ERIC ED405665: Inclusion Forum, 1994.

11 Pages·1994·0.31 MB·English

by  ERIC

DOCUMENT RESUME
EC 303 368
ED 405 665
Freund, Maxine
AUTHOR
Inclusion Forum, 1994.
TITLE
DC. Dept. of
George Washington Univ., Washington,
INSTITUTION
Education.
Teacher Preparation and Special
Rehabilitative
Office of Special Education and
SPONS AGENCY
Services (ED), Washington, DC.
94
PUB DATE
H024D10019
CONTRACT
Integration project.
10p.; A product of the Community
NOTE
944.
For the 1993 volume, see EC 302
Reports
Serials (022)
Collected Works
PUB TYPE
Descriptive (141)
Inclusion Forum; v2 n1-2 1994
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Community Programs; *Cooperative Programs;
DESCRIPTORS
*Inclusive
*Disabilities; Early Childhood Education;
Schools; *Inservice Teacher Education;
Parent
*Mainstreaming; Normalization (Disabilities);
*Social
Participation; Preschool Education;
Integration; *Training Methods
ABSTRACT
training
These two newsletter issues focus on
for children with
strategies for developing more inclusive programs
An interview
disabilities and for developing collaborative programs.
inservice teacher
with Dr. Barbara Wolfe addresses successful
information in the first issue
training strategies. Additional
to participate in
includes guidelines for empowering parents
Partnerships for Inclusion Project,
inclusion training (based on the
involving-the community, (based
North Carolina) and suggestions for
D.C.). The second
Connections Project, Washington,
on the Community
importance of building a common
issue has a brief article on the
interpersonal skills and
vision for successful collaboration,
Cooperative Preschool,
collaboration (based on the Meeting House
collaborative organizations (based
Alexandria, Virginia), developing
Idaho),
Transdisciplinary Team Project in
on the Inclusion through
communities for young children with
and developing inclusive
Project in Indiana).
disabilities (based on the Welcome Everywhere
(DB)
***********************************************************************
best that can be made
Reproductions supplied by EDRS are the
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
00(h..is document has been reproduced as
received from the person or organization
originating it
Inclusion Forum
O Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this docu-
Vol. 2, No. 1
ment do not necessarily represent official
OERI position or policy.
Spring/Summer
Vol. 2, No. 2
Fall/Winter
1994
Inclusion Forum
Dept. of Teacher Preparation and
Special Education
The George Washington University
2201 G Street, N.W., #524
Washington, DC 20052
MORE
BEST COPY
k, IILILLL
CIP/The George Washington University Information Line
VOL. 2, No. 1
SPRING/SUMMER 1994
SPOTLIGHT ON TRAINING STRATEGIES
FOLLOW-UP: A KEY COMPONENT OF SUCCESSFUL TRAINING
someone else demonstrating the new idea, (2) having on-
Dr. Barbara Wolfe, a trainer-of-trainers exemplar,
the-job assistance or (3) participating in small group
is currently on the faculty of the Department of
discussions with fellow staff or an administrator.
Special Education at the University of Wiscon-
sin-Eau Claire. Prior to university teaching, she spent
Two other specific follow-up strategies that can be
fifteen years providing inservice training on inclusion to
offered to participants on a voluntary basis are: (1) coach-
early childhood professionals. We would like to share some
ing (peer or expert coaching) which is a labor intensive,
of Barbara's thoughts on training gleaned from a recent
one-on-one strategy where the coach serves as a mirror
telephone interview.
through which the teacher can examine her behavior, and
(2) peer support group which brings participants back
You have conducted research on best practices in
together to talk about the successes they have experienced
inservice education. What did you find most helped
and to brainstorm solutions that support implementation
teachers implement new ideas in their classrooms?
efforts.
