1. 1 An Overview of Adaptations that Promote Child Participation in Early Literacy Activities Eleventh National Early Childhood Inclusion Institute May 17 and 18, 2011 Presented by: Wendy Highland, M.Ed., and Allison Jones, M.Ed. Orelena Hawks Puckett Institute Asheville & Morganton, North Carolina Co-Principal Investigators: Dr. Carl Dunst and Dr. Carol Trivette

2. 2 Learner Objectives Participants will be able to:  Describe and identify adaptations.  Examine and practice the key elements of the adaptation continuum.  Evaluate the need for an adaptation and strategies for implementation.  Evaluate and reflect upon the effectiveness of the adaptation(s).

3. 3 What is CELL?  The Center for Early Literacy Learning  CELL is a research-to-practice technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division.

4. 4 What is CELL? The main goal of CELL is to promote the adoption and sustained use of evidence- based early literacy learning practices by early childhood teachers, intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

5. 5 CELL Early Literacy Learning Model: Adaptations Literacy-Rich Environments Early Literacy Outcomes Child Interests Everyday Literacy Activities Responsive Teaching Adaptations

6. 6

7. 7 Introduction: Adaptations Modification or change made to an environment, activity, materials, or interaction to maximize a child’s ability to participate in everyday interest-based learning opportunities

8. 8 Participation is the main focus when considering adaptations for a child with disabilities or special needs. Introduction: Adaptations

9. 9 Introduction: Adaptations for Children with Disabilities  Adaptations ensure that children with disabilities:  Can express their interests and have them interpreted correctly  Can engage in early literacy activities  Can become skillful and competent in early literacy activities and behaviors  Can master early literacy behaviors  In other words, adaptations offer the necessary support so that children with disabilities can participate in activities at the greatest level possible.

10. 10 Introduction: Adaptation Continuum  Adapt Environment  Adapt Activity  Adapt Materials  Adapt Instruction  Physical Assistance Source: Cara’s Kit, Milbourne & Campbell, 2007

11. 11 Environmental Adaptation

12. 12 Introduction: Environmental Adaptation Modification made to the environment to ensure that a child can get to and participate in an activity independently

13. 13 Illustration: Environmental Adaptation Examples  Placing books within a child’s reach by moving them to a lower shelf  Rearranging furniture so a child can easily walk across the room using crutches or a wheelchair  It is helpful to ask, “To what extent does this environment encourage independent exploration for all children, especially children with disabilities?”  The adult may ask, “Are there any challenges for a child trying to access these books?” “Is Johnny able to access books independently?”

14. 14 Illustration: Adapting the Environment

15. 15 Illustration: Adapting the Environment

16. 16 Illustration: Adapting the Environment

17. 17 Illustration: Adapting the Environment

18. 18 Practice: Environmental Adaptation Based on the introduction and illustration of environmental adaptations, think about an environmental adaptation that you have previously implemented in your work with children, or one that you could be using with a child that you support. Write down your response.

19. 19 Evaluate: Environmental Adaptation  How did/could the adaptation increase the child’s ability to participate?  What role did the adult play in this adaptation?

20. 20 Reflect: Environmental Adaptation Could this adaptation be generalized (used to increase participation in other activities/routines)? How?

21. 21 Activity Adaptation

22. 22 Introduction: Activity Adaptation Selecting an activity based on a child’s interests and adjusting the activity in ways necessary to ensure that the child can participate in the activity independently

23. 23 Illustration: Activity Adaptation Oftentimes, an adaptation to an activity involves adding visual, kinesthetic, and auditory aids to support the child in participating in the activity or routine. Examples  Add movements to a song to keep an active child engaged.  Add props to story time to help a child follow along and understand the story. The adult may ask, “What additional support might this child need in order to fully enjoy and participate in this activity?”

24. 24 Illustration: Adapting the Activity

25. 25 Illustration: Adapting the Activity

26. 26 Illustration: Adapting the Activity

27. 27 Illustration: Adapting the Activity

28. 28 Illustration: Adapting the Activity

29. 29 Illustration: Adapting the Activity

30. 30 Practice: Activity Adaptation Scenario: You work with a child who loves music and movement. She is able to move her arms freely, but unable to grasp an instrument. What way(s) could you adapt the activity in order for her to participate in music and movement to her greatest ability?

31. 31 Evaluate: Activity Adaptation ▪How did/could the adaptation increase the child’s ability to participate? ▪Did this adaptation require purchasing anything additional? ▪What role did the adult play in this adaptation?

