Inclusion and Collaboration in

the Pre-Kindergarten

Robyn Concepcion ~ Maria Kuster-Miller

Victoria Langley ~ Yesenia Pazmino
December 4, 2014

Once Upon a Time, In an Inclusive

Classroom
A first grade student who tutored a child with a disability heard
about a science fair, the Invent America Contest. She decided
to enter the contest, and created a wheelchair swing; an
invention to allow her classmate in a wheelchair to swing on the
playground swing set. Through this project, she surely learned a
great deal. Both children benefitted from this wonderful
friendship. (Katz, Mirenda)

Why Inclusion? Did You Know?

-All children with disabilities are entitled by federal law
to an education alongside children who are
nondisabled to the maximum extent possible.

-Children with disabilities in inclusion classrooms are

provided with services and supports so that education

in a regular classroom can be achieved satisfactorily.

-We take safety SERIOUSLY! Our team MUST consider

behavior intervention strategies for any child whose

behavior interferes with other childrens safety or
learning. Our number one goal is to keep our students
SAFE!
-Both children with and without disabilities can benefit
greatly from an inclusive classroom!

Your Team of Professionals: Speech Therapist &

Special Education Teachers
In order to fully participate in the classroom, it is important for
children to be able to communicate with teachers and other
children. A speech therapist is a professional who works with
children with communication difficulties. This includes children who:
- have difficulties understanding or processing what is said to them.
- have trouble expressing themselves with words or signs.
- struggle with producing certain sounds or pronouncing words.
- struggle to communicate effectively with others.
Since a lot of a speech therapists work takes place with an
individual student or small group of students outside the classroom,
it is important to communicate with the general education teachers,
and any other specialists involved in working with the child.

Children in Inclusive Classrooms Have a Variety of

Individual Needs. It is a special educators job to work
with children with a wide range of disabilities and:
-Develop individualized teaching plans or programs to help children
succeed in the classroom.
-Adapt lessons and the classroom environment to meet childrens needs.
-Create goals for children with disabilities and monitor their progress.
-Plan and organize activities that consider students specific needs.
-May teach children in small groups or provide one-on-one instruction.
When assessing a childs needs, it is important for a special education
teacher to work with the rest of the team to come up with a plan to best
suit the childs needs and abilities.

Inclusion Myths
FALSE: Being in a class with children with disabilities makes it difficult for
children without disabilities to focus.
TRUE: Studies show that children without disabilities are the most focused
when acting as tutors to children with disabilities.
FALSE: Children without disabilities learn bad habits when exposed to
children with disabilities, and dont learn as well as children in non-inclusive
classrooms.
TRUE: Children without disabilities who tutor and work with children with
disabilities learn the related class material to a greater degree than if they
were simply passively reading it or listening to it being explained by a
teacher.

FALSE: Classroom environments designed for children with disabilities are not
suitable for children without disabilities.
TRUE: Many of the classroom modifications made for children with disabilities
(smaller class size, fewer distractions, extra visual supports, etc.) have been
shown to benefit ALL children, with and without disabilities.

Benefits of Inclusive Education

Inclusion vs. Segregation Enables all students to have equal access
to opportunities
Integration vs. Isolation Focuses on developing interdependence
and support systems
Cooperation vs. Competition Prioritizes differentiated instruction in a
collaborative setting with multiple participants
When we include, we teach diversity by:

Developing cultural sensitivity

Getting to know families
Learning to appreciate differences

http://www.youtube.com/watch?v=w1u4RhHfMcY

Legal Framework:
Students with Disabilities
Education Act (IDEA) ~ Section
612(a)(5)
Least Restrictive Environment
(LRE): Educating students with
disabilities in regular classrooms
with the appropriate aids and
supports.

Special Education Teacher

Focus on Individualized Education Program (IEP)

Implements instruction strategies and intervention

to deliver curriculum:

- Involves family and community

- Collaborates with all team members
- Includes all students in learning and social interaction

Social Worker

Reviews requests for referrals

Conducts social histories and seeks consent for

assessments

Conducts formal and informal assessments and prepares

written reports

Provides consultation on all matters relating to social and

emotional competencies of children referred for
evaluation to staff and agencies

Participate in CPSE (Committee in Preschool Special Education)

reviews.

Inclusion in Early Childhood

Programs
Federal Law:
-Individual with Disabilities Education Act (IDEA)
-Least Restrictive Environment (LRE)

Collaboration with Other Professionals :

Benefits
-Classroom Management
-Curriculum Adaptations
- Additional Attention to all Children

Lead Teacher
Arrangement of physical space

Implementing curriculum
Facilitate interaction and exploration

Encourage discussion of similarities and differences of the

children
Encourage parental involvement

Occupational Therapist
Help children within their classroom by increasing the
childs ability to participate in classroom activities.
Focus Includes:
-Fine Motor skills
-Daily living skills
-Adaptations and modifications

Educational Coordinator
Involved in all aspects of the classroom including
development of curriculum, assessment and best
practices.
Collaborates with teachers, therapists, social
workers, families and the community to meet the
needs of all children (typically developing and
children with special needs).
Plans professional development for teaching staff
and information sessions for families based on the
needs and interests of children, teachers and
families.