Factors that most helped teachers use new ideas in their
Earlier you spoke of "back home" plans as a follow-
classroom were (1) useful handouts/materials, (2) relevant
up strategy. Can you expand on that?
content that addressed an existing need. (3) follow-up
support, (4) practical content that could be applied immedi-
A "back home" plan is like a personal learning plan. It
ately and (5) an effective trainer.
is a good strategy for intensive full-day or multi-day
classes. Each individual completes a plan indicating
Did any of these findings surprise you?
personal goals, what they will do to accomplish their goals,
Two were surprisingthe importance of handouts (i.e.
and possibly, products that will demonstrate accomplish-
practical. relevant handouts) and the impact of the trainer
ment. Trainers can get feedback on the participants'
on inservice outcomes. Participants defined effective
progress toward their goals by doing follow-up visits,
trainers as knowledgeable, well prepared, credible, enthusi-
calling the site, or requesting video or written records.
astic and able to use a variety of techniques including
It is sometimes difficult to motivate participants to
hands-on and interactive strategies. The good news about
complete a back home plan after a long training day, so I
these characteristics is that people can learn themthat is.
have tried using an "Aha" sheet where participants write
training isn't an inherent trait but rather a learned skill.
down new ideas throughout the session. Then when they
Let's talk for a minute about follow-up support. Could
make their plan, I have them limit their ideas to 3 or 4
you define what you mean by follow-up?
things to try at home. We usually take up to a half-hour at
Broadly speaking, follow-up can be defined as strate-
the end of the training course to develop an individual or
gies and events that take place following the planned
team "back home" plan. Carry-over is sometimes increased
workshop experience. Some examples are a "back home"
by having participants verbally report their plan to someone
plan to try on the job, a follow-up class or workshop, on-
else, or to the whole group. Somehow when you say it
site coaching by peers or trainers or a follow-up letter with
aloud, you feel more committed to action.
resource articles.
Is there anything else you would like to say?
Why do you think follow-up is so important in
Helping teachers learn new skills and incorporate them
inservice education?
into the classroom requires an intensive system of training
Learning is a process, not something that happens in a
that utilizes multiple training strategies, including opportu-
one-time training event. Change takes place over time and
nities to observe, practice, receive feedback and talk about
requires a focused effort for new ideas to be integrated into
the ideas. It is paramount that administrators are committed
ongoing practice. Follow-up provides a strategy for focused
to both the ideas being presented and the training design,
effort over time, thereby increasing the chance that new
which might require an increase in release time for training,
ideas will actually become on-the-job behaviors.
planning or peer support.
What follow-up strategies have you found to be most
For more information contact:
effective?
Dr. Barbara Wolfe
Department of Special Education
In my research, not too many participants had experi-
University of Wisconsin-Eau Claire
enced follow-up but those who had preferred (1) observing
Eau Claire, WI 54701
3
BEST COPY AVAILABLE
SPRING/SUMMER 1994
INCLUSION FORUM
PAGE 2
EMPOWERING PARENTS TO PARTICIPATE IN INCLUSION TRAINING
advocates. At these sessions, each parent trainee give a
Arecent North
presentation. The other trainees and the parent-advocate
Carolina project
acted as an audience of professionals who critiqued each
trained parents of
presentation. This role playing helped prepare the
children with disabilities to
trainees to present information before live audiences and
serve as inclusion specialists
to answer probing questions. The inclusion specialists
through
41%,, k
now serve to link the parents to day care and related
developing
Partnerships
training programs across North Carolina.
advocacy
skills and
For more information contact:
for Inclusion
participating in
Ralph C. Worthington, Sandy Steele andKatherine Favrot
Partnerships for Inclusion Project
inclusion training for
East Carolina University
day care and other providers of services to children. This
4N-66 Brody Medical Sciences Building
training, designed and conducted primarily by experi-
Greenville, NC 27858-4354
enced parent advocates, was funded by the Partnerships
[phone]
for Inclusion Project at the Frank Porter Graham Child
Development Center at the University of North Carolina
Chapel Hill.
