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Abby Cohen, NCCIC Abey Cohen, NCCIC

Bio

Abby Cohen is the Region IX State TA Specialist for the National Child Care Information and Technical Assistance Center (NCCIC).  She works with the lead CCDF administrators in the states of Arizona, California, Hawaii, Nevada and the Territories of American Samoa, the Commonwealth of the Mariana Islands and Guam.  She has worked on issues of inclusion for almost thirty years, including training child care providers, administrators and policymakers about legal rights and responsibilities under the ADA.

Eva-Carter, NCCIC Eva Carter, NCCIC

Bio

Eva Carter currently serves as the Technical Assistance Coordinator for the National Child Care Information and Technical Assistance Center (NCCIC) which is a service of the Child Care Bureau.  She was the Region VI Technical Assistance Specialist with NCCIC for 10 years before assuming this role.  Eva also currently serves as a consultant for  SpecialQuest (SQ) and is a member of the SQ national advisory Board.  Previously she assisted SQ as a trainer and learning coach.  Eva has presented at several Inclusion Institute conferences.

Desiree Reddick-Head, NCCIC Desiree' Reddick Head, NCCIC

Bio

Desiree’ Reddick Head is presently the State Technical Assistance Specialist for Region IV with the National Child Care Information and Technical Assistance Center.  Before employment with NCCIC, Desiree’ worked with the Georgia Association of Child Care Resource and Referral Agencies as the Director of Development.  As a native Floridian, Desiree’ served as the Program Administrator for the Florida Department of Health and Rehabilitative Services and was responsible for the Child Care and Development Fund.  Her experience at state level work included, working with Migrant child care, subsidy policy development, family child care capacity development, professional development, CCR&R and abuse registry.  Before joining state government, Desiree’ managed extended day programs for local school systems, taught at local technical schools and worked with a local CCR&R agency.  Desiree’s education includes a Masters and Bachelors degree in Child Development from Florida State University.

Desiree Reddick-Head, NCCIC Susan Rohrbough , NCCIC

Bio

Susan Rohrbough has 30 years of experience working as an administrator, supervisor, teacher, trainer, and technical assistance specialist and consultant in the United States and internationally. She has expertise in child, family, and human development with a concentration in leadership, collaboration, policy/program development and implementation, and program management and administration at the Federal, National, State, and local levels.
Since 1998, Ms. Rohrbough has worked as a Technical Assistance Specialist at the National Child Care Information and Technical Assistance Center (NCCIC), a service of the Child Care Bureau. She previously served in the Ohio Office of the Governor as the Head Start State Collaboration Director from 1993–1998. She was also a former Executive/Head Start Director for 8 years in rural Ohio. In addition, Ms. Rohrbough worked as a planner/trainer for a nine-county Area Agency on Aging in Appalachian Ohio and was a VISTA Volunteer serving as a Community Organizer in Bronx, NY. Ms. Rohrbough continues as a coach with SpecialQuest, promoting inclusion and professional development.. She has worked internationally with Children’s Resources International, most recently in Muscat, Oman, and with central/eastern European countries in the mid-1990s as part of Ohio’s partnership with the Soros Foundation.

 

Online Panel Discussion: QRIS and Inclusion

Posted by NCCIC at Sep 23, 2009 |
Filed under:

Parents, practitioners, administrators, state policy makers – tell us what you think are the important indicators for quality inclusion? Join representatives from the National Child Care Information and Technical Assistance Center (NCCIC) Center here in an online discussion through October 2, 2009. Post your comments below.

Several States (Delaware, New Hampshire, Ohio, and Pennsylvania) have specific quality standards related to the inclusion of children with special needs in programs participating in state Quality Rating and Improvement Systems (QRIS). A new resource for helping states consider how to address inclusion within QRIS is the Joint Position Statement on Inclusion. Three defining features on inclusion are identified in the inclusion position statement: access, participation, and support.

Related Resources:

DISCUSSION STARTERS

Parents - What QRIS indicators would help you in your search for a high quality inclusive child care program?
Practitioners - What QRIS indicators would acknowledge your efforts to promote access and participation for each and every child?
Administrators - What QRIS indicators would acknowledge your efforts to provide a high quality inclusive program?
State policy makers - How are you ensuring that the needs of children with disabilities and their families will be addressed in QRIS? If your QRS/QRIS does address inclusion, what process did you use to ensure that inclusion was a part of your rating system?

