Transcript When Children Soar with the Wind

When Children Soar
with the Wind
Sandy Petersen
ZERO TO THREE
Developed by Sandra Petersen for When Children Soar With The Wind. Copyright © Sandra Petersen.
This document may be reproduced for educational purposes.
Jane Vella
The Learning Cycle
New Concepts
Reflection
Practice
Dialogue
David Kolb Learning Styles
Accommodating
Hands on, intuitive
Interested in: new challenges,
experiences
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Action
Work in groups
Rely on others’ analysis
Try different ways to achieve an objective
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Work in groups
Generate ideas
Gather information
Use imagination to solve problems
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Converging
Solve problems, practical solutions
Interested in: technical tasks
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Diverging
Feeling and watching
Interested in: culture, arts, people
New ideas
Simulations
Practical applications
Technology
Assimilating
Concise, logical approach
Interested in: Ideas and concepts
 Explanation over application
 Ideas, abstract concepts
 Reading, lectures, exploring models,
thinking
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Topics
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Attitudes
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IDEA/ADA/ NAEYC
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Families
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Adaptations
Highlights of Part C of
Individuals with Disabilities Education Act
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Definition of developmental
delay
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Timely and comprehensive
multidisciplinary evaluation
of needs of children
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Family-directed identification
of the needs of each family
Highlights of Part C of
Individuals with Disabilities Education Act
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Individualized family service plan (IFSP)
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Comprehensive child find and referral system
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Comprehensive system of personnel
development
Highlights of Part C of
Individuals with Disabilities Education Act
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Policies to assure
that, to the
maximum extent
possible, services
are provided in
natural
environments.
Child Care and the
Americans with Disabilities Act
1. Applies to private and public programs; children,
parents, guardians, potential customers, and
employment. Religious organizations may be exempt.
2. Specific child care requirements
•
Cannot exclude children unless they pose a
direct threat to the health or safety of others or
require a fundamental alteration to the
program.
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Reasonable modifications to policies or
practices unless doing so would cause a
fundamental alteration.
Child Care and the
Americans with Disabilities Act
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Must provide appropriate
auxiliary aids and effective
communication services
unless it would constitute an
undue burden.
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Centers must generally make
the facility accessible.
Existing programs must meet
the readily achievable
standard. Newly constructed
facilities must be fully
accessible.
NAEYC-DEC Position Statement
on Inclusion (2009)
Early childhood inclusion
embodies the values, policies,
and practices that support the
right of every infant and young
child and his or her family,
regardless of ability, to participate
in a broad range of activities and
contexts as full members of
families, communities, and
society.
The desired results of
inclusive experiences for
children with and without
disabilities and their
families include a sense
of belonging and
membership, positive
social relationships and
friendships, and
development and
learning to reach their
full potential.
The defining features of inclusion
that can be used to identify
high quality early childhood programs and services are
access, participation, and supports.
Curriculum
How does this child learn?
What is interesting to this child?
What materials, experiences, or interactions
will provide this information to this child?