GIVING THE HELP THAT TH
The parents participating in the project represented a
variety of socio-economic and family backgrounds, had
children with different disabilities, and were located
throughout the state. The parents agreed to participate in
a two-day training session and follow-up activities.
In 1981, the
Expenses and a small honorarium were given to partici-
Social Integra-
pants.
tion Program
(SIP), which was
The training sessions and follow-up activities were
administered at Utah
designed to develop the participants' advocacy and
State University,
presentation skills by focusing on the following:
began to serve
a working knowledge of the state's service delivery
children with disabili-
system;
ties in community-
based child care
the ability to effectively present a personalized
centers. Its positive
rationale for inclusion;
results for children,
a working knowledge of the basic rights of children
families and providers have led to subsequent projects to
assist preschool personnel in serving children with
with disabilities;
disabilities. One of the biggest challenges facing com-
the ability to work effectively within the system in
munity program inclusion efforts is providing the help
advocating for inclusion.
that is needed when it is needed. Although training
Several of the sessions focused on giving parents a
typically addresses many of the providers' anticipated
variety of "tools" to present their unique perspective on
needs, unanticipated needs inevitably arise as services
inclusion. Topics included incorporating humor,
are delivered to children and families.
children's books and artwork, visual images and adult
To respond to providers' needs in a timely manner,
education principles to support presentations. Adult
we have found no substitute for "being there." When
learning principles included giving audiences informa-
someone with special expertise in serving children with
tion they could use (relevance), showing how the
disabilities and their families is present on a daily basis,
information could be used to solve problems (practical-
she/he can most easily develop the working relationships
ity) and convincing audiences of the need to learn
necessary to help teams provide effective services.
(motivation).
Although on-site support is our preferred form of
The parents left the two-day training with an "indi-
technical assistance, we must often seek alternatives due
vidualized education plan" to help develop their presen-
to factors such as time and distance. After a good
tations. This written plan outlined the presentation
working relationship has been established, an itinerant
pieces that were in place, i.e., the "strengths," and the
person can offer assistance using telecommunication
pieces that needed to be developed, i.e., the "needs." As
follow up, smaller groups met with one of the parent
Li
PAGE 3
INCLUSION FORUM,
VoL. 2, No. 1
VALUES AND ATTITUDES FIRST
settings.
The Community Connec-
tions Project at The
As training begins, the first
George Washington
_re*
issue addressed is the partici-
MMENITY
University recruits and trains
pants' attitudes and values
teams of child care providers
about disabilities. Addressing
NNECTIONS
who then support the inclusion of
attitudes and values first gives
children with disabilities in their
participants the opportunity to
programs. The project is founded
talk about their fears and
on the belief that all children with disabilities deserve
hopes, Trainees are asked to think about inclusion from
the option of attending community programs with their:
a personal perspective by remembering and describing a
non-disabled peers. It is committed to supporting child
time in their lives when they wanted to belong and felt
care personnel in their collaboration with other service
excluded. People describe powerful childhood memories
providers to meet the needs of all children in inclusive
about being ridiculed in kindergarten, being excluded
from a team, and/or being teased about their ethnicity.
Through this exercise they remember the hurt of exclu-
sion and they begin to empathize with the feelings of
children in their care.
NEED WHEN THEY NEED IT
Next, participants complete a survey that asks them
to rate their responses to a series of statements about
inclusion such as:
The parents of a child with disabilities should be able
E3
options such as the telephone. For example, during
to decide what placement and services their child
a weekly phone call to each site, the SIP consultant
receives.
and provider reviewed each child's progress and
O For most children with disabilities inclusion works
together sought solutions to problems.
only if there is extra adult help.
