HEAD START®

Setting the Stage: Including Children with Disabilities in Head Start

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3
| Continuing Professional Development | Resources

MODULE 1: there's room for all of us

Outcomes | Key Concepts | Background Information | Activity 1-1 | Activity 1-2 | Activity 1-3 | Activity 1-4 | Activity 1-5 | Activity 1-6| Next Steps
download these pdf attachments: Handout 1 | Handout 2 | Handout 3 | Handout 4 | Handout 5 | Handout 6 | Handout 7 | Handout 8 | Handout 9 | Handout 10

Learning Outcomes

After completing this module, participants will be able to:

• Identify how their own perceptions and experiences influence the ways they interact with and treat children with disabilities and their families.

• Recognize some basic principles and practices necessary for meaningfully including children with disabilities and identify how these principles and practices apply to their own Head Start program.

• Identify how inclusion benefits children with disabilities and their families and the Head Start program as a whole.

See At A Glance on p. 5 for an overview of activities in this module.

Key Concepts

• Attitudes and beliefs shape our behavior. Knowledge and individual experiences have a powerful effect on how we interact with children with disabilities and their families.

• Dialogue promotes the understanding and collaboration needed to make inclusion work.

Background Information

What do we mean when we say the word inclusion? What does inclusion mean in Head Start? What is the best way to meet the needs of young children with disabilities and their families? These questions form the foundation of this first module.

Making inclusion a success in Head Start begins with understanding and self-reflection. Before staff can learn and practice specific skills that foster and strengthen inclusion, they must first understand the concept and explore what it means to welcome all children into their programs. To begin, we must look at our experiences and how they influence our thoughts and feelings about working with children and adults with disabilities. We must also consider the thoughts and experiences of others in the program. In this module, participants have opportunities to voice concerns, explore experiences, share successes, and contribute to future plans for the program.

Activity 1-1: My Point of View

Purpose: The purpose of this workshop activity is to introduce participants to the concept of inclusion so that they may begin to define it for themselves and their programs. They will explore how their personal experiences influence their views about including children with disabilities. Participants will also have the chance to share the challenges and successes they are experiencing.

Preparation

Arrange for: Easel, newsprint, markers, and tape

Make: "My Point of View" booklets: one for each pair of participants. Assemble by duplicating Handout 1-Directions (p. 37) and Handout 2-My Point of View (p. 38), cutting along the lines, arranging pages, and stapling in the upper left-hand corner. The directions should appear on the first page of each booklet.

Duplicate: Handout 3-Definition of Inclusion (p. 39): one for each participant

Review: About Inclusion (pp. 8-13)

Leading the Activity

1. Introduce the activity and review the agenda with participants. Explain that this activity will allow them to share their feelings about including children with disabilities in their programs.

2. Each participant should be seated with a partner, with enough distance between them and any other pair to talk freely without intruding on the conversation of others. (If there is not an even number of participants, create a group of 3 people.)

3. Explain that participants will work in pairs and that each pair will receive a booklet. Tell them that they should follow the order in the book (no skipping!). Distribute "My Point of View" booklets.
   
   
4. As conversations begin, listen to the pairs and notice where they are in the booklets. Allow enough time for everyone to finish.
   
   
5. Reconvene the whole group to discuss participants' responses. Record responses on sheets of newsprint. Use the Discussion Guide below to lead this part of the activity.

6. Distribute Handout 3-Definition of Inclusion. Read it aloud to the group. Discuss the meaning of inclusion, using information from the section About Inclusion.
   

Discussion Guide

Use the following questions to stimulate discussion, but call only on those who volunteer. Remind participants to honor their partners' right to privacy.

What did you notice about the times when you felt included or unique versus times when you felt left out? How does this knowledge affect the kinds of experiences children in our Head Start program have?

Questions about feeling unique and different may evoke powerful memories for participants. Help participants recognize how painful it is to be excluded. When we feel left out our self-esteem and self-confidence can be damaged. In contrast, even though we are all different we can be made to feel wonderful when we are recognized for our unique gifts.

