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Date: 14-02-03 16:35:00
EA R LY C H I L D H O O D / I N C L U S I V E E D U CAT I O N
& Klein
Richardson-Gibbs
“A valued guide for administrators and inclusion teams creating,
implementing, or evaluating their work with young children with
diverse abilities.”
—Bonnie Keilty, Ed.D., Owner and Founder, B2K Solutions, Ltd.
P
reschool inclusion is about much more than placing a child in a
general education classroom. A network of creative, effective
supports must be in place for the child, the teachers, and the pro-
gram—and this comprehensive textbook shows how to make it happen.
ABOUT THE AUTHORS Anne Marie Richardson-Gibbs, M.A., is an early childhood special educator who has
provided inclusion services for the past 20 years. She works for the El Monte City School District providing inclu-
sion support to preschool and early elementary-age children with disabilities. M. Diane Klein, Ph.D., CCC-SLP,
is a professor of early childhood special education at California State University, Los Angeles, where she has
directed the programs in early childhood special education for 30 years.
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resentative if you have questions about finding the option.
Making Preschool Inclusion Work
by
Anne Marie Richardson-Gibbs, M.A.
El Monte City School District
El Monte, California
and
www.brookespublishing.com
Cover photos are (from top to bottom): Copyright Inmagine, Unlisted Images, Inc., and istockphoto/
matka_Wariatka.
The photos on page ii are (clockwise from top left): © Veer/Ocean Photography; © Veer/Fancy
Photography; © istockphoto/mguttman; © Inmagine; © istockphoto/ktaylorg; © Unlisted Images, Inc.;
© Veer/Fancy Photography; and © Getty Images/ Photodisc/Andersen Ross.
Selected photos and clip art are © 2014 Jupiterimages Corporation; © Veer/Fancy Photography;
© istockphoto/kate_sept2004; © Veer/Juice Images Photography; and © istockphoto/DegasMM.
The quotation on page 7 is from DEC/NAEYC. (2009). Early childhood inclusion: A joint position
statement of the Division for Early Childhood (DEC) and the National Association for the
Education of Young Children (NAEYC) (p. 2). Chapel Hill: The University of North Carolina,
FPG Child Development Institute.
British Library Cataloguing in Publication data are available from the British Library.
2018â•…2017â•…2016â•…2015â•…2014
10â•…â•…9â•…â•…8â•…â•…7â•…â•…6â•…â•…5â•…â•…4â•…â•…3â•…â•…2â•…â•…1
Index................................................................................................................................. 249
v
vii
working with families of infants with multiple disabilities (Paul H. Brookes Pub-
lishing Co., 2002); Including Children with Special Needs in Early Childhood
Settings (Delmar, 2002); and Working with Children from Culturally Diverse
Backgrounds (Delmar, 2001). Along with Anne Marie Richardson-Gibbs, Dr. Klein
has produced a variety of training videos related to inclusion-support strategies
for young children with disabilities in community-based early childhood education
settings.
ix
In this book, Anne Marie Richardson-Gibbs and M. Diane Klein have addressed the
unique challenges of creating and maintaining successful inclusive early education
programs. They bring to the text years of hands-on experience in early childhood
inclusion support, experience in teacher training, and fieldwork supervision. The
authentic voices of key players in the inclusion process are also included: admin-
istrators, early childhood educators, special educators, parents, and disability
specialists.
The authors emphasize that successful early childhood inclusion is a positive
and rewarding experience for young children, both with and without disabilities,
and for their teachers and families. However, achievement of real success often
presents surprisingly complex challenges. Success lies in administrative leader-
ship, individualized configurations of supports, and in creative and collabora-
tive problem solving.
This book takes a comprehensive and multidimensional approach—ranging
from the conceptual/philosophical considerations of common challenges to every-
day evidence-based strategies and solutions. A primary focus is on the ways key
players can creatively configure and deliver support service to meet the unique
needs of each child.
Challenges and solutions related to service delivery and teaching strategies
are reflected in chapter topics that consider a range of dimensions that contribute
uniquely to successful inclusion. Legal foundations for inclusive early childhood
education are reviewed. These foundations encourage support teams to take a
bold, problem-solving approach to designing the individualized educational pro-
gram (IEP). Strategies are presented for supporting families as key players in both
the IEP process and in the ongoing decision making on behalf of their children.
Also foundational to inclusion success is an appreciation for the possible configu-
rations of “models of inclusion support service delivery,” which are as important
to inclusion success as are the specific services and instructional adaptations. A
chapter on administrative challenges helps the reader understand both the per-
spective of the school administrator and the importance of administrative leader-
ship. The authors provide many practical suggestions and checklists to assist an
administrator in the development and oversight of inclusive early education pro-
grams and classrooms. A chapter on collaborative communication and problem
xi
solving reflects the authors’ belief that the lack of such skills can easily undermine
inclusion success and team building.
Disability-specific considerations for children with hearing loss, visual dis-
abilities, physical and health disabilities, and autism spectrum disorders are
addressed in a chapter with contributions from specialists in those areas. An
invited chapter on positive behavior support presents guidelines for creating inclu-
sive environments that support the positive behaviors of all learners. Finally, two
chapters review evidence-based general-classroom teaching strategies and cur-
riculum issues related to preschool to kindergarten transition.
These chapters, whether considered together as an overview of challenges and
solutions in successful early childhood inclusion support or as individual resources
for early childhood teachers and special educators, administrators, parents and
disability specialists, will uniquely contribute to planning and implementing effec-
tive inclusive early childhood classrooms.
Marci J. Hanson
Professor of Special Education
San Francisco State University
We must first acknowledge that without the patient, skillful support of Johanna
Cantler this book would have never been possible. The expertise of all the Brookes
editorial and production “key players,” especially Sarah Zerofsky, was very much
needed and appreciated. We also thank the early project reviewers who provided
critiques and suggestions.
The many chapter contributions and real-life practical solutions described in
the book were provided or inspired by parents, administrators, and many dedi-
cated and brilliant students and colleagues. These include the preschool inclusion
team at El Monte City School District as well as students and faculty at California
State University, Los Angeles. We thank the following individuals:
• The El Monte City School District child development program personnel,
including Lisa Dunbar and Olga Vasquez, and the many Head Start teachers and
assistants who have consistently welcomed young children with disabilities into
their classrooms and have always been willing to collaborate and work with us
to determine how best to serve each child’s individual needs
• The El Monte City School District Special Education Department, whose past
administrator, Carol Williams, realized and promoted establishment of “formal”
inclusion specialist positions and whose present administrator, Toni Kopilec, con-
tinues to support these positions in spite of often overwhelming budget crises
• The inclusion “team” of specialists who continue to be inspirational both per-
sonally and professionally, especially Estelle Charlebois and Janice Baroff;
their daily energy, enthusiasm, and unwavering belief in the ability of children
with disabilities to succeed with the appropriate supports in regular education
settings inspire an ongoing commitment to inclusive practice
• The early childhood inclusion assistants, especially Juana Mejorado and
Marisela Hernandez, who, on a daily basis, have provided “just enough” support
for so many children to encourage their independence while learning to be true
members of their inclusive classrooms
• Bonnie Karlin, Sharon Kilpatrick, Hannah Rodriguez, Mariela Avila, Rose Jen-
kins, Carol Dale, Tracy Eagle, Bernice Gonzalez de Torres, and June Szabo-
Kifer for sharing their real-life stories of inclusion support
xiii
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