But sometimes a picture is needed to establish
CI Inclusion is good for children with disabilities but the
the context in which the problem occurs. Two
other children usually do not benefit.
strategies have proven advantageous in this situa-
tion. One is to "dialogue" through a videotape
Teaching children with disabilities is much harder than
E3
exchange. First, the provider makes a video demon-
teaching typical children.
strating the problem and then the trainer responds
O Some children would be better off in separate more
by making a video that demonstrates an alternative
specialized settings.
practice. In the Early Ed Project, video exchange
The group then discusses the range of responses. Be-
helped providers increase child engagement in
cause there are no right or wrong answers, this exercise
small group activities by demonstrating alternative
helps people clarify their own values and beliefs and
strategies for child-adult interactions.
share their thinking with their colleagues. Teaming is
Another strategy, interactive television, allows
vital to the success of inclusion and this exercise also
all parties to see what is happening as well as to
helps the trainees understand and respect the values and
talk about it. Using the state's educational televi-
beliefs of their team members.
sion network, a speech and language pathologist in
By working through this process of examining and
a television studio watched two children in pre-
experiencing the power of attitudes and values about
schools several hundred miles away. She gave the
disabilities, the teams come to a common core of beliefs
providers suggestions to stimulate language and
about inclusion. Team members then write a mission
then followed up weekly through videotape ex-
statement that will serve to guide their goals and activi-
change. These alternatives allow us to deliver
ties as they plan for inclusion.
personalized help in a timely manner without
For more information contact:
spending hours traveling from program to program.
Y. Rab,
For more information contact:
Community Connections Project
Sarah Rule
The-George_Washing,tonUniversity-
Department of Teacher Preparation and Special -Education
Center for Persons with Disabilities
The Early Intervention Programs
Utah State University
2201 G Street N.W., Funger #524
Logan, UT 84322-6805
5
Washington. D.C. 20052
[phone]
11:WQT ryrrov
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v-9
VOL. 2, No. t
INCLUSION FORUM
SPRING/SUMMER 1994
rz, 0 .
-4
0 t
Publications
Early Childhood Inclusion Training Programs
esources Development
Training: The Magazine of Human R
Mainstreaming Young Children:
Creative Training Techniques
A Training Series for Child Care Providers
Lakewood Publications, Inc.
Pat Wesley, Partnerships for Inclusion
50 South Ninth Street
Frank Porter Graham Child Development Center
Minneapolis. MN 55402
University of North Carolina
[phone]
300 NationsBank Plaza 137 E. Franklin St. CB8040
Chapel Hill, NC 27599-8040
Games Trainers Play: Experiential Le
arning Exercises
[phone]
Still More Games Trainers Play
If you
Special Training for Special Needs
John W. Newstrom
would like
and Edward E. Scannell
Cooperative Education Services Agency:
the
to be a part of
McGraw Hill, Inc.
CESA 5
Inclusion Forum
by
New York, New York
Portage Project
contributing information or
P.O. Box 564
Training and Development Handbook:
serving as a resource to other
Portage, Maine 53901
A Guide to Human Resource Development
programs, please send a brief
R. L. Craig, Editor
Including All Children: Training for
program description along
McGraw Hill. Inc.
Administrators and Caregivers
with a contact name
New York. New York
AGH Associates, Inc.
& telephone number
Box 130
Training and Development Journal
to:.
. _
Hampton, New Hampshire 03842
American Society for Training
SpecialCare Curriculum Trainer's Manual: A Resource
and Development
If there are issues
for Training Child Caregivers
1640 King Street Box 1443
and concerns you
Alexandria, VA 22313
Child Development Resources
would like to see
[phone]
P. 0. Box 299
addressed in the
Lightfoot, VA 23090
Inclusion Forum
[phone]
Inclusion Forum
write to:
Also Available
do Penny Wald
Dept. of Teacher Preparation
Inclusive Early Childhood Education: A Model Classroom
& Special Education
Marie Abraham. Lori Morris, & Penelope Wald
The George Washington University
Communication Skill Builders
2201 G Street., NW, #524
3830 E. Bellevue; P. 0. Box 42050-E 93
Washington, DC 20052
Tucson, AZ 85733; Phone: [phone]
[phone]
The Community Integration Project (CIP), a federally funded
Published by the
outreach project sponsored by The George Washington
Community. Integration Project
University, supports the inclusion of children with disabilities
Principal Investigator .... Maxine Freund
in early childhood programs. CIP assists LEAs and early
Penny Wald
Director
childhood programs in combining resources and acquiring
Marie Abraham
......