32. 32 Reflect: Activity Adaptation Could this adaptation be generalized (used to increase participation in other activities/routines)?

33. 33 Material Adaptation

34. 34 Introduction: Material Adaptation Making modification to a material needed in the activity in order for a child to easily manipulate or use the material, enhancing his/her participation in the activity

35. 35 Illustration: Material Adaptation Example  Using large-grip pencils to draw a picture  Providing child-sized utensils in order to feed oneself  Placing non-slip shelf liner under a bowl or plate in order to help a child feed herself independently  Taping paper to the table so it won’t slide and the child is able to write and draw independently. The adult may ask, “Is there anything that could be done to this item in order to support the child’s exploration or participation in the activity?”

36. 36 Illustration: Adapting the Materials

37. 37 Illustration: Adapting the Materials

38. 38 Illustration: Adapting the Materials

39. 39 Illustration: Adapting the Materials

40. 40 Illustration: Adapting the Materials Video Clip of multiple material adaptations implemented for a child during the daily routine of meal time

41. 41 Practice: Material Adaptation Identify an adaptation for a child who has limited fine motor skills but wants to turn the pages of a book while reading with his mother.

42. 42 Evaluate: Material Adaptation ▪How could the adaptation increase the child’s ability to participate? ▪Did this adaptation require purchasing anything additional? If so, was it low cost? ▪What role did the adult play in this adaptation?

43. 43 Reflection: Material Adaptation Could this adaptation be generalized (used to increase participation in other activities/routines)?

44. 44 Instructional Adaptation

45. 45 Introduction: Instructional Adaptation The adult modifies or adjusts their instruction and requirements based on the individual child so the child can participate in the activity as completely and independently as possible. A few ways the adult may do this is by reducing the steps of the activity or by extending the length of time in which the child is expected to perform an activity.

46. 46 Illustration: Instructional Adaptation Examples  Waiting and allowing the child enough time to respond before providing more adaptations  Adding pictures along with print to represent the verbal instruction  Allowing a child to stand during an activity rather than sit The adult may ask, “Have I given this child an adequate amount of time to complete this task? Have I required too many steps in order to participate in the activity?

47. 47 Illustration: Adapting Instruction

48. 48 Illustration: Adapting Instruction

49. 49 Illustration: Adapting Instruction

50. 50 Illustration: Adapting Instruction

51. 51 Illustration: Adapting Instruction Video clip of a teacher using an instructional adaptation with a child to help with an upcoming transition from outdoor play

52. 52 Practice: Instructional Adaptation  The activity is making play dough with a few children. Create a literacy-related instructional adaptation for making play dough.  Think about the range of abilities represented in the group of children. How would you adapt your instruction so that every child may participate?

53. 53 Evaluate: Instructional Adaptation ▪How could the adaptation increase the child’s ability to participate? ▪Did this adaptation require purchasing anything additional? If so, was it low cost? ▪What role did the adult play in this adaptation?

54. 54 Reflection: Instructional Adaptatio n Could this adaptation be generalized (used to increase participation in other activities/routines)?

55. 55 Physical Assistance

56. 56 Introduction: Physical Assistance An adult or a peer either provides physical assistance or does the activity for the child. In Cara’s Kit, Milbourne and Campbell state, “Provide assistance only when other adaptations have not worked, and only as a last resort.” Why do you think this is important? Source: Cara’s Kit, Milbourne & Campbell, 2007

57. 57 Illustration: Physical Assistance Examples  Providing hand-over-hand support  Modeling for the child how to do something such as how to draw a circle and then asking him/her to draw the circle the same way  Peer intervention where a peer models for the child or provides some kind of physical assistance Can you think of times where it was absolutely necessary to provide physical assistance? Can you identify times when it may not have been the most appropriate adaptation?

58. 58 Illustration: Physical Assistance

59. 59 Illustration: Physical Assistance

60. 60 Illustration: Physical Assistance

61. 61 Illustration: Physical Assistance

62. 62 Illustration: Physical Assistance

63. 63 Illustration: Physical Assistance

64. 64 Practice: Physical Adaptation Scenario: Billy is a new child that you have started serving in the classroom or home visiting program. Billy loves anything to do with trucks and cars. His face lights up and he begins to laugh when you present interactive toys that make sounds. Billy is supported with sitting through a therapy chair. He is non-verbal and has limited use of his hands. Think about a physical adaptation that may enhance his ability to participate in shared book reading and songs and fingerplays.

