1. Supporting Inclusion in Classroom Routines

2. Presenter Information
•Robin McWilliam
–Professor and Department Head
–Special Education and Multiple Abilities
–The University of Alabama
•Cami Stevenson
–Administrator
–Multnomah Early Childhood Program
–Portland, OR
Facilitator to read

3. Disclosure
Nothing at this time
Presenter to populate

4. Learning Objectives Participants will learn What integrated therapy is
What collaborative consultation to child care is
What teachers can do to take best advantage of their consultants
We also hope for story telling and sharing from our audience again today. Please feel free to ‘raise your hand’, comment, and share.

5. Outline Reflections on incidental teaching Integrated therapy
From integrated therapy to CC2CC
How to take advantage of people!

6. Homework Choose a child to teach during a classroom routine.
Complete our form to guide your reflection
In what routine/area of the classroom did this teaching occur?
What was the child engaged with?
What specific interest of his or hers did you follow?
What did you (try to) get the child to do, beyond his or her initial engagement?
Did he or she do it?
Was the interaction fun for the child?

7. Integrated Therapy Integrating Therapy Into the Classroom
McWilliam & Scott (2001)
Individualizing Inclusion in Child Care Project

8. Video Physical therapist Occupational therapist Rolling with friends
Expanded play with OT

9. From Integrated Therapy to CC2CC
Collaborative Consultation to Child Care
From Integrated Therapy to CC2CC

10. Evolution of My Thinking
Watching each other
Talking to each other

11. Reacculturation of OT in Early Intervention About the Role of Specialists
“The introduction of more and more controversial practices goes hand in hand with a pernicious slide toward the overspecialization of early intervention (see McWilliam et al., 1996).”
Winnie Dunn in Bringing Evidence into Everyday Practice (2008; p. 333)

12. Process of Consultation
The Process of Consultation Buysse and Wesley (2005, p. 18) describe an 8 stage process within CONSULTATION:
Stage 1: Gaining Entry
Stage 2: Building the Relationship
Stage 3: Gathering Information Through Assessment
Stage 4: Setting Goals
Stage 5: Selecting Strategies
Stage 6: Implementing the Plan
Stage 7: Evaluating the Plan
Stage 8: Holding a Summary Conference
IMHO, “Stages” 3-7 are continuous and flowing, occurring in most visits.

13. Collaborative Consultation

14. Collaborative Consultation to Child Care (CC2CC)
Visiting TEACHING STAFF/CAREGIVERS
In their context
Conjoint behavioral consultation
11/5/2015
R. A. McWilliam (2015)

15. Collaborative Consultation
Expert
Decide on the problem together
Consultant decides what the problem is
Decide on the solution together
Consultant decides what the solution is
Evaluate the solution together
Consultant evaluates whether the solution has worked

16. Why Not Just Give Suggestions?
Your input should be added value…
So you need to know background
You should not be the hero of the visit
Think about feasibility and implementation
Partners work together

17. 1. Who Visits Classrooms?
Early interventionists/itinerant ECSEs/special instructors
OTs
PTs
Speech-language pathologists
Psychologists, behaviorists, etc.
Others

18. 3. What’s This Like for Teachers?
Teachers’ expectations
Where did these come from?
What frustrates teachers about professionals?
Violation of expectations, of course
Interventions unlikely to work
Interventions not feasible
No added value
Attitude

19. When Everything Clicks, Teachers Like
Being part of the assessment
Being part of the solution finding
Being part of the evaluation of the solution
Communication
Their Visiting Professional

20. Are Classroom Consultants Prepared to be Classroom Consultants?
Typically, no
Insufficient knowledge of
Classroom management
Engagement
Room arrangement + other environmental factors
Organization of adults
But then they’re not trained to be individual-child consultants either!

21. They Don’t Follow Through
“Follow through” = Do as I say
Collaborative consultation doesn’t work that way
Joint solution finding
Hoosiers Rule (next slide)

22. “How many times we gonna pass the ball before we shoot?” “Four!”

23. “How many questions we gonna ask before we make a suggestion?” “Four!”

24. 5. What Does the Research Say?
Teachers and therapists communicate 4x more with in-class
Relationship is important to implementation by teachers
Individualized within routines is most effective
Consultants have to add value
Teachers prefer in-class, when they know what it is

25. 6. What Key Practices Should Teachers Use
Receiving Consultation/Integrated Therapy Checklist
Available at
This might be your most valuable hour of the week. Treat it as such!

26. Concepts Integrated therapy/services Collaborative consultation
Individualized within routines
Making an in-class session as relevant as possible
Collaborative consultation
Joint solution finding
Moving from working with the child to working with the adult

27. For Teachers Insist on Assessing needs together
Developing interventions together
Evaluating interventions together
Communication during session
Help with classroom management

28. References
McWilliam, R. A., & Bailey, D. B. (1994). Predictors of service delivery models in center-based early intervention. Exceptional Children, 61,
McWilliam, R. A. (1995). Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children 7(4),
McWilliam, R. A., & Sekerak, D. (1995). Integrated practices in center-based early intervention: Perceptions of physical therapists. Pediatric Physical Therapy, 7,
Roberts, J. E., Prizant, B., & McWilliam, R. A. (1995). Out-of-class vs. in-class service delivery in language intervention: Effects on communicative interactions with young children. American Journal of Speech-Language Pathology, 4(2),
McWilliam, R. A., Young, H. J., & Harville, K. (1996). Therapy services in early intervention: Current status, barriers, and recommendations. Topics in Early Childhood Special Education, 16,
Wolery, M., & McWilliam, R. A. (1998). Classroom-based practices for preschoolers with disabilities. Intervention in School and Clinic, 34, , 117.
Scott, S. M., McWilliam, R. A., & Mayhew, L. (1999). Integrating therapies into the classroom. Young Exceptional Children, 2(3),
McWilliam, R. A. (Ed.) (1996). Rethinking pull-out services in early intervention: A professional resource. Baltimore, MD: Paul H. Brookes. (Note: Out of print. Available from editor)
McWilliam, R. A. & Casey, A. M., (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes Co.