1. Developed by Linda Brault
Inclusion Works!
June 2019
Inclusion Works!
Common Modifications & Adaptations to Support Success for Preschool Children
Developed by Linda Brault
Project Director, MAP to Inclusion and Belonging……Making Access Possible
WestEd Center for Child and Family Studies
California Map to Inclusion and Belonging

2. MAP to Inclusion & Belonging Website
Inclusion Works!
June 2019
MAP to Inclusion & Belonging Website
Primarily geared toward providing resources to support child care providers in implementing inclusive practices for children with disabilities from birth to 21 years of age in their programs
Provides comprehensive resources related to children with disabilities useful to families and professionals
Actively seeks to meet the needs of all stakeholders –welcome suggestions, questions and input
MAP Project Coordinator, Cindy Arstein-Kerslake, welcomes your suggestions, questions, comments and compliments! her at
California Map to Inclusion and Belonging

3. Where to Find MAP Go to www.cainclusion.org Click on the MAP logo
You’ll arrive at the Welcome page with the complete menu

4. www.cainclusion.org Inclusion Works! June 2019
California Map to Inclusion and Belonging

5. Inclusion Works!
June 2019
Welcome
Inclusion is more than the presence of children with disabilities or other special needs in early childhood settings or after–school programs; it really is all about belonging. As stated so eloquently by Norman Kunc... It's All About Belonging “When inclusive [practice] is fully embraced, we abandon the idea that children have to become ‘normal’ in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging.” --Norman Kunc (1992)
California Map to Inclusion and Belonging

6. Information Shared Today is from Inclusion Works!
Focus is on defining inclusive practice, describing collaboration, and sharing practical strategies
Intended for use in child care settings for children birth through age 12 years
Resources included in appendices as well as weblinks on the Map to Inclusion & Belonging website
resources/inclusion-works/
Currently being updated and will have videos accompanying the revision!

7. Chapters in Inclusion Works!
Introduction (important to read)
Including Children with Disabilities or Other Special Needs: A Rationale
Comparing Inclusive Child Care and Quality Child Care Settings
Creating Inclusive Child Care Programs
Identifying and Finding Help
Collaborating for Inclusion
Examples of Inclusive Child Care Strategies
Appendices

8. Intro & Chapter 1 Highlights
Introduction
Sets the tone of the book
Includes definitions of terms
Chapter 1 provides a rationale for inclusive child care
Belonging is the key
Benefits for all
Learning about individual children
Coming in the revised edition: Universal Design!

9. Inclusion Works!
June 2019
Universal Design
The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.
Assistive Technology Act of 1998, as amended, 29 U.S.C
California Map to Inclusion and Belonging

11. Universal Design for Learning
Inclusion Works!
June 2019
Universal Design for Learning
WHAT DOES IT MEAN?
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Demonstration
Environment, curriculum, and activities that is inclusive of EVERYONE
Examples, mini lecturette, discussion
CA Collaborative on the Social-Emotional Foundations for Young Children

12. Chapter 2 & 3 Highlights
Chapter 2 compares inclusive child care and quality child care
Quality is the foundation of providing inclusive care
Programs can promote their inclusive practice
Chapter 3 provides factors that support inclusion
Vision and champions help
Success happens child by child, day by day
Introduces common modifications, adaptations and supports

13. Chapter 4 & 5 Highlights
Chapter 4 discusses identifying and finding help for the child and the setting
Talking with and supporting parents when concerns arise
Systems overviews
Chapter 5 focuses on the collaboration needed to make inclusion work
Family members are essential partners
Working with specialists

14. Chapt 6: Common Modifications, Adaptations & Supports
Inclusion Works!
June 2019
Chapt 6: Common Modifications, Adaptations & Supports
In order of use in Preschool Classrooms
Environmental support (Li’s story on page 34)
Materials adaptation (Danny’s story on page 38)
Activity simplification (Carlos’s story on page 40)
Child preferences (Luke’s story on page 42)
Special equipment (Jessie’s Story on page 44)
Adult support (Andrea, Jamal & Tamika’s stories on page 46; Thomas’s story on page 49)
Peer support (Sofia’s story on page 52)
Invisible support (Erica’s story on page 54)
California Map to Inclusion and Belonging

15. 1. Environmental Support
Inclusion Works!
June 2019
1. Environmental Support
Altering the physical, social, or temporal environment to promote participation, engagement, and learning
Examples
Creating individual workspaces for children (trays, placemats)
By defining the space children are better able to focus and more likely to keep their hands and attention on their materials
Arranging small groups for activities
Teaching happens best in small groups: Age of the child +1
Consider mix of children who can model or help
Allow a free flow between math and other activities
This way a child who needs extra time can have it, A child who finishes quickly can move on
California Map to Inclusion and Belonging

