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ENVIRONMENTAL SUPPORTS Issue 3 • Season 3: Inclusion2 Season 3: InclusionEnvironmental Supports Creator: Gail Joseph Managing Editor: Jessica Egbert Authors: Angela Notari- Syverson, Gail Joseph, May-Ling Joa Contributing Author: Susan Sandall Designer: Ceci Skolrud Circle Time Magazine Issue 3, 2020 For questions or comments contact ctmag@uw.edu This document was prepared with support from the Washington State Department of Children, Youth, and Families (DCYF). For more resources on this topic, and to watch the Circle Time Magazine professional development talk show series, visit: Notes to Educators Highlights and Key Ideas What to Know Equity Matters Partnering with Families Let’s Modify It! Try It Out It’s All About You 3 4 5 7 9 10 14 16 Contents 3 Season 3: InclusionEnvironmental Supports Educators work hard to create safe, welcoming, and attractive learning environments that invite every child to enter, interact, and learn. But, sometimes, despite our best efforts, it just doesn’t seem to work for some children. In this Circle Time Magazine, you’ll find simple learning enhancements for your program. I remember Dante, a quiet preschooler who rarely interacted with others, who just “went through the motions” without really participating. During free choice time, he always selected the sensory table, quietly letting the sand, beans, or water run through his fingers. Out on the playground, he’d walk along the fence to pass the time. During transitions from activity-to-activity, he’d often sit on the floor. There was little participation in real learning opportunities and no social interaction. When presenting curriculum modifications and ways to use environmental supports, I often hear someone say “Wait, I already do that.” Notes to Educators Visual support cues are among the most frequently used modification: photos of toys to help children know were they belong; children’s photos on their cubbies, so they can identify their storage spot. Visuals also can be used to individualize or customize supports. For example, Dante’s team wanted him to explore more learning centers. They made a first–next picture card that showed him what to do first (play at the art center) and next (play at his favorite sensory table). Another frequent comment is “What I really need is an aide or volunteer!” Yes, additional adult support is one modification, but often that just isn’t feasible. And, sometimes an extra adult interferes with the child learning independence, resourcefulness, or how to interact with peers. For example, instead of coaxing Dante to play with others, the team challenged themselves to make his activities more social. They made walking along the fence a social activity. Placing toys at intervals along the fence line, they selected 2-3 other children to walk with Dante, gave everyone a pail, and told them to find the toys. By Susan R. Sandall Educators often dread transitions— readying everyone for the busses, waiting for the bathroom, cleaning up. It can be prime time for disruptive behavior. Dante’s behavior wasn’t aggressive but once he plopped down it took some time to get the group moving. Dante’s team wanted to do something different before he disrupted things. They typically used colored tape on the floor indicating where to stand for transitions. They came up with a fun change to keep Dante’s (and the other children’s) interest. Some days they made it a squiggly line. Other days it was a double line. Sometimes, it was the same as the day before. While you read this issue, think about a child like Dante—a child who doesn’t take full advantage of his learning environment. Get creative and think about simple ways you can make individual modifications. “While you read this issue, think about a child like Dante — a child who doesn’t take full advantage of his learning environment.”4 Season 3: InclusionEnvironmental Supports Environmental Supports Inclusive Environments: Belonging and Community All children, regardless of ability, have the right to fully engage in learning opportunities and typical activities and routines across home, educational, and community environments. In quality inclusive environments, educators create spaces that bring people together and promote a sense of belonging for all children. They intentionally arrange the physical space so people can access it in different ways, set schedules that are responsive to the needs of diverse children, promote social engagement among all children, and select toys and materials that are highly engaging for all learners. Environmental Supports Educators make small changes or modifications to the environment to ensure access and participation for all children. These modifications include: • Adjusting the room arrangement, furniture, and the use of space. • Creating schedules that are flexible and child-friendly. • Providing opportunities for all children to fully engage in social interactions with others. • Adding visual cues to help children navigate spaces and participate in activities. • Providing materials that present varying levels of interests and challenges. Highlights and Key Ideas Understanding Accessibility and Fairness Some children may question why other children have different ways of accessing and participating in activities. Educators need to help children understand the idea of accessibility— that everyone learns differently and needs different levels and kinds of support. What does this look like? Toby is curious about Dylan’s Picture Exchange Communication (PEC) cards and asks if he could have one too. The educator explains, “Dylan uses these cards to tell us what he wants. How do you tell us? That is right, with your words - so cool that we all have different ways to communicate. If you want to use PEC cards too - I’ll put some materials in the writing center and you can make your own. You can try them out with Dylan - what do you think?”