. Review the handouts viith

participants and answer any questions they may have.

4. Prepare participants for their toiir 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 nrans 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 accessible 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.

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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 6Barriers Checklist. Explain that in

the next session, Moving Forward, they will use their checklists to develop a set of recommendations for program improvement. They will also have a chance to visit an inclusive classroom to identify barriersto

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.

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

nuts and boltsto 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 7Directions for Group Leaders (p. 123): one

for each team leader

Handout 8Planning Worksheet (p. 124): one for each

group of 4 to 6

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

participant

Handout 10Carla's Story, Part II (pp. 126-127): one

for each participant

Review: About Inclusion (pp. 8-13)

1. Introduce the activity and review the agenda with participants. Explain that Head Start programs will be including more children with

significant disabilitieschildren who are deaf or physically challenged, 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.

2. 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 enrolled in a Head Start program. Explain that participants

will brainstorm questions to ask Carla's family and other service pron

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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.

3. Divide participants into groups of 4 to 6 people, making sure the

groups represent a good cross section of roles within the program.

Ask for one volunteer from each group to lead the small-group discussion. Give leaders a copy of Handout 7Directions for Group

Leaders. Ask for another volunteer from each group to be the recorder. Give each recorder a copy of Handout 8Planning

Worksheet.

4. Distribute Handout 9Carla'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 8Planning Worksheet. While

the groups are working, hang up 3 pieces of newsprint. Write one

question from Handout 8Planning Worksheet on each piece of newsprint: "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 therapist or nurse?" "What other questions, concerns, or fears would you

have?"

5. At the end of the 20 minutes ask for volunteers from each small group

to report back, using their completed Handout 8Planning Worksheet.

Record responses on the appropriate sheets of newsprint.

6. 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?

If this were an actual planning meeting, what would your next

steps be?

7. Read Handout 10Carla's Story, Part II aloud to participants. This

story provides information about the planning and collaboration that

was actually involved to include Carla in a Head Start program.

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Setting the Stage: Including Children with Disabilities in Head Start 105
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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 family has unique needs, strengths, and preferences. Even families with similar needs may want very different approaches to meeting those needs.

1 i ti

106 Module 3: Making It Work!
Module 3

Making It Work!

Activity 5:

Moving Forward

Purpose

Preparation

Purpose: Because children with disabilities have unique needs, they

often need additional services and support to be fully included in the program. 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: 1) reviewing the assignment; 2) developing a set of recommendations for program improvements; and 3) conducting an observation at an inclusive preschool setting to identify

barriers to inclusion and strategies for fostering it. 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:

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 11Observation 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 on ?. 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 classroom 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.

1 4

Setting the Stage: Including Children with Disabilities in Head Start 107
Module 3

Conducting the Session 1. Welcome participants and briefly discuss the purpose of today's session. Then tell participants that they will first spend time reviewing

their assignments.

2. Ask participants to take out their notes from Handout 6Barriers

Checklist. Have participants take turns sharing their findings. Questions to ask include: "In what areas is the program accessible to children and adults with disabilities?" "In what areas does it fall short?"

"What does tift 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.

Tip for the Coach

Handout 6Barriers 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

way for them to share their findings. For example, they may

present their findings and recommendations at the next staff meeting 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 11Observation Checklist. Tell

participants they will use this checklist to identify barriers to inclusion

as well as strategies for promoting it. Review the items on the checklist 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.

108 Mo ule 3: Making It Work!
Module 3

Tip for the Coach

If you will be observing a classroom at another site, provide participants 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 partkipants 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 made 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 ofroom arrangement,

display of materials, classroom activities, and the barriers to full participation.

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 plan and solve problems together to identify and remove barriers 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 processone that invites collabora- ea

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.)

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

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 follow-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. Emphasize 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.

1

1. I

110 Module 3: Making It Work!
Module 3

Next Steps:

Ideas to

Extend Practice Lrt As a supervisor you can help staff members practice what they have

learned in this module. Ways to accomplish this include:

1. 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 program 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.

2. Invite a consultantan adult with a disabilityto 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 consultant. 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 barriers? 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 discussing 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.

3. 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 supports that children with disabilities need to be included in the program.

4. Staff can use a number of strategies to ease children's transition from

Head Start to public school. Use Handout 10Carla's Story, Part II

(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.

118

Setting the Stage: Including Children with Disabilitiesin Head Start 111
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

Confidentiality

Parents have the right to take part in and approve all educational decisions

regarding their children. They indicate their agreement by signing the

IEP.

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 113

/
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 seesJoey.

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 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?

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?

114 Module 3: Making It Work!
Moc:ule 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 Tile least restrictive

environment (LRE). Children are eligible for services it 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 5

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, confidenti,tlity, and services in the least restrictive environment.

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

Opportwnties for Social 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
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': ,:usabilities, 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 longstanding commitment to include children with disabilities, and represent

today's best practices and the philosophy of inclusion.

