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Inclusion in the Early Learning Environment > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What are the 4 Stages of Adjustment?

A
  1. Ostrich Phase
  2. Special Designation
  3. Normalization
  4. Self-Actualization
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2
Q

What is the Ostrich Phase in the Stages of Adjustment?

A
  • Parents do not deny disability, but do not fully understand it’s impact
  • Coming up with reasons for why the child is different
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3
Q

What is the Special Designation Phase of the Stages of Adjustment?

A
  • Acknowledgement of difference
  • Families realize their child has a special need
  • Seeking help and asking for supports/services (want every possible sources)
  • May be seen as “demanding/confrontational” as they are advocating for services/supports
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4
Q

What is the Normalization Phase of the Stages of Adjustment?

A
  • Desire for the child to feel and appear like any other “normal” child
  • Want their child to be like other children
  • Want their child to fit in and be seen like all the other children (see my child, not their disability)
  • A new normal is seen
  • Some families will request less services/supports
  • Increase inclusive opportunities
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5
Q

What is the Self-Actualization Phase of the Stages of Adjustment?

A
  • Accept and recognize their child needs extra supports
  • Families do not view different as better or worse
  • Support their child learning about their own needs and how to cope with it
  • Act as advocates and encourage child to advocate for themselves
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6
Q

Define curriculum modification.

A

A change to the ongoing activity or materials in order to facilitate or maximise a child’s participation in planned activities and routines

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7
Q

Modifications/Adaptations

A
  • Should be easy to implement
  • Requires thought and planning but not always extra resources
  • Many educators regularly make curriculum modification without identifying them as such
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8
Q

What are the 8 types of curriculum modifications?

A
  1. Environmental Support
  2. Materials Adaptation
  3. Activity Simplification
  4. Child Preferences
  5. Special Equipment
  6. Adult Support
  7. Peer Support
  8. Invisible Support
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9
Q

Define environmental support.

A

Altering the physical, social, and temporal environment to promote participation, engagement and learning

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10
Q

Define materials adaptation.

A

Modifying materials so that the child can participate as independently as possible

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11
Q

Define activity simplification.

A

Simplifying a complicated task by breaking it into smaller parts or by reducing the number of steps

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12
Q

Define child preferences.

A

If the child is not taking advantage of the available opportunities, identify and integrate the child’s preferences

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13
Q

Define special equipment.

A

Using special or adaptive devices that allow a child to participate or increase the child’s level of participation

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14
Q

Define adult support.

A

Having an adult intervene to support the child’s participation and learning

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15
Q

Define peer support.

A

Utilising peers to help children learn important goals or outcomes.

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16
Q

Define invisible support.

A

Purposeful arranging of naturally occurring events within one activity.

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17
Q

Why should we encourage parent involvement?

A
  • Parents are major socializing agents
  • Parents know their child the best
  • Generalization of skills
  • Consistency of expectations
  • Child wants to please their parent
  • Child acquires skills more quickly
  • Offers parents access to support
  • Gain more perspective on child’s strengths and needs
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18
Q

What are some factors that can affect family responses?

A
  • Visibility of disability
  • Proof of disability
  • Severity/needs & prognosis
  • Child’s gender and role in family
  • Number of siblings & birth order
  • Parent variables & family values
  • Economic & cultural variables
  • Extended family and supports
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19
Q

What is a family centered practice?

A
  • A philosophy of providing services to families
  • Valuing parents as the expert of their child, holding a pivotal role in their child’s education
  • Promotes partnership between parent and educator
  • Supports family decision making
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20
Q

What are the 4 Family Oriented Program Paradigms?

A
  1. Professional Centred
  2. Family Allied
  3. Family Focused
  4. Family Centred
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21
Q

Define the professional centered program paradigm.

A
  • Professional makes all the decisions
  • Professionals determine the needs of families from their own perspective
  • Interventions are implemented by professionals
  • Families are seen as incapable of solving their own problems
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22
Q

Define the family allied program paradigm.

A
  • Professional is in charge, but family is seen as the ally
  • Families are agents of professionals
  • Families carry out recommendations deemed necessary by professionals, for the benefit of the child/family
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23
Q

Define the family focused program paradigm.