16. 2. Materials Adaptation Examples
Inclusion Works!
June 2019
2. Materials Adaptation
Modifying materials to promote independence
Examples
Stabilize materials
Use non-stick shelving paper on trays so that small manipulatives will not skip away from a less precise grasp
Tape paper to the table for writing activities
Modify materials
Use tape or foam to make markers easier to grasp
Use sturdy paper (card stock), place paper in plastic sleeves
Adapt materials for sensory differences
For children with poor vision, use textures to help differentiate
Place wet or messy materials in plastic bags
Allow paint brushes when others are finger-painting
California Map to Inclusion and Belonging

17. 3. Activity Simplification
Inclusion Works!
June 2019
3. Activity Simplification
Simplifying a complicated task by breaking it into smaller parts or reducing the number of steps
Examples
Breaking a task into smaller parts
For manipulative tasks, hand the objects to a child one at a time
For long sequences, use mini-picture schedules to show steps
Change or reduce the number of steps
When cleaning up in the block area, provide child with a basket with one item in it and have him find more of those (instead of matching each block type to its photo on the shelf)
After breaking down a task, have child do the last steps
After lunch, help the child to clear her plate, scrape the leftover food off, and let her put it in the dishpan on her own
Gradually have the child do the last two steps on her own, etc.
California Map to Inclusion and Belonging

18. 4. Child Preferences Examples
Inclusion Works!
June 2019
4. Child Preferences
Capitalizing on a Child’s Favorite Activities
Examples
Allow preferred toys or photos if needed
A favorite toy can “watch” a child during small group activities
Provide a photo of the child with a family member if they are sad
Incorporate favorite or preferred items into play
Use toy dinosaurs for a counting activity instead of counting bears
Assign a favorite “person” for less preferred activities
If a child has difficulty participating in a large group activity, allow him to sit near a favorite adult or peer
Involve a preferred peer or adult in less preferred learning activities.
California Map to Inclusion and Belonging

19. 5. Special Equipment Examples
Inclusion Works!
June 2019
5. Special Equipment
Using adaptive devices to facilitate participation
Examples
Ensure stable seating
Use a chair with arm rests
If the child’s feet don’t reach the floor, provide a foot rest out of sturdy cardboard or other material
Ensure that a child in a wheel-chair has other options
See how often the child should be out of the chair and what are safe options
If appropriate, allow the child to lie on the floor or on a wedge to access materials that other children are using on the floor
Increase access to places indoors and out
Some activities done on the floor can be put up on a table
Brainstorm options with family and therapists for outdoors such as soft mats, adapted seating, or adapted wheeled toys
California Map to Inclusion and Belonging

20. 6. Adult Support Examples
Inclusion Works!
June 2019
6. Adult Support
Direct adult intervention to support a child’s efforts
Examples
Model and encourage new or expanded ways to play
Imitate a child’s play with subtle variations while drawing attention to the play (like driving a car in a windy road fashion while lining it up)
Provide a photo of props used in the block area as a reference
Help co-regulate and scaffold the child’s play
For a child who is hesitant to enter play, try getting a similar toy that the children are using and engage the child in using that toy
When a child tends to become overly excited in group play, stay nearby and join, redirect, or gently guide the play before it escalates
Focus on finding times when the child is engaging in appropriate behavior and acknowledge and encourage it.
Make a list of behaviors you want to see during various activities, then focus on looking for those behaviors and give encouragement
California Map to Inclusion and Belonging

21. Inclusion Works!
June 2019
7. Peer Support
Using classmates as models to help children learn
Examples
Use buddy systems
You can pair a child with someone who can model doing a task
For a child who is often alone, pair with a child who can play “follow-the leader” and take turns leading
Prepare play partners
If some children regularly do an activity that is of interest, teach them how to invite the child to play and direct his/her play
Encourage children to positively comment and guide
Some children can be taught ways to positively comment on the child’s appropriate activities
Tell children that “Child A is working hard to use her words. You can help her remember. When she does, then thank her!
California Map to Inclusion and Belonging

22. 8. Invisible Support Examples
Inclusion Works!
June 2019
8. Invisible Support
Arranging naturally occurring events to assist inclusion
Examples
Sequence turns to maximize the child’s success
When making play-dough, let the child stir before it gets too hard
For a child learning to pour from a pitcher, have her go last
Plan ahead to guide activity choices
Knowing that a child spends all of “free play” in one area, create a choice board that has other options that have to be done first
Have multiple items of interest to the child in other areas
Designing schedules/activities to accommodate child
Dismiss children who move slowly from an area first in order to minimize moving time and obstacles
Alternate passive activities with active activities so children with health or physical challenges can more consistently participate
California Map to Inclusion and Belonging

23. Applying the Information
Inclusion Works!
June 2019
Applying the Information
Read over your assigned number
Think of a math lesson specific example for the accommodation
Can you think of other examples you have seen or used?
California Map to Inclusion and Belonging

24. Visit the Map Website! Thank you!
Inclusion Works!
June 2019
Visit the Map Website! Thank you!
Linda Brault
California Map to Inclusion and Belonging