Staff
.......
..-. Lori Morris
skills essential to quality inclusion.
....
.
Catherine Lethbridge
This newsletter was developed under grant number H024D10019 with the
....... Tommye Geil
Newsletter Designer
Office of Special Education and Rehabilitation Services. U.S. Department of
Bruce Kauffmann
Editorial Advisor
Education (OSERS/DOE). The content, however, does not necessarily reflect
the position or policy of OSERS/DOE, and no official endorsement of these
Inclusion Forum is published semi-annually.
materials should be inferred.
Non-profit Org.
(4))
Ui
U.S. Postage
le
B
VA.'4.1.LL
Paid
Washington, DC
Dept. of Teacher Preparation and Special Education
Permit No. 593
The George Washington University
2201 G Street, N.W., #524
Washington, D.C. 20052
BEST COPY AVAILABLE
CIP/The George Washington University Information Line
Vol.. 2, No. 2
FALL/WINTER 1994
SPOTLIGHT ON COLLABORATION
BUILDING A VISION FOR COLLABORATION
small successes. Collaboration is basically a people-to-
As communities strive to increase inclusive
people process. It is essential to create strong bonds and
options in early childhood education, the need
mutual respect between the collaborative partners as a
to pull together fragmented systems has raised
first step in building a shared vision.
new issues for planners and practitioners. Rejoining a
fragmented system is not an easy task. Typically, a
Creating a meaningful vision is an exciting and
community may begin by establishing an interagency
challenging task. To effectively sustain the commitment
group with the mission of coordinating services to
of the collaborative partners to change, a shared vision
families. This type of cooperative initiative simply
must include the deeply personal visions of each
coordinates existing services and offers a reasonable
participant as well as mutually held beliefs. When this
starting point for change. However, in localities where
happens, a vision will be seen as both "my vision" and
the need and intent is to fundamentally change the ways
"our vision" (Senge, 1990). Rowe (1992), developer of a
services are designed and delivered, a
vision-driven, decision-making model for school
collaborative strategy will be necessary
restructunng, suggests that change requires visions that
(Melaville and Blank, 1991). Whether a
(1) are compelling, (2) are clear and (3) can be assessed.
partnership will be collaborative or coopera-
"We will send a man to the moon in this decade" is a
tive in nature depends on "how far partners
classic statement of a vision that exemplifies
wish to move beyond the status quo"
these criteria. So too are the visions "all
(Melaville and Blank, 1991).
children can learn" or "all children can learn
in school environments that are fully
The existence of a common goal or
inclusive." Shared vision statements
vision supports the notion of fundamental
such as these can change the way a
change and is a defining feature of a true
school system does business.
collaboration. A shared vision requires
that collaborating parties express their personal beliefs
Collaboration is a process: it is not an end in itself.
and build consensus around the issue they wish to
A collaborative effort will look different each time it is
address. Participants in this process are challenged to
implemented. A specific model of collaboration cannot
transcend their traditional roles and answer the question
be "parachuted" into a state, community or classroom. It
"What do we want to create?" rather than "What do we
must be responsive to the culture of each new location
think we can do?". As service delivery barriers are
(Blank and Lombardi, 1991). Collaborations are
broken down, there is an opportunity to create an
relationship-oriented and like all lasting relationships
inclusive vision and to have a collaboration where the
take time to develop.
whole becomes greater than the sum of the parts. Senge
Lori M. Morris
(1990) in his book The Fifth Discipline, states that a
Catherine Lethbridge
shared vision can "create the spark, the excitement that
Community Integration Project
lifts an organization out of the mundane, . .. compel
The George - Washington. University
courage so naturally that people don't even realize the
Senge, P.M. 1990. The Fifth Discipline: the art and practice of the learning
foster risk taking and
extent of their courage. .
organization. New York: Doubleday/Currency
.
experimentation."