How did you describe your first experience (or one you remember well) with a person with a disability? What are the links between that experience (and how you felt) and your feelings about including children with disabilities in this program?

Many people have vivid memories of an "encounter." Thinking about these experiences can help participants understand how their past experiences influence their feelings about people with disabilities; and how their feelings affect their behaviors and interactions.

When you talked about roles, what similarities did you see between your own role and the person you talked with? What changes do you anticipate or would you like to make in your role in welcoming children with disabilities and their families?

Help participants begin to see what they can do, within their roles, to promote or prevent the successful inclusion of children with disabilities in their program. Point out that inclusion requires a programwide effort; everyone must play a role.

What does including children with disabilities in Head Start mean for you? What does this mean for your Head Start program?

Point out that there are a number of ways to meet the needs of children with disabilities and their families. Inclusion strives to build on the strengths and address the needs of children with disabilities in the daily routine.

Summing Up

Summarize the session for participants using these key points:

• More children with significant disabilities are entering Head Start. It is critical that all participants have a basic understanding about what inclusion means for their program and for their roles.
  
  
• Inclusion is not just the responsibility of the disabilities services coordinator. Everyone, as part of a team, plays a role in welcoming and supporting children with disabilities and their families.
  
  
• People have many different ideas and feelings about inclusion. Our feelings are influenced by many factors--our values, beliefs, experiences, and cultural backgrounds. Head Start staff need to be aware of how their own experiences impact the way they interact with and treat children with disabilities; they must also be sensitive to the perspectives of others.

Activity 1-2: Learning from Others

Purpose: Making inclusion a success in Head Start begins with understanding and self-reflection. This coaching session will use guided discussion and interviewing to help participants explore the connection between their own experiences and their thoughts and feelings about including children with disabilities and their families in Head Start. It will also define their interests and needs with respect to inclusion; and help them develop a clear picture of the impact of including children with disabilities in Head Start.

Preparation:

This coaching session has two major parts: 1) participating in an open-ended discussion designed to stimulate participants' thinking about inclusion and 2) preparing for interviews with other Head Start staff. For their assignment, participants will conduct interviews to learn what steps other staff have taken to foster inclusion in their day-to-day practice. To prepare for this session:

• Review all the directions and handouts for this session.
  
  
• Duplicate Handout 2-My Point of View (p. 38) and Handout 4-The Interview (pp. 40-41): one for each participant.
  
  
• Mark five sentence stems on Handout 2-My Point of View for participants to complete.
  
  
• Buy journals (blank notebooks) that participants can use throughout the coaching sessions.
  
  
• Identify potential candidates for participants to interview. Interviewees should have experience working with children with disabilities in integrated preschool settings. They should also be open and comfortable with sharing their ideas about inclusion.
  

Conducting the Session

1. Welcome participants and briefly discuss the purpose of today's session.

2. Give each participant a journal. Explain that participants should use these journals throughout the coaching sessions to keep track of their ideas and feelings about including children with disabilities. They can also use the journals to record available resources and strategies they would like to try. Assure participants that their journals are private.

3. Ask participants to take a moment to think about what, if anything, they have heard about the term inclusion.

4. Give participants a copy of Handout 2-My Point of View. Explain the purpose of the handout and provide guidelines for responding to the sentence stems. (Allow about 15 minutes.)

Tip for the Coach
Participants may respond to the sentence stems in a number of ways. They may participate in a guided discussion with one or two other participants, or they may write or draw their responses in their journals. As you think about which option to use, consider the number of participants in your group and their willingness to talk openly about a sensitive issue.

5. After participants complete the handout, discuss their answers with them. Use the Discussion Guide below to encourage participants to share their ideas.
   
   

Tip for the Coach
During your discussion, participants may lean towards telling you what they think you want to hear, rather than what they are really feeling. It is important not to exhaust all of your energy getting participants to "open up." Keep in mind that you and participants will have opportunities to explore some of the issues raised by the sentence stems later in the session.