. Coleen asks why only Jamie gets to have a bouncy seat. The educator explains, “Jamie needs the bouncy seat in the circle, it helps him focus and learn. Are there times when you need help to focus and learn? Would you like to try the bouncy seat at free choice?”.In successful inclusive environments, educators are able to provide every child with the amount of support the child needs to fully participate and learn. To help educators provide just the right amount of support for a child, we use a tiered approach with four levels or tiers of support. Quality Early Childhood Program: This is the foundation for successful inclusion of all learners. Curriculum Modifications: Educators make small changes to daily activities to make it easier for some children to fully participate and learn. Embedded Learning Opportunities: Educators provide more structured teaching for a few children who need more learning opportunities. Child-focused Instructional Strategies: For a few children, educators work with specialists to provide intensive and specialized instruction matched to a child’s individual learning objectives. Curriculum Modifications: Environmental Supports In our first issue, we talked about creating a solid foundation for quality early care and education for all children using Universal Design for Learning (UDL). We also discussed supports that educators can use to make the learning environment accessible for the wide range of learners. In this issue, we focus on environmental supports, a type of curriculum modification educators can make to change the environment for individual children to meet their unique needs. Environments Influence Behavior The physical, temporal, and social aspects of the environment influence how people feel and behave. In truly inclusive environments, children should feel that they belong to a caring and supportive community that promotes active participation and positive identity for all children. Safe, Supportive, and Stimulating Environments that are safe, supportive, and stimulating promote all children’s healthy social and emotional development and engagement in learning. SAFE: Safe and secure indoor and outdoor environments invite confidence and active exploration. Key features to consider are: natural lighting, accessibility to all children, and child-sized furniture. The environment says, “Yes, you are safe to explore here.” SUPPORTIVE: Environments that clearly communicate information and provide support for active participation across 5 Season 3: InclusionEnvironmental Supports What to Know A Tiered Approachactivities help children develop self-regulation skills and a sense of control over their actions. The environment says, “Yes, you are included and capable. You can participate and learn here.” STIMULATING: Materials that offer multiple ways to promote children’s curiosity and confidence to try new activities. The environment says, “Yes, the world is exciting to explore. You can learn about the world here.” Environmental Supports Create spaces that bring people together and promote a sense of belonging for all children and adults. Small changes can make a big difference for how children and adults feel and act in your learning environment. Making a small change to accommodate an individual child’s unique need can often benefit all children. Visuals with playscripts to help a child who has difficulty with engaging in dramatic play can be used by all children to expand their play. Providing a tray for art projects to help a child understand personal boundaries and prevent the child from interfering with another’s materials, also benefits other peers engaged in the same activity. Think about the learning environment from a Child’s Perspective Take a moment to think more deeply about the physical environment and materials from the perspective of a child in your program with special needs. Use the questions below, adapted from the Head Start Center for Inclusion’s Member of the Class: Teacher’s Guide. Remember, answer these questions from the individual child’s perspective. Sense of Belonging Are items that reflect my work and interests (artwork, favorite books, family photos) displayed with those of other children? Do I have the same items other children have (e.g., a name tag, a carpet square at circle time, a cubby for my personal belongings and artwork)? Equitable Access Can I physically get to all the activities in the room (reach into the sensory table, get toys from shelves)? During regular activities am I in a similar position as my peers (e.g., my peers are standing – I am standing, etc.)? Full Participation Do adults and children in my program interact and play with me? Can I actively participate in interactions and activities using the means of expression I am most comfortable with? Materials Is there something I know how to use and can use independently in each learning center? Are there objects and toys that reflect my interests and make me excited about learning? 6 Season 3: InclusionEnvironmental SupportsThe Individuals with Disabilities Education Act (IDEA) is rooted in and intended to provide equal rights for children with disabilities. In education, equity means that each child receives the support and resources they need to be successful. In inclusive environments, educators value the full range of children’s abilities and minimize all barriers to every child’s participation with their peers in play and learning activities. 