Blank, M.J.. and Lombardi, J. 1991 Towards improved services for children
and families: forging new relationships through collaboration. White
Collaboration may not always start with a clear
Plains, New York: A.L. Mailman Foundation
vision, but rather begin with a sense that something
needs to happen differently. The vision may not be
Vandercook, T York, J. and Sullivan. B. 1993. True or false? Truly
collaborative relationships can exist between university and public school
clearly articulated for some time. Vandercook, York
personnel. OSERS News In Print. Washington, D.C.: United States
and Sullivan (1993) warn that engaging in a long-term
Department of Education
commitment without taking the time to build relation-
Melaville. A. and Blank, M. 1991. What it rakes: structuring interagency
ships can be futile. Collaborations are fostered by
partnerships to connect children and families with comprehensive services.
encouraging participants to work together on small
Washington. D.C.: Education and Human Services Consortium
projects: offering opportunities to share philosophies,
Rowe. L. 1992. ODOM - A Process for Change. Journal of the National
learning to communicate effectively and experiencing
No.5
7 Center for Outcome Based Education. Vol. 1
REST COPY AVAILABLE
FALL/WINTER 1994
INCLUSION FORUM
PAGE 2
COLLABORATION:
An Interpersonal Effort
Establishing communication, remaining flexible and
Meeting House Cooperative Preschool is a
being supportive enabled the Meeting House staff to create
private community preschool in Alexandria,
a shared vision and meet the challenges the inclusion
Virginia. Since 1991, the school, in
program presents.
collaboration with the Alexandria City Public Schools,
For more information contact:
has offered inclusive placements for children with
Joan Wheeler & Beth Fedman
disabilities. These children and their teachers are
Meeting House Cooperative Preschool
provided support by a special educator from the
316 South Royal Street
school system, who is on site at least two days per
Alexandria, VA 22314
week. Partnerships between the regular and special
educators require a variety of skills. In particular,
DEVELOPING COLLA:.
three interpersonal skills have facilitated
collaboration: communication, flexibility and
To Promote Inc
support.
Building rapport is an essential first step in
establishing good communication. At Meeting House,
The Inclusion through
initial meetings between the regular and special
Transdisciplinary Team
educators focused on sharing vital information (e.g.,
project (ITT) at the
curriculum, IEPs) and clarifying expectations.
University of Idaho provides
Occasionally forms (e.g., role exchange form) were
technical assistance to
used to expedite these discussions. In addition, team
communities of professionals
members worked to develop a personal relationship.
and parents who strive to
Limited free time was used to engage in casual
promote inclusive lives for
conversations about ideas and concerns, helping to
all young children. Examples
strengthen rapport.
of
Source Of Resistance
include Interagency
community teams
Teamwork requires flexibility in both principles
Council Committees, Head Start
and practices. Regular and special educators often
regional offices, and state departments
No .perceived benefit
view issues that arise in inclusive programs from
of education. ITT's organizational
distinct perspectives. Being willing to reflect on
approach to inclusion emphasizes the
differences and remain open to adapting one's
collaboration of persons representing
practices helps to create a team approach. In one
Fear of incapability
different disciplines. A major
Meeting House class, a child with disabilities was
characteristic of these teams is the
having extreme difficulty during circle time. While the
wide range of perspectives toward
Anxiety over uncertain
inclusion by its members.
classroom teacher did not want this child to be
outcomes
separated, she agreed to the special educator's plan to
Working with a diverse group of
pull the child out of circle time. The time was used to
persons presents both opportunities
and challenges. Collaborative efforts
facilitate skills the child needed to participate in group
Fear of budget loss or
are more effective than individual
time and eventually he was able to join in circle time.