6. Conclude the discussion by asking participants what information would help them understand their roles in including children with disabilities in Head Start. Record their responses. Tell participants that they will use their responses to develop a set of interview questions. For their assignment, they will use these questions to interview other Head Start staff in similar roles about what steps they have taken to foster inclusion in their day-to-day practice.
   
   
7. Help participants use their responses to define a few major goals for their interviews.

8. Based on their goals, have participants create six open-ended interview questions.

Tip for the Coach
Because it is critical that interview questions are meaningful to participants, encourage them to create questions of their own. If participants need help getting started, you may offer some of the questions below.

• How would you define the word inclusion?
  
  
• What are the benefits of inclusion for children with disabilities?
  
  
• What are the benefits of inclusion for typically developing children?
  
  
• What are the benefits of inclusion for Head Start staff?
  
  
• What has been the biggest challenge to including children with disabilities and their families?
  
  
• What would you say is your most important contribution to making inclusion successful in your program?
  

Discussion Guide

Use these key ideas to structure your discussion.

Wrap-up and Assignment

Briefly summarize the session by emphasizing that people have a lot of different ideas and feelings about inclusion. Our feelings are influenced by many factors–our values, beliefs, experiences, and cultural backgrounds. Head Start staff need to be aware of how their own experiences affect the way they interact with children with disabilities. They must also be sensitive to the perspectives of others.

Then give participants this assignment: use the interview guides they developed to conduct a 30-minute interview with a Head Start staff member in a similar role. Give participants a copy of Handout 4-The Interview. Together, review the handout and answer any questions participants may have. Then, with participants, review potential interviewees. Tell participants that you will be available if they need help making contacts with interviewees.

Ask participants to complete the assignment and bring it to the next coaching session, What Is Inclusion? Thank participants for their participation and confirm a time and place for the next meeting.

Activity 1-3: Taking Another Perspective

Purpose: In this workshop activity participants will examine a variety of viewpoints about what it means to welcome and include children with disabilities and their families. These viewpoints will serve as a starting point for openly discussing existing attitudes and beliefs. They will also help participants explore different perspectives on inclusion. In this discussion, participants will discover ways they contribute to inclusion through their roles in Head Start. They will also be able to discuss frankly their concerns about meeting their responsibilities.

Preparation

Arrange for: Easel, newsprint, markers, and tape

Make: A newsprint with the ground rules for discussion that appear below.

Duplicate: Handout 5-Geri's Story (p. 42): one for each participant

Handout 6-Viewpoints (pp. 43-44): one for each participant

Handout 7-Hints for Small-Group Leaders (pp. 45-46): one for each group of 8 to 10.

Leading the Activity

1. Introduce the activity and review the agenda with participants. Explain that this activity will allow participants to discuss their views about including children with disabilities in their programs.
   
   
2. Display the following ground rules on newsprint and review them with participants:*
   
   
   • Speak to the group, not the leader.
     
     
   • Listen carefully to others.
     
     
   • Speak your mind freely, but don't monopolize the discussion.
     
     
   • Don't withdraw from the discussion.
     
     
   • It is fine to challenge someone else's ideas–"I disagree with that, Bob."
     
     
   • It is not acceptable to challenge anyone in the group personally–"Bob, you're all wrong about that!"
     
     
3. Distribute Handout 5-Geri's Story and Handout 6-Viewpoints, to all participants. Ask for volunteers and have them read the handouts aloud to the entire workshop group.

4. Assign participants to small groups of 8 to 10 people. Ask for one volunteer from each small group to lead the small-group discussions.

5. While participants move to form their small groups, take the volunteer leaders aside. Give each leader a copy of Handout 7-Hints for Small-Group Leaders, which offers guidance for facilitating small-group discussions. Explain that their job is to help keep the conversation on track and make sure everyone has a chance to speak.
   
