Session 22 Building Partnerships to Support Inclusive Childcare


Session 22 Building Partnerships to Support Inclusive Childcare
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
• 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
• 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
• 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.
Birth to Three
School Districts
• Support children and families in
• 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
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
• Advocate for their child
• Involvement in the education
of their children
• 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
• Ability to Take Actions to Meet Their Needs
• 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
• 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.
• 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
• 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
• 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.