salary change
efforts. However, members' resistance
Support among team members is a basic
to change often impedes
Fear of lost
ingredient in successful collaborations. When there
collaboration. Commonly encountered
responsibility or
are problems to be solved, they are tackled together
sources of resistance and strategies for
authority
with each member contributing ideas and resources. In
overcoming them are listed in Figure
order to recognize problems as well as progress, goals
1 at right.
must be defined. Goals may reflect objectives for
We often facilitate team collaboration by having
children or next steps necessary for team
members learn and appreciate each other's views.
development. With goals firmly in mind, the Nonproductive arguing endangers relationships. By
helping people to understand other perspectives, we
challenges can be identified and addressed, and the
remove sources of argument. We do this through a five-
small steps made toward improvement can be
step process.
perceived and acknowledged.
8
BEST COPY AVAILABLE
VOL. 2, No. 2
INCLUSION FORUM
PAGE 3
WELCOME EVERYWHERE:
Inclusive Communities for Young Children
Welcome Everywhere: Inclusive Communities for
Innovative Practices for Young Children at the University
Young Children with Disabilities is a project
Affiliated Program of Indiana.
designed to facilitate collaborative relationships
A major goal of the project is to promote inclusion in
and networks that result in inclusive programs and activities
education and non-education settings throughout a
throughout communities. The Welcome Everywhere project
community. This goal has prompted a unique aspect of the
supports building local capacity for inclusion through (1)
projectthe establishment of local Inclusion Networks.
administrative commitment, (2) involvement of a variety of
An Inclusion Network is comprised of citizens represent-
stakeholders and (3) the availability of training and technical
ing a variety of organizations reflecting each community's
assistance. The project is conducted by the Center for
unique strengths and resources. Network membership
usually includes parents, educators, health professionals,
social service providers, clergy, business persons and local
ORGANIZATIONS
ORATIVE
government officials. The Inclusion Network meets over a
period of twelve to eighteen months (four or five meet-
lusive Communities
ings) to carry out the following project-related activities:
the development of a Community Vision Statement
the identification of Issues and Barriers to inclusion
Prepare for developing the team: Members learn as much as
the development of Action Plans to address issues and
possible about each other, including their perceptions. Ways to
barriers
do this include assuming each others' positions; active
the identification of agencies and individuals to receive
listening exercises; role playing; and sharing perceived
Inclusion Network information
strengths, weaknesses, opportunities and barriers in regard to
efforts toward inclusion.
Specific formats, tailored to individual communities, are
followed to facilitate the activities.
Set the tone for the team: Identify interests common to all
members through focus groups.
The success of the Inclusion Networks has been
attributed to several factors, including the opportunity to
Define the team's purpose: Focus on common interests and
work with a broad coalition of community members; the
mutual concerns, not solutions. One way
to do this is by developing a mission
opportunity to consider new and different ways to address
Strategies
statement.
issues and barriers; and productive, fast paced meetings.
As one participant noted, "It is a unique opportunity to
Generate options: Create several options
Increase knowledge
expand views and promote change-attitudes about children
while avoiding obstacles such as premature
Involve in planning
with disabilities and their families can be dramatically
judgment or belief in a single solution. At
Offer financial support
this time, goals should be formalized and
altered and gaps can be filled. [It provided] a much needed
prioritized.
forum for awareness."
Offer training
Evaluate options and reach consensus:
Build on strengths
The function and outcomes of Inclusion Networks
Establish criteria for making decisions and
differ from formal networks such as local interagency
Use active listening
initiate development of action plans.
coordinating councils. By combining existing local
Expose to other successful
associations and informal/formal networks associated with
We view team operations as a series of
inclusive communities
early childhood special education programs and agencies,
sequences that occur within the contexts of
Inclusion Networks have established and promoted
team development and crisis response.
