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Inclusive Placement Opportunities Inclusive Placement Opportunities for Preschoolers: for Preschoolers:
A Systems Approach A Systems Approach to Inclusionto Inclusion
A project of the A project of the Virginia Department of Education Virginia Department of Education
and the and the Training and Technical Assistance Training and Technical Assistance
Centers of VirginiaCenters of Virginia
OutcomesOutcomes
• Factors to consider when arranging the preschool
environment
• Understanding how environment impacts
behavior
• Resources
Why use structure?Why use structure?
Helps the person with autism . . .• Understand• Learn easier • Stay calm• Achieve independence• Learn appropriate behaviors
ShoppingShopping
Think about a store you dislike shopping in. Why?
Think about a store you love to shop in. Why?
Physical environmentPhysical environment
• Assess the need for physical structure
o Begin with more structure and fade as appropriate
• Establish clear physical and visual boundaries
o Help the person with autism understand the
function
of different environments
• Minimize potential visual and auditory distractions
• Design specific areas
o Design of classroom
o Area specific
Physical structurePhysical structure
• Clear physical and visual boundaries
• Minimal visual and auditory distractions
• Established teaching areas
Sch
edule
are
a
Large group
Coat area
Circle time
Break Area
1:1
Teach
er’s
Desk
Individual work area
Indiv
idual
work a
rea
Door
Com
pute
r
Physical structurePhysical structureFind the mistakes
Doo
rB
reak
are
a
Sche
dule
are
a
Independent work area
Ind
ep
en
de
nt W
ork
are
a
Large Group
Area
Circle Time
Computer
1:1
Teach
er’s
d
esk
How might you change?How might you change?
• Think about what you just learned about
structuring
the environment for students with autism
• Take graph paper out of your packet and sketch
how you could change your classroom based on
what you have just learned
Factors affecting the Factors affecting the classroom environmentclassroom environment
• Arrangement of the physical environment
• Classroom schedule
• Program staff
• Children
The physical environmentThe physical environment
Considerations• Natural flow of activities
• Wheelchairs
• Adaptive equipment
• Number and characteristics of children
Activity areasActivity areas
Considerations
• Areas are clearly defined relative to activities
• Wide paths exist for braces, wheelchairs, crutches, walkers, etc.
• Areas invite the children to explore, discover and talk about their play
Furniture and fixtures Furniture and fixtures
Considerations
• Allows for active participation in activities with peers
• Child-sized — there should be no dangling feet
• Adaptations and modifications should be made to existing furniture, such as no tech/low tech, etc.
Furniture and fixturesFurniture and fixtures
Considerations
• Commercially made furniture, such as standing tables, special chairs, outdoor playground equipment, etc.
• Bathroom adaptations may be needed, including adapted seats, potty chairs and a private diaper/catheterization changing area
MaterialsMaterials
Considerations – variety• Books should vary in length, complexity and
genre• Puzzles should have different sizes and number
of pieces• Have realistic and real play materials, such as
pots, pans, clipboards, pens, flashlights, etc.• All materials should be developmentally,
functionally and age-appropriate
MaterialsMaterials
Organization and storage
• Easily accessible
• Clearly visible
• Clearly labeled
• Tactile cues
IPOP’s top 10 reasons IPOP’s top 10 reasons for classroom schedulesfor classroom schedules
The daily classroom
schedule provides a tangible
sequence of activities over
the course of the program
and the amount of time
spent in each activity
The daily scheduleThe daily schedule
Considerations
• Keep waiting times to a minimum and plan for transitions and wait times
• Provide adequate time for each activity
• A labeled visual schedule promotes literacy and understanding of sequence
Arrival and greetingArrival and greeting
Considerations
• Warm, loving and enthusiastic greeting
• Peer or adult assistance to help with the transition
• Late arrivers
• Extra support for extra special kids
CircleCircle
Considerations• Duration • Set the tone for the day• Natural time to
encourage and enhance language and social emotional skills
• Developmentally appropriate for all children
• Availability of technology
Centers and free choiceCenters and free choice
Considerations
• Child vs. teacher directed
• Duration
• Purpose
• Accessibility
• Availability of technology
Snack and lunch timeSnack and lunch time
Considerations
• Embed language and daily living skills, objectives or benchmarks
• Promote independence
• Provide options for seating or positioning
• Adapt utensils as necessary
• Be aware of nutrition and oral sensory motor issues
Outdoor playOutdoor play
Considerations:
• Gross motor development
• Back-up plan in case of inclement weather
• Accessibility and adaptation of activities
• Child-to-child interaction versus adult interaction —
level of support
Story timeStory time
Considerations• Short attention spans• Genre – ethnically diverse, children with
disabilities• Child involvement vs. sitting and listening
ClosingClosing
Considerations
• Method for dismissal
• Plan for the various transitions, such as individual
pick-up and different bus schedules
Summarize with an acrosticSummarize with an acrostic
Environment Environment
A transition is any shift A transition is any shift
in activity that requires students in activity that requires students
to change ________to change ________
or ___________.or ___________.
A transition is any shift in activity A transition is any shift in activity that requires students that requires students to change to change locationslocations
or or materialsmaterials..
Project SLIDE, Juniper Gardens Children’s Project, (1998). “Effective instructional strategies to facilitate: Teacher’s guide for Project SLIDE.” Kansas City: The University of Kansas.
TransitionsTransitions
Considerations
• Plan for transitions!
• Should be fun and short
• Remember to plan for children who need extra assistance
BehaviorBehavior
Considerations
• Strategies for holding attention – novelty, seating options, high/low energy activities, etc.
• Visuals to support children’s independence (behavior and communication)
• Plan each transition as part of the lesson plan
The program staffThe program staff
• Communication and collaboration
• Team meetings
• Staff support
• Continued professional development
The childrenThe children
Considerations
• Number of children
• Characteristics of the children
• Needs of all children
• Same-aged peers
ResourcesResources
• IPOP training guides
• “Promoting the Social Emotional Competence of Young
Children.” Center on the Social Emotional Foundations for
Early Learning, University of Illinois at Urbana-Champaign,
(2003).
• Your regional VDOE T/TAC
o Region 1 and 8: www.vcu.edu/ttac/
o Region 2 and 3: www.ttac.odu.edu/
o Region 2 and 3: www.wm.edu/ttac/
o Region 4: www.kihd.gmu.edu/ttac/
o Region 5: ttac.cisat.jmu.edu/
o Region 6 and 7: www.ttac.vt.edu/