   
6. Have the leaders return to their small groups. Tell participants they will have 30 to 45 minutes to react to the handouts and that you will give them a 5-minute warning. Tell participants that you will be available to answer any questions, but will not participate in any one group.
   
   
7. After 40 minutes, tell the group leaders they have 5 minutes left to wrap up their discussions.
   
   
8. Reconvene the large group and ask leaders to share one or two key ideas from their small groups. Record their ideas on newsprint. Then lead a large-group discussion using the questions from the Discussion Guide below.

* Adapted with permission from The Role of the Participant. 1992. The Study Circles Resource Center, P.O. Box 203, Pomfret, Conn. 06258, (203) 928-2616.

Discussion Guide

Use the following questions to guide the large-group discussion.

Point out that considering different viewpoints is a technique used to promote open discussion and understanding. Ask participants to reflect on this activity. Then ask in what ways they can use this technique for group discussions in their programs.

Summing Up

Summarize the key ideas generated during the discussion. Point out that there are many viewpoints about inclusion. Our awareness and respect for them will help us provide a welcoming environment that supports all children and families.

Activity 1-4: What Is Inclusion?

Purpose: This coaching session will use examples and reflective practice to help participants better understand what inclusion looks like, not only in the classroom but in terms of Head Start program operations; and identify basic principles and practices necessary for including all children and families.

Preparation

This coaching session has two major parts: 1) a discussion about the assignment from the previous coaching session-Activity 2 and 2) an analysis of inclusive and restrictive practices to generate a list of principles necessary for including children with disabilities and their families in meaningful ways. At the end of the session, participants will receive an assignment. Their task is to "collect" examples that reflect the guiding principles. To prepare for this session:

• Review all the directions and handouts for this session and About Inclusion (pp. 8-13).
  
  
• Duplicate Handout 3-Definition of Inclusion (p. 39), Handout 8-What Works (p. 47), and Figure 1-Inclusive/Restrictive Practices (p. 11): one for each participant.
  
  
• Select four examples from Figure 1-Inclusive/Restrictive Practices (p. 11) to discuss with participants.
  
  
• Identify opportunities or situations that can allow participants to observe positive examples of inclusion within their own programs, in another inclusive preschool setting, or in a video highlighting inclusive practices.

Conducting the Session

1. Welcome participants and tell them that the session will begin by reviewing the material they collected in the interviews.

2. Talk about the interview process with participants. First, ask for their general impressions: What was it like? What were the main points that interviewees raised? In what ways did interviewees challenge or support your ideas? Were there any surprises? Now review and discuss participants' responses to Handout 4-The Interview, item by item. If you are working with more than one participant, point out similarities in their responses.
   

3. Summarize what was learned from the assignment. Then read aloud and discuss the examples you selected from Figure 1-Inclusive/Restrictive Practices. Ask participants to share examples of inclusive and restrictive practices from their own experiences.

4. With participants, analyze the examples you have discussed to make a list of principles that support inclusive practices, such as:
   
   
   • See the child first, not the disability.
     
     
   • Provide additional supports for children, families, and staff to foster inclusion.
     
     
   • Plan with specialists, families, and other Head Start staff to help children with disabilities participate in program activities.
     

   Then, with the group, identify elements that create barriers. Record participants' responses under the appropriate heading: "Fostering Inclusion" or "Barriers." Suggest that participants jot these two lists down in their journals as they will be useful for their assignment and for future coaching sessions.
   
   

Tip for the Coach
Figure 1-Inclusive/Restrictive Practices (p. 11) may be used as a handout.

5. After your discussion, give participants a copy of Handout 3-Definition of Inclusion, and read it aloud. Give a brief talk about the meaning of inclusion, tying together points made during the session and information from the section About Inclusion. Emphasize that because children with disabilities have unique needs, they will often require additional services and support to be fully included into the program. Head Start staff, along with families and other service providers, need to plan and solve problems together to remove existing barriers for full participation and to identify the extra services and supports that may be needed.