116 Module 3: Making It Work!
Module 3

Handout 4: Rights and Protections Under the Law*

Nondiscrimination

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

Comprehensive and nondiscriminatory testing and evaluation.

Buildings and materials that are accessible.

111 Support (aids, equipment, adaptations) that they need.

Be considered for admission to the programno matter what their disability.

All persons with disabilities have the right to:

Equal employment opportunities.

Access to all public accommodations and public transportation.

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 :tave the right to:

Confidentiality of records and conversations about their child's condition.

MI Explanations of information and copies of records.

Inspection and review of educational records.

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

C'hild: Maximizing Opportunities for Social Integration. Washington, D.C.: U.S. Department of Health and

Human Services, Administration for Children, Youth and Families.

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

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 lt Work!
Module 3

Handout 5: Finding Some Answers

Complete the following questions for your next session.

. 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.

126

Setting the Stage: Including Children with Disabilities in Head Start 119
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.

QUESTIONS YES NO POSSIBLE SOLUTIONS

Path of Travel

Is there a path of travel that does not

require the use of stairs?

0 0 0 Add a ramp if the path of travel is

interrupted by stairs.

CI Add an alternative pathway on

level ground.

Is the path of travel stable, firm, and

slip-resistant?

0 0 0 Repair uneven paving.

CI Fill small bumps and breaks with

beveled patches.

0 Replace gravel with a nard surface.

Is the path of travel at least 36 inches

wide?

0 0 0 Change or move landscaping,

furnishings, or other features that

narrow the path of travel.

0 Widen pathway.

Can all objects sticking out in the path be

detected by a person with a visual disability

using a cane?

/n order to be detected using a cane, an

object must be within 27 inches of the

ground. Objects hanging or mounted

overhead must be higher than 80 inches

to provide clear headroom. It is not

necessary to remove objects that stick out

less than 4 inches from the wall.

0 0 0 Move or remove objects sticking

out into the path.

0 Add a cane-detectable base that

extends to the grot .d.

0 Place a cane-detectable object on

the ground underneath as a

warning barrier.

Do curbs on the pathways have curb

cuts at drives, parking, and drop-offs?

CI 0 0 Install curb cuts.

0 Add small ramps up to curbs.

* Adapted with permission from Adaptive Environments Center. Inc., and Barrier Free Environments. Inc 1995. The Americans with Disabilities 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 bccn reviewed by the Adaptive Environments Center for the U S

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/FDD).

120 Module 3: Making It Work!
Module 3

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 available upon request.

QUESTIONS YES NO POSSIBLE SOLUTIONS

Horizontal Circulation

Does the accessible entrance provide

direct access to the main floor, lobby, or

elevator?

ZI u (a Add ramps or lifts.

CI Make another entrance accessible.

Are all public spaces on an accessible

path of travel?

CI U CI Provide access to all public spaces

along an accessible path of travel.

Is the accessible route to all public

spaces at least 36 inches wide?

GI CI I:1 Move furnishings such as tables,

chairs, display racks, vending

machines, and counters to make

more MOM.

Is there a 5-foot circle or T-shaped space for

a person using a wheelchair to reverse

direction?

1:1 U GI Rearrange furnishings, displays,

and equipment.

1 2 11

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

is at least one rest room (either one for

each sex, or unisex) fully accessible?

Cl CI 1=1 Reconfigure a rest room.

CI 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

floor space of at least 30 x 48 inches in

front?

[:1 ID I:11 Clear more room by rearranging or

removing furnishings.

122 Module 3: Making It Work!
Module 3

Handout 7: Directions for Group Leaders

Work with your small group to complete Handout 8Planning 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.

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?

1? 9

Setting the Stage: Including Children with Disabilities in Head Start 123
Module 3

Handout 8: Planning Worksheet

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 therapist or nurse?

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

1

124 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 kivds 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 hadto interact and play with other

children."

131_

Setting the Stage: Including Children with Disabilities in Head Start 125
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

126 132 Module 3: Making It Work!
Handout 10: Carla's Story, Part II, page 2

Module 3

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 otherabout

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 Disabilitks in Head Start 127
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:

. . ... , . .- -:; 3,17' .,?;,cz:!.... :-..,,C,

-. .,.

. -.-..-:,.. : .--....,,, .,::',,- -,

:

.. . . . . .,.... . ,..... , .

, -

: ,.. No

1. Are classroom materials arranged so that they are accessible for all

children, including children with disabilities?

2. Are a range of materials provided so that all children can use them

comfortably?

3. Are there dolls, books, puzzles, pictures, posters, and other materials that

reflect children with a variety of disabilities?

la

Ci

Ci

pi

Ci

C:1

Other interesting observations (barriers, creative adaptations, etc.):

128 Module 3: Making It Work!
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:

planned as a key component of professional development activities

supported by supervisors

designed with the participant

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 content 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" described in Next Steps: Ideas to Extend Practice. Staff create written plans

for themselves, and then commit to actioti. Learning Plans help staff

specify what they would like to learn (communication skills, benefits of

inclusion) and how they would like to learn 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.