Document Actions

inclusion

Posted by Kim Brancato at Sep 23, 2009
I am looking for a survey to administer to parents on their perceptions of inclusion in early childhood for my dissertation.

inclusion

Posted by Sheryl Boyman at Sep 23, 2009
Palm Beach county school system will not allow my child to stay in the inclusive setting. I've been told Baynan Creek Elementry is not an inclusive school and the principal would not bring in inclusion specialists to help the staff of the teachers. This journey has not been inclusive rather, my daughter is totally isolated. Sheryl

inclusion

Posted by Lou Ann Long at Sep 24, 2009
The school system should be following the Individuals With Disabilities Education Improvement Act, 2004 (IDEA) law. Within Part B of the law, least restrictive environment is a component and the IEP team should be addressing this during the process. There is a mediation process and due process system set up for families to request assistance when they feel the school system is not addressing your child's needs and the law if agreement can not be reached during the IEP.

The Parent Training Center which covers Palm Beach in Florida is Family Network on Disabilities 1-800-825-5736. The center has families who have children with disabilities and experience working with multiple systems in Florida.

If I can be of further assistance, please do not hesitate to contact me at 1-800-654-4440 or lalong@centraldirectory.org.

inclusion

Posted by Sheryl Boyman at Sep 24, 2009
Can an iep team decide to take your child out of an inclusive setting without the parents consent? Can they place your child in a life skills classroom with 3,4,5th grades and one teacher with no true cirriculum? I cannot send my daughter to this classroom, they will not allow her to go to the inclusive setting, and I'm being told I will be truent!!! My daughter cannot go to school. I'm being offered mediation October 16, where should my daughter be while we wait??

inclusion

Posted by Sheryl Boyman at Sep 23, 2009
I guess because my daughter cannot speak, she does not get to be included even though I placed her in a typical classroom for 2 years. I am now being told that my daughter must be place in a segregated lifeskills class.We have not agreed with this placement but Palm Beach County IEP team has decided that will be her placement. We cannot send our child to school. We want her to be included.

inclusion

Posted by Tracey West at Sep 24, 2009
Hi Sheryl, thank you for sharing your situation. It sounds as if access, a first step in inclusion, is a stumbling block for your daughter. When she was in the inclusive classroom prior to this year, did she receive the support she needed to be an active participant in her class? What do you think were the key elements that made the program effective for her?
Tracey

inclusion

Posted by Sheryl Boyman at Sep 24, 2009
What made the inclusive setting successful for my daughter was the para and the general ed.cirriculum. Believing in my daughter's abilities allowed her growth and development. She was made part of the classroom, she belonged among her disabled peers.With the correct support it does work.

inclusion - survey of parents

Posted by Pam Winton at Sep 24, 2009
Hello Kim, You might check with Mike Guralnick on this. He adapted a survey that was originally developed at FPG. The following are references to the FPG research using the survey and his research using an adaptation. This was done years ago but no sense in re-inventing the wheel.
Guralnick, M. (1994). Mothers' perceptions of the benefits and drawbacks of early clhildhood mainstreaming. Journal of Early Intervention, 18, 168-183.
Winton, P, Turnbull, A et al (1983). Mainstreaming in the kindergarten classroom: Perspectives of handicapped and non-handicapped children. Journal of the Division of Early Childhood (now JEI), 6, 14-20.

best of luck with your dissertation.

inclusion - survey of parents

Posted by Kim Brancato at Sep 24, 2009
Pam, Thanks you so much for your help. I do appreciate it.

inclusion - survey of parents

Posted by Pam Winton at Sep 24, 2009
I'm also remembering that Tess Bennett did some research on this topic. Not sure if she used a survey or a qualitative methodology. Hope this provides a starting point for your investigations.
Pam

inclusion

Posted by Desiree' Reddick-Head at Sep 24, 2009
Kim,

The National Child Care Information and Technical Assistance Center collects information on states efforts around child care. We have found that several states have collected information from parents. We are going to place a resource on this web-site that might be of interest to you called "ParentSurveys". You will find this under Related Resources. This will give you places to find survey samples and results. Please feel free to contact NCCIC if you need additional information. 1-800-616-2242 or Info@nccic.org.