Wrap-up and Assignment

Briefly summarize the session with participants. Then ask participants to think about the principles that support inclusive practices. Ask them to identify opportunities or situations that will allow them to see these principles at work. These opportunities will serve as the basis for the participants' assignment.

Tip for the Coach
If participants have difficulty identifying a specific opportunity for observing a child with a disability, you may: 1) help participants become aware of opportunities that exist within their own program; 2) arrange for participants to observe in an inclusive preschool setting; 3) have participants respond to Handout 9 from Module 3-Carla's Story, Part I (p. 125) and Handout 10-Carla's Story, Part II (pp. 126-127); or 4) arrange for participants to see a video highlighting inclusive practices. See the Resources section for ideas.

Give participants a copy of Handout 8-What Works, and review it with them, answering any questions they may have. Ask participants to complete the assignment and bring it to the next coaching session, Looking Ahead. Thank participants for their participation and confirm a time and place for the next meeting.


Activity 1-5: A Vision for Our Program

Purpose: Making Action Plans (MAPS)* is designed to help teachers, specialists, and families develop a vision for fully including children with disabilities and their families. This workshop activity, which is based on MAPS, will involve participants in answering a series of questions. The answers will help participants form a vision-a map-for what inclusion can look like in their program. Since this vision affects everyone, staff, families, and consultants should participate in the activity together.

Tip for the Trainer
Because it is important that all staff, parents, and consultants be participants in this activity, an outside facilitator is recommended. If it is not possible to do this activity with everyone at one time, have small groups representing all areas of the program go through this process. Then a facilitator may help the entire program to integrate and synthesize the outcomes from each group.

Preparation

Arrange for: Easel, newsprint, markers, and tape

Duplicate: Handout 9-MAPS Discussion Questions (p. 48): one for each participant

Leading the Activity

1. Introduce the activity and review the agenda with participants.

2. Before beginning the MAPS activity, take a few minutes to get everyone in the room thinking about the subject of inclusion. For this ice-breaker, have people talk with 1 or 2 people who are sitting near them about this metaphor: "Inclusion is like gardening because..." (you may substitute another word). (Allow 10 minutes or less.) When time is up, ask for volunteers to share a few of the ideas from their group.

3. Introduce the MAPS activity. Explain that the creation of a vision–a map–will help everyone in the program understand where they are headed. This vision will provide a guide for carrying out day-to-day work.

4. Distribute Handout 9-MAPS Discussion Questions to participants. Explain that they will not have to answer the questions in writing but that they can use the handout to take notes.

5. To begin, ask participants to move their chairs to form a semicircle. Do your best to create this seating arrangement since it allows participants to make eye contact.

6. Discuss each item on the handout. Use the Discussion Guide below to encourage participants to share their ideas. For each question, try to get a good cross section of responses (with the exception of question 1, which will be answered by 1 person). Record the group's ideas about each question on newsprint.

7. Close the large-group discussion by emphasizing that the group's completed responses, ideas, and decisions form the map, or vision, for the program. Review the responses with the group to be sure that they reflect the ideas and decisions of the group as accurately as possible.

8. To complete the MAPS process, highlight or rewrite the big ideas from the discussion on a separate page. This sheet can then be posted somewhere to remind staff about their vision and their goals for inclusion.
   

Tip for the Trainer
If you have a particularly large group, you may want to continue the discussion using the same format as the icebreaker. Ask everyone to answer the question with 1 to 3 people sitting near them and have volunteers share the points with the larger group. Even though this is not the ideal, it is critical that every participant is heard. Take as much time as you need to ensure this. Take a break after completing question 4. The Discussion Guide gives approximate times to spend on each question.

Discussion Guide

Use these key points and ideas to structure your large-group discussion.