65. 65 Evaluate: Instructional Adaptation ▪How could the adaptation increase the child’s ability to participate? ▪Did this adaptation require purchasing anything additional? If so, was it low-cost? ▪What role did the adult play in this adaptation?

66. 66 Reflection: Using Adaptations

67. 67 All Things Considered: Using Adaptations

68. 68 All Things Considered: Using Adaptations Considerations PRIOR to implementation: 1.To what extent is the child currently participating? 2.Have you observed that the child is interested in this activity, and if so what are her abilities in the activity? 3.In what ways could the child be more involved? 4.How will the adaptation enhance the child’s ability to participate in the activity? 5.How will you implement the adaptation?

69. 69 All Things Considered: Using Adaptations Considerations DURING implementation: 1.Is this child participating at a greater level than before the adaptation? 2.Is it successful? If not, why? 3.Is there need for an additional adaptation?

70. 70 All Things Considered: Using Adaptations Considerations AFTER implementation: 1.If the adaptation was successful, could it be generalized to other activities or routines? 2.Was there a problem with the way the adaptation was implemented? 3.Was there need for an additional adaptation? 4.Continually observe the child to determine when an adaptation is no longer necessary or should be modified.

71. 71 Introduction: CELL Practice Guides with Adaptations

72. 72 Introduction: CELL Practice Guides with Adaptations Organized by the following questions:  What is the practice?  What does the practice look like?  How do you do the practice?  How do you know the practice worked? There are 3 vignettes on the back of the practice guide demonstrating the practice.

73. 73 Practice: CELL Practice Guides with Adaptations Read the vignettes on the back of the practice guide titled, “Write On”. List all of the adaptations that occur in the vignettes. Try to identify the type of adaptation.

74. 74 Evaluate: CELL Practice Guides with Adaptations  How do you know the adaptations were successful?  Could any of the adaptations be generalized for other activities?  Did you think of other adaptations that were not mentioned in the vignettes?

75. 75 Practice: Using Adaptations Read the following scenario, then answer the questions on the following slides. Child Observation Angelo is a four-year-old boy who attends a childcare center. Angelo loves any kind of sensory activity such as digging in the dirt and sand, or pouring water. He also loves music and books. Angelo is physically supported by the use of a therapy chair or stroller. He can hold objects in his hands, with limited movement in his arms. Activity—Outdoor Play Angelo’s current level of participation: Angelo’s teachers push him in a single stroller onto the playground and he watches the other children play. Outdoor Playground Description The playground consists of grass, concrete, and mulch ground coverings. There are also large trees providing lots of shade. The playground has a shaded sandbox with sand toys. There is a dolphin swing that allows a child to lie back and be pushed. This swing also has a harness to hold a child securely in place.

76. 76 Practice: Using Adaptations  Ask yourself: To what extent is Angelo currently participating in the activity? In what ways could he be more involved?  Identify and discuss the several adaptations that may be used in order to increase Angelo’s participation in outdoor play.

77. 77 Evaluation: Using Adaptations  How did you decide whether an adaptation was necessary?  Was the adaptation based on the child’s interest?  How will the adaptation enhance Angelo’s ability to actively participate in the activity?  Did you need to provide any additional adaptations?  Could the adaptation(s) be generalized to other activities or routines?  How difficult was it to determine the most appropriate adaptation(s)? Why?

78. 78 Practice: Using Adaptations Video Sequence of Adaptations In these final segments meet an active 4-year-old child who is blind. List the adaptations that have been provided, and identify where they are on the continuum.

79. 79 Evaluation: Using Adaptations  What adaptation(s) did you notice being provided?  Did the child appear to be interested in the activity? If so, how did you know?  How did the adaptation increase the child’s ability to participate?  How did these adaptations support social emotional development?  Could any of these adaptations be used to increase participation in other activities or routines?

80. 80 Reflection: Using Adaptations

81. 81 Bringing It All Together  Child Interests are the catalyst for learning opportunities and Cycle of Mastery for every child.  Participation is the main focus when considering adaptations for a child with disabilities or special needs.  Adaptations may be necessary to maximize a child’s ability to participate.

82. 82 CELL Liaison Contact Information  Wendy Highland whighland@puckett.orgwhighland@puckett.org  Allison Jones ajones@puckett.orgajones@puckett.org  Additional information on CELL can be found at: www.earlyliteracylearning.orgwww.earlyliteracylearning.org