A
  • Families needing primarily professional services advice and assistance
  • Families encouraged to use professional networks or menus of services available to meet their needs
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24
Q

Define the family centered program paradigm.

A
  • Families needs and desires determine all aspects of service delivery
  • Professionals are seen as agents and instruments of families and intervene in ways that maximize and promote family decision making, capabilities, and competencies
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25
Q

Define relational practice.

A
  • Behaviours associated with effectively establishing a relationship with family/child (compasion, active listening, empathy)
  • Includes educators beliefs about family strengths and abilities
26
Q

Define participatory practices.

A
  • Behaviours that actively involve families in decision making and obtaining resources, supports or advice
  • Includes educators responsiveness and flexibility in how support is provided to family/child
  • Is much more effective
27
Q

What are some child focused instructional strategies?

A
  • Support individualized and specific learning objectives/goals
  • Created as a teaching team
  • Involves input of families and other professionals (eg., Speech Language Pathologist, Occupational Therapist, Resource Consultant)
  • Involves more systematic or more intensive support/instruction
  • Often provided individually, but not always requires more frequent monitoring/ documentation to evaluate progress
  • Generally, these are supports an ECE will NOT be able to provide on their own without specific training/guidance
28
Q

2 facts on challenging behaviours in children.

A
  • Challenging behaviours occur in 3-15% of preschoolers in Canada
  • Children with disabilities or special needs are 2-3 times more likely to exhibit challenging behaviours
29
Q

What are 3 ways to address challenging behaviours?

A
  1. Changing aspects of the learning environment
    - Too many/few choices, competitive activities, noisy environment, limited solitary areas, using more visuals (eg.,schedules, labels)
  2. Adjusting adult-child interactions
    - Consistent expectations, using clear and simple language, providing choices
  3. Teaching specific skills to a child
    - Asking for a turn, saying “no, expressing emotions, model problem solving
30
Q

What is the purpose of a Functional Behavioural Assessment (FBA)?

A
  • Process that allows us to understand a child’s behaviour
  • Why does a child keep doing the challenging behaviour over and over?
  • Method to identify what predicts and maintains a behaviour
  • May assist in selection of strategies/techniques to reduce challenging and/or increase desired behaviour
31
Q

What are the 5 steps to complete a Functional Behavioural Assessment (FBA)?

A
  1. Collect information/data about the challenging behaviour
    - Talk to parents, observations (anecdotes, running records, ABC)
  2. Look for patterns
    - Where does it happen? With who? What time? What activities? What’s happening before and after?
    Immediate Setting Events: Time or period of day, subject or task, group arrangements, bothered by another child
    External Setting Events: Something that is not immediate but is still influencing the behaviour
    Hunger, relationship issues, weather, stress
    3 Identify possible functions
    - Escape, Attention, Tangible, Sensory
  3. Design a plan
    The replacement behaviour must work for the educator and child and meet 3 criteria!
    Has to address the issue that was brought up as the root of the problem
    Has to be realistic and work within the classroom
    Must consult the child to make sure that it works for both you and them
  4. Monitor and evaluate
32
Q

What does EATS stand for?

A

Escape, Attention, Tangible, Sensory

33
Q

Describe the E in EATS

A

E = Escape
- Avoids situations, tasks, or people

34
Q

Describe the A in EATS

A

A = Attention
- Gets attention from educator, parents, peers
- Negative or positive attention

35
Q

Describe the T in EATS

A

T = Tangible
- Get something they want (objects, materials)
- Could be an activity, toy, food, turn in game

36
Q

Describe the S in EATS

A

S = Sensory
- May occur simply because they enjoy it/feels good (sucking thumb, twirling hair)
- Internally motivating
- Would see this across a variety of settings, contexts and individuals
- Rule out the other function first
- May be linked to self regulation

37
Q

What is an ELO?

A

s an ELO?
- Planning document that ensures learning opportunities are incorporated across the day/routine
- Child’s goals/skills/abilities are supported during the day
- Use natural routines and authentic play-based materials
- Not expected that every goal will be worked on during every routine but should have multiple opportunities

38
Q

What are the benefits of an ELO?

A
  • Increased social interaction
  • Multiple opportunities to practise skills
  • Builds independence
  • Increases full inclusion
39
Q

What is the purpose of an ELO?