Summing Up

Thank participants for their ideas. Point out that their thoughts (and hard work) have helped them devise an image of what inclusion can look like in their program. Encourage participants to use their map to create goals and assess steps they have taken to reach their goals. For each step they take, they should ask: "Why am I choosing to do this? Does this bring us closer to our goals?"

Activity 1-6: Looking Ahead

Purpose: In order to foster inclusion, Head Start staff must have a vision of what inclusion can and should look like for their program. In this coaching session, strategies such as guided reflection and MAPS* discussion questions will be used to help participants create an image for fully including children with disabilities and their families. In addition, participants will use their vision to create goals for their program and for their roles.

Preparation

This coaching session has two parts: 1) a discussion of the assignment from the previous coaching session-Activity 4 and 2) an exploration of questions that will help participants think about their roles in providing an inclusive Head Start program. At the end of the session, participants will choose which Next Steps they will work on to extend their learning. To prepare for this session:

• Review all the directions and handouts for this session, and Next Steps: Ideas to Extend Practice (p. 36).
  
  
• Duplicate Handout 10-A Personal MAP (p. 49): one for each participant.
  
  
• Look at Handout 10-A Personal MAP, and answer the questions yourself to learn about the process and the thinking it promotes.
  
  
• Read through the Resources section (pp. 135-142), particularly those recommended for Module 1. Note the resources that may help participants as they begin to apply their new skills to their daily work.
  

* Adapted with permission from M. Forest and J.C. Pearpoint. 1992. Putting All Kids on the Map Educational Leadership. 50(2)-31.

Conducting the Session

1. Welcome participants and briefly discuss the purpose of today's session. Tell participants that you will spend time reviewing their assignments.

2. Ask participants to take out their notes from Handout 8-What Works. Have participants take turns describing the situations they observed and examples of inclusive practices. Ask for specifics: Why do you feel the examples you chose were positive ones? What were the guiding principles? What, if any, barriers did you notice? Conclude the discussion by asking participants to identify how they would apply what they learned during their observation to their own practice.

3. Explain to participants that for the remaining time, you will explore a series of questions that will help them think about their roles in providing an inclusive Head Start program. Point out that you will use an approach based on Making Action Plans, or MAPS (they may have heard of it), a process that was first developed to help plan for students with disabilities. Explain that the MAPS questions will help them form a vision, or map, for the roles they will play in making inclusion a reality.

4. Give participants a copy of Handout 10-A Personal MAP. Read each item aloud; give participants enough time to think about each question and to record their ideas on the handout or in their journals.

5. Lead a discussion about each item on the handout. Use the key points from the Discussion Guide below to encourage participants to share their ideas.
   

Discussion Guide

Use these questions to guide discussion about Handout 10-A Personal MAP.

Wrap-up and Next Steps

Briefly summarize the session with participants. Explain that they can use this vision, their map, to create goals and assess steps they have taken to reach their goals. For example, for each step they take, they can ask: "Why am I choosing to do this? Does this bring us closer to our goals?"

Review Next Steps: Ideas to Extend Practice with participants. Together, select one option for continuing your work together. Thank participants for their participation and set or confirm a time and place for a follow-up meeting.

Next Steps: Ideas to Extend Practice

As a supervisor you can encourage and support staff members to practice what they have learned in this module. Ways to accomplish this include:

1. Help participants develop and work on a "Back Home Plan." Each plan should include a specific goal or goals and strategies to reach the goals. Have staff share their plans with at least one other person.

2. Arrange for participants to see a video about including people with disabilities. See the Resources section or contact your local Resource Access Project. After viewing the video, lead a discussion. Ask staff to consider what viewpoints are represented in the video, how the ideas presented apply to Head Start, and their particular roles. Encourage staff to share their reactions to the video with you or with another colleague.

3. Ask a team (teacher, teaching assistant, parent, etc.) that has successfully included a child to make a presentation to other staff, parents, and consultants about their story. They may wish to speak about their initial fears, challenges they faced, and the benefits to all children, families, and staff. Involve participants in developing key concepts to be addressed in this presentation.