Involve in planning
inclusive practices across communities. The activities of
These are (1) team formation, (2) storming
Insure financial support
each Network seem to have a ripple effect. Members
(exploring different perspectives), (3) setting
indicate they share information with other people in the
team behavior norms, and (4) performance.
Adjust role expectations
community. Those members, representing businesses and
Finally, we believe that some conflict is
Emphasize positive
community organizations, have reported changes made in
good, as it helps to facilitate team action.
aspeCts of change
their practices to ensure the inclusion of children with
For more information contact:
disabilities and their families.
Figure 1
Jennifer Olson, Ph.D.
For more information contact:
Inclusion through Transdisciplinary Teaming
Georgia Sheriff
Idaho Center on Developmental Disabilities
Center for Innovative Practices for Young Children
129 West Third Street
Institute for Study of Developmental Disabilities
University of Idaho
2853 E. 10th Street
Moscow, ID 83843
Bloomington, IN 47408
[phone]
[phone]
9
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VOL. 2, No. 2'
INCLUSION FORUM
FAu./WirrrEn 1994
unelin
Publications
Training Models
A Community Approach to an Integrated Service System for Children
Best Practices in Integration (BPI) Inservice Training Model
with Special Needs (1988)
Susan M. Klein
R. Hazel. P. Barber, S. Roberts, S. Behr, E. Helmstetter, and D. Guess
Department of Curriculum and Instruction
Baltimore, MD: Paul H. Brookes Publishing Company
Indiana University, Bloomington, IN 47405-1006
[phone]
[phone]
The Fifth Discipline: The Art and Practice of the Learning Organization
Partnerships in Early Intervention: A Training Guide on Family-
(1990) Peter M. Senge
Centered Care Team Building and Service Coordination
New York: Doubleday
Waisman Center Early Intervention Programs
1500 Highland Avenue, Room 231, Madison, WI 53705
The Seven Habits of Highly Effective People
[phone]
(1989) Stephen R. Covey
New York: FiresideSimon and Schuster
Videos
Profamily System of
Together We Can: A Guide for Crafting A
Education and Human Services (1993)
The Business of Paradigms
A. I. Melaville, M. Blank, & G. Asayesh
If you
Joel Barker
U. S. Government Printing Office
would like
Chart House Learning Corporation
Superintendent of Documents
to be a part of the
221 River Ridge Circle, Burnsville, MN 55337
Mail Stop: SSOP
Inclusion Forum by
Available through Inclusion through Transdisciplinary Teaming:
Washington, DC 20402-9328
contributing information or
Stages of Group Development (1994)
serving as a resource to other
Teaming (1994)
programs, please send a brief
Resistance to Change (1994)
If there are issues
program description along
Jennifer Olson
and concerns you
with a contact name
Idaho Center on Developmental Disabilities
would like to see
&telephone number
University of Idaho, Moscow, ID 83843
addressed in the
to:
[phone]
Inclusion Forum
Also Available
write to:
Inclusive Early Childhood Education: A Model Classroom
Marie Abraham, Lori Morris, & Penelope Wald
Communication Skill Builders
3830 E. Bellevue; P. 0. Box 42050-E 93
Tucson. AZ 85733; Phone: [phone]
Inclusion Forum
do Penny Wald
Publiehed by the
Dept. of Teacher Preparation
munIty Integration Project
& Special Education
C
The George Washington University
Principal Investigator .... Maxine Freund
2201 G Street., NW, #524
Penny Wald
Washington, DC 20052
Director
[phone]
Marie Abraham
Staff
.
.
Lori Morris
.
---...Catherine Lethbridge
This newsletter was developed under grant number H024D10019 with the
Newsletter DeSigner.........-.Tommye Geil
Office of Special Education and Rehabilitation Services, U.S. Department of
Editorial Advisor ----Bruce Kauffman
Education (OSERS/DOE). The content, however, does not necessarily reflect
the position or policy of OSERS/DOE, and no official endorsement of these
is published semi-annually.
Inclusion ForuM
materials should be inferred.
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