A

Reminders teachers and families about:
- Planned activities/experiences and routines
- Priority learning goals for children who need additional support
- Planned times to embed learning opportunities
- What accommodations/adaptations are needed

40
Q

Embedded Learning Opportunities Matrix (ELO)

A
  • Look for multiple opportunities to support a child’s needs throughout the day and across all routines
  • Help meet individual learning needs by identifying priority skills
  • Provides opportunities to practise priority skills throughout the day and in meaningful contexts
  • Maximises motivation by considering interests and preferences
41
Q

What is UDL?

A
  • No single approach can reach all learners; multiple modes are needed to support learning
  • Provide access to the curriculum for all students
  • Assist educators in designing environments and experiences to make them accessible to everyone regardless of skills and abilities
  • Designing early education setting so all children are viewed as equal and valuable members of the program and can:
  • Access and engage in all learning opportunities
  • Learn from a common curriculum according to heir strengths and abilities
  • Demonstrate their learning in multiple ways
42
Q

What are 3 ways to promote UDL?

A
  1. Multiple Means of Representation
  2. Multiple Means of Action and Expression
  3. Multiple Means of Engagement
43
Q

Define Multiple Means of Representation.

A
  • The what of learning
  • Introduce concepts/topics in different ways to acquire, process and integrate information
44
Q

Define Multiple Means of Action and Expression.

A
  • The how of learning
  • Allow varied opportunities for children to show or demonstrate what they are learning
45
Q

Define multiple Means of Engagement.

A
  • The why of learning
  • Experiences are based on children’s interests and are integrated across the curriculum
  • Vary in levels of challenge and support to promote self-regulation skills
  • Adults support children when needed
46
Q

At lunchtime James ~ a toddler ~ is sitting with 3 other children and one educator. Half way through lunch the educator sees James throw his food on the floor and begin to laugh. The educator cleans it up and tells him “Food goes in your mouth, not on the floor”. She turns to assist another child. James picks up more food and throws it on the floor. He consistently engages in this behaviour at least
3-4 times a week.

What might be the possible function for his behaviour?
A. Escape B. Attention C. Tangible D. Sensory?

A

D. Sensory

47
Q

Define Immediate Setting Events.

A

Time or period of day, subject or task, group arrangements, bothered by another child

48
Q

Define External Setting events.

A

Something that is not immediate but is still influencing the behaviour
- Hunger, relationship issues, weather, stress

49
Q

What are the 3 criteria that must be met when creating a plan for replacement behaviour?

A
  1. Has to address the issue that was brought up as the root of the problem
  2. Has to be realistic and work within the classroom
  3. Must consult the child to make sure that it works for both you and them
50
Q

What are the 9 types of curriculum adaptations?

A
  1. Size
  2. Time
  3. Level of Support
  4. Input
  5. Difficulty
  6. Output
  7. Participation
  8. Alternate
  9. Substitute Curriculum
51
Q

Describe size, when it comes to curriculum adaptation.

A

Adapt the number of items that the child is expected to learn or complete

52
Q

Describe time, when it comes to curriculum adaptation.

A

Adapt the time allotted and allowed for learning, task completion or testing

53
Q

Describe level of support, when it comes to curriculum adaptation.

A

Increase the amount of personal assistance with a specific child

54
Q

Describe input, when it comes to curriculum adaptation.

A

Adapt the way instruction is delivered to the learner

55
Q

Describe difficulty, when it comes to curriculum adaptation.

A

Adapt the skill level, problem type, or rules on how the child may approach a task

56
Q

Describe size, when it comes to curriculum adaptation.

A
57
Q

Describe output, when it comes to curriculum adaptation.

A

Adapt how the student can respond to instruction

58
Q

Describe participation, when it comes to curriculum adaptation.

A

Adapt the extent to which a child is actively involved in the task

59
Q

Describe alternate, when it comes to curriculum adaptation.

A

Adapt the goals or outcome expectations while using the same materials

60
Q

Describe substitute curriculum, when it comes to curriculum adaptation.

A

Provide different instruction and materials to meet a student’s individual goals

Inclusion in the Early Learning Environment (2 decks)

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