Desiree'

inclusion

Posted by Kim at Sep 24, 2009
Desiree, Thanks for the great contact. Kim

Quality indicators for inclusive settings

Posted by Carolyn Stephens at Sep 26, 2009
My experiences when my child with autism was young and in supervising interns in a graduate special education program have demonstrated that all inclusive settings are not equal. Parents need to assess the quality of the supports their children receive in inclusive settings. Children with autism who are placed in inclusive settings without adequate quality end up isolated from other children or relating mostly to the adults in the room. On the other hand, focusing on social goals alone, may result in inadequate attention to prereadiness and academic goals. The QRIS may be a way to assess inclusive placements before, preferably, or after parents place their children in them.

Quality indicators for inclusive settings

Posted by Heidi Hollingsworth at Sep 26, 2009
Thanks for your comments. What you have described has come up in our conversations recently about the 3 defining features of high quality inclusion identified in the joint position statement. In particular, providing children ACCESS to inclusive programs is not enough. It would be great if QRIS addressed how adults promote PARTICIPATION for young children within inclusive settings. I think some states are trying to do this, though I have seen more QRIS indicators about making adaptations to spaces and materials (to facilitate access) than I have seen about specialized instruction (to facilitate participation). Which states are addressing this participation piece well in their QRIS?

Quality indicators for inclusive settings

Posted by Desiree' Reddick-Head at Sep 29, 2009
Carolyn,

I think you are correct that indicates/requirements in the QRIS system may not get to making sure the type of early learning experience that children with disabilities may need in an inclusive classroom. Some states are creating other mechanisms to get at the teacher interaction and knowledge of the teachers in working with children with disabilities. Some states are building in core competencies for teachers basic education, Others are creating systems that provide incentives that support teachers receiving additional education or have good sound teaching practices in their classrooms. The National Child Care Information and Technical assistance Center can provide information on different states efforts around teacher professional development.
I think states are trying several ways to improve the quality of the classroom experience.
Desiree'

Quality indicators for inclusive settings

Posted by Abby at Sep 30, 2009
Desiree and Carolyn,
You are quite right that there needs to be a focus on the individual interaction as well as the setting. I always say that for inclusive child care to occur, high quality child care is necessary but not sufficient. States are engaged in trying to improve the quality of the programs that operate in their states through a variety of mechanisms, with one very significant area being professional development as Desiree indicates--but professional development is also connected in an increasing number of states to a broader effort of quality rating and improvement systems (QRIS). What I would love to hear from people is what kinds of considerations should states be incorporating in their QRIS to promote inclusion. Right now there are things like requiring screening of children within a certain number of days of enrollment and referral to community resources, having plans with adaptations and accommodations spelled out, specified staff training in inclusion practices, programs requesting, with parental consent, copies of IFSPs and IEPs with efforts to support these plans as applicable, working with service providers who come to the program to support a child, local transition policies, including those related to children with special needs are reviewed with parents prior to these transitions being made, etc. All of these elements, and those you may think are essential, have to be able to be measured and/or documentable to be considered. So bring your ideas on!

QRIS Inclusion

Posted by Elaine Gard at Oct 01, 2009
The state of New Mexico has added some areas in terms of adaptations availability and modifictions being made for children in the lower star levels of it's system. In the higher star levels, there are some requirements for programs to be more intentional in the social/emotional and inclusion of young children. What I believe any Quality rating system needs to have as a base level requirement is that programs have specific statement(s) in their program handbooks for staff and families related to inclusion and inclusive practices. Often times when this language is present programs are more likely to be held accountable by themselves and families for inclusive practices.

QRIS Inclusion

Posted by Abby at Oct 02, 2009
That's a great suggestion Elaine. Do others of you out there have suggestions about any other aspects of inclusion that any quality rating system ought to incorporate?

QRIS Inclusion

Posted by Susan Rohrbough at Oct 04, 2009
Your comment, Abby, made me think about the early learning guidelines or early learning standards that states have developed. Those states with whom I am familiar have used the early learning guidelines/standards (ELGs) in their quality rating system--or have entertained discussion and strategies about the ELGs focused on serving children with disabilities in their system.
What are state strategies or considerations in using the ELGs in their work(along with PD systems)?
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