136

Setting the Stage: Including Children with Disabilitiesin Head Start 129
Continuing Professional Development

Peer Support Groups

In this strategy, a small group of staffmembf rs (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 regularly to learn more about research and practice, current thinking and controversy 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 fzxilitator 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 routine. 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 turns 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 greaterself-reflection, an essential skill

for working effectively with others. By being observed in a nonthreaten130 Continuing Professional Development
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 ai..tivities are

finished. These materials might include a reminder of the results of a

session, questions to encourage journal 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 activities will help staff take a more active role in advocating for children and

adults with disabilities in their programs and communities.

137

Setting the Stage: Including Children with Disabilities in Head Start 131
Continuing ProfessionalDevelopment

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 oftopics related to the learning outcomes of

this guide. Place a next to the topcs 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!

Top Three

Choices

(1, 2, or 3)

,,, All that

Apply

1 would like to learn more about ...

0 How my perceptions and experiences influence how 1 interact with

children with disabilities and theirfamilies, and how I can strengthen

my ability to welcome all children and families.

The principles and practices necessary for meaningfully including

children, and how I can advocate for them in the program and in the

community.

0 How inclusion benefits all of us, and how I can help others become

more aware of this.

0 How I can better communicate with others in ways that will promote

inclusion.

How I can strengthen my ability to talk about disabilities (or speak

with persons with disabilities) in a way that promotes inclusion.

The laws and regulations that protect the rights of persons with

disabilities, and how they apply to my job.

Ways to identify and remove existing barriers in the program or the

community.

The special supports needed by children with disabilities and how I

can advocate for these supports.

0 How staff in roles similar to mine create a welcoming and inclusive

environment.

0 When and how I create an inclusive environment and when I

inadvertently create barriers.

How to identify and advocate for the supports we need in order to

successfully include children with disabilities.

0 Other (please specify):

132 138 Continuing Professional Development
Continuing Professional Development

Professional Development Survey, page 2

i

All that

Apply

How do you think you can best learn what you want to learn? Check all that apply.

0 Reading and writing on my own, with occasional sessions with my supervisor.

Meeting with peers for an ongoing support group in which we discuss successes and cui-.;:erns, and create solutions.

Meeting with peers for an ongoing study group in which we read articles, watch

videos, etc. and have discussions.

Observing experienced staff members and peers and having them observe me as I practice new skills.

Attending other training sessions or taking a course at a nearby college.

Receiving written notes and materials from my supervisor on topics that interest

me.

Other (please specify):

139

Setting the Stage: Including Children with Disabilities in Head Start 133
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 challenges of including children with disabilities in regular early childhood

settings ai,d 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 classroom 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
Resources

National Network of Resource Access Projects for Head Start. 1995.

Child to child: Maximizing opportunities for social integration. A training 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 photographs of children with disabilities participating in schools and in their

communities.

Module 1: There's Room for Ali 1 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 natural 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 fromCheckerboard 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
Resources

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

571-6300.

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, hearing 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, special dads: Fathers of children with disabilities. Bethesda, Md.: Association 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 involving them in the care of their children.

142

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

Rothschild-Stolberg, J., M. Rutman, and D. Heller. 1985. Talking: Between 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 communicating 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 achievable 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 requirements.

Child Care Law Center. 1993. Caring for children with special needs:

The Americans with Disabilities Act and child care. San Francisco, Calif.: Child Care Law Center (415) 495-5498.

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

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 childcare settings.

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

6550.

This videotape illustrates the collaboration and planning needed to

make inclusion work in Head Start.

138 Resources
Resources

National Information Center for Children and Youth with Disabilities.

1993. Questions and answers about the Individuals with Disabilities Education Act (IDEA) Vol. 3, No. 3. Washington, D.C.: National Information 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 services programming for children and youth with disabilities.

Organizations

The following organizations provide information, materials, training sessions, and technical assistance on a wide

range of topics related to disabilities services.

Able Net, Inc.

1081 Tenth Avenue, SW

Minneapolis, MN 55414

(800) 322-0956

Able Net designs and manufactures assistive de;ices for individuals

with disabilities. Their quarterly publication, ALDetails, focuses on

applications of automated learning devices for play/leisure, domestic,

vocational, and learning environments for persons with severe disabilities. 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 Center is a national rehabilitation research and training center with core funding from the National Institute of Disability and Rehabilitation 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
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 outcomes for individuals with disabilities. Members receive Exceptional

Children, the research journal; Teaching Exceptional Children, a practical 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 (Tr)

This national, nonprofit organization offers concise, up-to-date information 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 organizations, 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 published three times a year.

1 6

140 Resources
Resources

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 personal 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 organizations 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.

Journals/Periodicals

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
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

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.

142 Resources

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