7 Season 3: InclusionEnvironmental Supports Inclusion as an Equity Move Equity Move: Understanding Accessibility and Fairness Equity refers to the principles of fairness and justice. Equity is not the same as equality. Equal treatment, when starting from unequal points, leads to inequity. Make sure all children feel comfortable and welcome in your learning environment. Design the physical space and provide information in multiple ways so every child knows what to do and where to go. Choose or adapt materials so that every child can use them. Talk with children about different ways to move in the environment, explore materials, and communicate information. Explain how we are all different and may not need the same things to feel safe, to learn, and to communicate. On the right are some ideas you may find useful. Equity Matters Morning Circle: Play games where children use their senses to explore objects and then describe the objects. Encourage children to use multiple modalities— including gestures, pictures, and movement—in addition to, or instead of, spoken words. Put an object in a mystery bag and have children figure out what’s in the bag by touching; place noise-making items in containers, shake, and have children describe the sounds; act out different animals, jobs, or emotions and have children guess what these are; pass around scented markers or containers with different spices and have children describe the smell; offer children different flavored foods—sweet fruits, tangy citrus, crunchy crackers—to explore different tastes and textures. What other examples can you think of? D isplay visuals and artwork that use multiple modes of expression: pictures of words, letters, and numbers in sign language and braille; photos of children using assistive technology; or posters of people with disabilities participating in sports events. 8 Season 3: InclusionEnvironmental Supports Books! Reading books invites children to learn about experiences that are different from their own. This helps develop empathy and the ability to see things from multiple perspectives. Look for books that illustrate how there are many ways of knowing, learning, and communicating. The Black Book of Colors By Menena Cottin and Rosana Faria This book, written in Braille as well as in English and in Spanish, conveys the experience of a person who can only see through the sense of touch, taste, smell, and sound. The pages are black with raised black line drawings. Colors are described as tastes, smells, and textures. Begin by asking children to tell you what they see; then invite them to touch the page and describe what they feel. Explain how some people can’t see with their eyes, but use their other senses, like touch, smell, and sound, to see. Tips: Make Your Own Touch Book Supplies: Cardboard or cardstock, markers, metal rings, glue, fabric, and textured paper. Create a book with different textures on each page for children to explore. You can prepare the book ahead of time or make it together with the children. • Cut the cardboard into squares to make pages. • Print a title for the first page. • Glue different textures such as sandpaper, corrugated cardboard, felt, velvet, mesh, cotton balls, feathers, sponges, or foam sheets on each page. • You can also use glue to create raised designs of familiar objects, or print labels of the textures or objects. • Punch hole the pages and clip together with key rings. • Teach vocabulary words like: soft, hard, scratchy, spongy. Comments There are many ways to see things without using your eyes. When you feel the rain, you know the sky is white with clouds. When I think of green, I can taste lemon ice-cream and smell grass that’s just been cut. Open-ended Questions What does a feather feel like? What’s your favorite color? How does it taste, feel, smell, and sound like? Novel Words Soft Sour Sweet Taste Smell Hear Touch Scraped Crunch Rainbow Talk About It 9 Season 3: InclusionEnvironmental Supports Partnering with Families How are you making your early learning environment feel more comfortable and welcoming for families? Here are some ideas for you to think about. Environmental Supports for Families Display and Materials Children and families feel more comfortable when they see, hear, smell, and touch things that are familiar and home-like. Use display and materials to convey a sense of belonging and create continuity between home and the learning environment. Integrate components of the family’s home, culture, and language. • Ask families if they would like to share photos of themselves and their children to display in the room. • Encourage families to make and bring homemade books of their child with their family. • Have items that are familiar to children and reflect their home culture(s) and languages, such as toys, musical instruments, art work, songs, and books. • Use fabrics and textiles, such as curtains, blankets, and tablecloths, that are common to the culture(s) of the families. NOTE It is equally important that educators are comfortable in their environment. Having furniture and space that promotes comfort, safety, and feelings of warmth will carry over into more relaxed interactions with children and families. Furniture and Space Providing furniture and space for families is a thoughtful way to promote family involvement while imparting a sense of safety and belonging. Families and Children • Include cozy, comfortable furniture that encourages families to stay, snuggle with their children, and talk with each other. • Allow for a quiet, more private space for nursing mothers to feed their infants. • Make sure learning areas have enough space that families can play with their children without feeling crowded. Families and Educators • Create a space in your room where families can gather and talk with staff. • Check daily with families about their child’s schedule and be prepared to make adjustments. Next >