Session 22 Building Partnerships to Support Inclusive Childcare
Transcription
Session 22 Building Partnerships to Support Inclusive Childcare
4/28/2015 Bringing Together Parents, Child Care Providers, and Special Educators to Support Inclusive Child Care Circles of Life Wisconsin’s Annual Family & Provider Conference Steven’s Point, WI May 1, 2015 Early Childhood Special Education Teacher & Service Coordinator Walworth County Birth to Three Elkhorn Wisconsin Wisconsin Registry Approved Master Trainer [email protected] Office: (262) 607-0537 Cell: (262) 607-0537 1 4/28/2015 • Parents? • Care Providers? • Early Interventionists/Special Educators? • My personal experiences while working in child care • Reports of children I worked with being expelled from community child care programs • Child care visits where it was recognized that children with special needs were not being well supported • Parents reporting children are doing fine in child care, child care teachers saying they were having challenges • School Districts were reporting that they were getting high number of ECE referrals when children entered 4K 2 4/28/2015 • Focus Groups: All licensed child care providers were invited to discuss needs and concerns • Scheduled Center Visits: Met with center directors to discuss B3 foundations, and supports • Collaboration with Community Partners: School Districts, medical community, public health, WIC • Registry Certified Training Events for Child Care Providers Birth to Three Law , Child Development Universal Screening Within Child Care Settings Communicating Concerns to Parents and making referrals for needed services • Outreach to Medical Providers Ages and Stages B3 Program Model Referral Information • Presentation with Community Partners at State WECA Conference 3 4/28/2015 • Child Care Training Series Infant Toddler Mental Health Social Emotional Needs in Child Care Settings Supporting Parents When Addressing Social Emotional Needs • Training Building Collaboration and Team Building with Parents • Children often participate in multiple community programs • We All Need to Work Together • We all have different perspectives, requirements, & challenges. 4 4/28/2015 Birth to Three School Districts • Support children and families in NATURAL ENVIRONMENTS • Provide for the educational needs of all children between the ages of 3 years • Intervention services focused on priorities of families using a to 21 years in a least coaching model of services restrictive environment. • Individual Education Program • Review Individual Family (IEP) Service Plan (IFSP) at least every 6 months. • • • • Child Care Providers Provide a safe environment for children Care for basic needs of children within their care Maintain state teacher to child ratios Provide stimulating environment for children to grow and learn Parents/Families • Advocate for their child • Involvement in the education of their children 5 4/28/2015 • Birth to Three or School Staff Minimum of Bachelors Degree and State Teaching or Professional License • Child Care Providers Minimum of 30 hour course on Child Development 10 hours of professional development per year. IDEA Part C (Birth to Three) and Part B (School age) are required to report on how Early Intervention / Early Childhood Students (ages 3-5) are improving based on the following criteria: • Positive Social Emotional Skills (Including social relationships) • Acquisition and Use of Knowledge and Skills (Including early language/communication) • Ability to Take Actions to Meet Their Needs ACROSS ALL ENVIRONMENTS 6 4/28/2015 • Be honest with Child Care about your child’s strengths and needs from the beginning. • Inform the child care program of your child’s IFSP or IEP. • Request that the child care provider participates in the IFSP/IEP meeting • Communicate with the B3 team or school that your child attends before/after school program. • Establish a routine for communication meaningful communication with teachers. • Spend time getting to know the child/family. This will require more than a short meeting on open house night • Conduct home visits and visits to the child care center • Work with childcare providers to establish consistent strategies for both locations. • THINK ABOUT THE TRANSITIONS and BUS RIDES 7 4/28/2015 • Understand that you cannot discriminate against children with special needs. • Understand that it is their responsibility to accommodate the needs of children with special needs at no additional cost to the family. • Arrange more frequent meetings with the parents to communicate challenges. Take time to listen to parents concerns and be willing to problem solve. • Be honest to parents about how a child is functioning at the center. • Think about what a child’s behavior is telling you. What is the root cause of the behavior? • Educate all teachers and staff about the needs of the child. • Ask for help from parents, therapists and support staff. 8