1. family and parenting
2. children

4/28/2015
Bringing Together Parents, Child Care
Providers, and Special Educators to
Support Inclusive Child Care
Circles of Life
Wisconsin’s Annual Family & Provider Conference
Steven’s Point, WI
May 1, 2015
Early Childhood Special Education Teacher & Service Coordinator
Walworth County Birth to Three
Elkhorn Wisconsin
Wisconsin Registry Approved Master Trainer
sadrihan@co.walworth.wi.us
Office: (262) 607-0537
Cell: (262) 607-0537
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4/28/2015
• Parents?
• Care Providers?
• Early Interventionists/Special Educators?
• My personal experiences while working in child care
• Reports of children I worked with being expelled from
community child care programs
• Child care visits where it was recognized that children with
special needs were not being well supported
• Parents reporting children are doing fine in child care, child
care teachers saying they were having challenges
• School Districts were reporting that they were getting high
number of ECE referrals when children entered 4K
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4/28/2015
• Focus Groups: All licensed child care providers were invited to
discuss needs and concerns
• Scheduled Center Visits: Met with center directors to discuss B3
foundations, and supports
• Collaboration with Community Partners: School Districts, medical
community, public health, WIC
• Registry Certified Training Events for Child Care Providers
Birth to Three Law , Child Development
Universal Screening Within Child Care Settings
Communicating Concerns to Parents and making
referrals for needed services
• Outreach to Medical Providers
Ages and Stages
B3 Program Model
Referral Information
• Presentation with Community Partners at State WECA
Conference
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4/28/2015
• Child Care Training Series
Infant Toddler Mental Health
Social Emotional Needs in Child Care Settings
Supporting Parents When Addressing Social
Emotional Needs
• Training Building Collaboration and Team Building with Parents
• Children often participate in multiple
community programs
• We All Need to Work Together
• We all have different perspectives,
requirements, & challenges.
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4/28/2015
Birth to Three
School Districts
• Support children and families in
NATURAL ENVIRONMENTS
• Provide for the educational
needs of all children
between the ages of 3 years
• Intervention services focused on
priorities of families using a
to 21 years in a least
coaching model of services
restrictive environment.
• Individual Education Program
• Review Individual Family
(IEP)
Service Plan (IFSP) at least
every 6 months.
•
•
•
•
Child Care Providers
Provide a safe environment
for children
Care for basic needs of
children within their care
Maintain state teacher to
child ratios
Provide stimulating
environment for children to
grow and learn
Parents/Families
• Advocate for their child
• Involvement in the education
of their children
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4/28/2015
• Birth to Three or School Staff
Minimum of Bachelors Degree and State Teaching or
Professional License
• Child Care Providers
Minimum of 30 hour course on Child Development
10 hours of professional development per year.
IDEA Part C (Birth to Three) and Part B (School age) are required
to report on how Early Intervention / Early Childhood Students
(ages 3-5) are improving based on the following criteria:
• Positive Social Emotional Skills (Including social relationships)
• Acquisition and Use of Knowledge and Skills (Including early
language/communication)
• Ability to Take Actions to Meet Their Needs
ACROSS ALL ENVIRONMENTS
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4/28/2015
• Be honest with Child Care about your child’s strengths and
needs from the beginning.
• Inform the child care program of your child’s IFSP or IEP.
• Request that the child care provider participates in the IFSP/IEP
meeting
• Communicate with the B3 team or school that your child attends
before/after school program.
• Establish a routine for communication meaningful communication
with teachers.
• Spend time getting to know the child/family. This will require
more than a short meeting on open house night
• Conduct home visits and visits to the child care center
• Work with childcare providers to establish consistent strategies
for both locations.
• THINK ABOUT THE TRANSITIONS and BUS RIDES
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4/28/2015
• Understand that you cannot discriminate against children with
special needs.
• Understand that it is their responsibility to accommodate the
needs of children with special needs at no additional cost to the
family.
• Arrange more frequent meetings with the parents to
communicate challenges. Take time to listen to parents concerns
and be willing to problem solve.
• Be honest to parents about how a child is functioning at the
center.
• Think about what a child’s behavior is telling you. What is the
root cause of the behavior?
• Educate all teachers and staff about the needs of the child.
• Ask for help from parents, therapists and support staff.
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