Physical Therapist
The physical therapist is the professional that works with
children who have gross motor delays.
Physical therapy within the inclusion classroom focuses on
supporting a childs ability to physically negotiate the
classroom environment, perform self-care and engage in
mobility based play with peers.
The physical therapist will assist in obtaining adaptive
equipment if necessary and explain/model use for
interdisciplinary team.
Regularly collaborates with entire team including family to
share information about strengths, needs and progress.

Physical Therapy in the Inclusion Classroom

What To Expect: Therapy can be done in pull-out or push-in sessions. In a pull-out
session the therapist may work one on one with the child focusing on specific
activities. In a push-in session therapist will work with children during daily activities
of the classroom such as playground time or music and movement. Such activities can
be modified by the therapist to meet the needs of the child and goals of the session.
Benefits of inclusion for children with disabilities:
Child has opportunities to practice the physical skills they need using materials
regularly in the classroom, on the playground and during the routines in which
they generally occur.
Child is exposed to the same physical development experiences of typically
developing peers.
Benefits of inclusion for typically developing children:
Children become aware of physical disabilities and learn ways of supporting their
peers with physical disabilities.
Children are more likely to accept differences as they grow and become active
members of the society.

Family Feedback Survey

Thank you for taking the time to attend this meeting on inclusion in the Pre-K classroom. We
would greatly appreciate your help in evaluating our effectiveness in addressing your concerns
and questions regarding inclusion. Please take some time to complete this survey and provide
any further questions or comments you may continue to have about inclusion in our classrooms.
1=Strongly Disagree, 2=Disagree, 3= Slightly Agree, 4=Agree, 5=Strongly Agree

1.- The professionals were effective in explaining the inclusion program.

1 2 3 4 5
2.- The professionals clearly addressed and answered all questions and concerns
about inclusion.
1 2 3 4 5
3.- After attending this information session you understand the roles of the individual
professionals within the inclusion setting.
1 2 3 4 5
4.- After attending this information session you feel comfortable and safe about your
child being in an inclusion classroom.
1 2 3 4 5
5.- You have concerns about your childs learning being hindered as a result of
being in an inclusion classroom.
1 2 3 4 5
6.- Please provide any further questions, concerns or suggestions you would like to
be addressed in future meetings.

References:
Connor, D. J. (2008). Supporting inclusive classrooms: A resource. New York City task force for quality
inclusive schooling. Retrieved on 11/28/14 from: www.inclusion-ny.org/region/nyc
Friend, M. (2008). Inclusive practices and co-teaching: Creating schools for all learners. University of
North Carolina-Greensboro
NYC Department of Education (2014). A parents guide to special education services for school-age
children. Participating in your childs education. Retrieved on 11/18/14 from:
http://schools.nyc.gov/NR/rdonlyres/DBD4EB3A-6D3B-496D-8CB2C742F9B9AB5C/0/Parent_Guide_for_Students_with_Disabilites_Updated_Web.pdf
NYC Department of Education (2014). Related services and therapy. Retrieved on 11.18/14 from:
http://schools.nyc.gov/Academics/SpecialEducation/programs/relatedServices/default.h
tm
Odom, S. L., Buysee, V. & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter
century of research perspectives. Journal of Early Intervention, 2011(33,4), 344-356.
US Department of Education (2012). Least restrictive environment provision in federal law. Office of
Special Education and Rehabilitative Services Retrieved on 11/18/14 from:
https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschoollre22912.pdf
*First slide image Retrieved on 11/28/14 from: http://richincolor.com/wpcontent/uploads/2013/10/14777574-isolated-diversity-tree-hands-illustration-vector-filelayered-for-easy-manipulation-and-custom-colo.jpg

NYCDOE Speech/Language Therapy,

(http://schools.nyc.gov/Academics/SpecialEducation/D75/related_svcs/speech)
Bureau of Labor Statistics, United States Department of Labor, Special Education Teachers
http://www.bls.gov/ooh/education-training-and-library/special-educationteachers.htm#tab-2)
Information on Least Restrictive Environment, Special Education Rights and Responsibilities,
Ch. 7 (http://www.disabilityrightsca.org/pubs/504001Ch07.pdf)
Katz and Mirenda, Including Students with Developmental Disabilities in General
Education Classrooms: Educational Benefits, International Journal of Special
Education, 2002

References:
DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for
Early Childhood (DEC) and the National Association for the Education of Yong Children
(NAEYC). Chapel Hill: The University of North Caroline, FPG Child Development Institute.
Favazza, P.C., & Odom, S. L. (1997). Promoting positive attitudes of kindergarten-age children
toward people with disabilities. Exceptional Children, 63, 405-418
Harris, K. I., Pretti-Frontezak, K., & Brown, T. (2009). Peer-Mediated intervention: an effective,
inclusion strategy for all young children. Young Children, Vol. 64. No. 2. pp. 43-49
Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early
childhood education the research base. Early Childhood Research Quarterly, 13, No.1, 325
Okagaki, L., Diamond, K. E., Kontos, S. J., & Hestenes, L. L. (1998). Correlates of young
childrens interactions with classmates with disabilities. Early Childhood Research
Quarterly, 13 No. 1 67-86