Jowonio s Model of Inclusion for Early Education Programs

Transcription

1 Jowonio s Model of Inclusion for Early Education Programs

2 Jowonio School Jowonio has a long history of educating a wide range of young children in an inclusive environment. Established in Syracuse, NY, in 1969, Jowonio serves 175 children and their families from up to 19 school districts in five counties annually. The students are diverse. One third are identified as preschoolers with a disability and two- thirds are typical same- aged peers. Approximately 30 percent are from low- income households and one third have diverse cultural backgrounds. At Jowonio, children with disabilities are supported to fully participate alongside their typical peers by a team of physio-, occupational, and speech- language therapists, as well as a school psychologist. Recognizing the need that many families have for increased parenting skills and supports, social workers provide a range of family services that includes parent training, support groups, respite, recreational activities, counseling and referrals. In addition to a comprehensive school program, Jowonio staff support children with disabilities in other early childhood centers, collaborate with colleges and universities to provide teacher training, and advocate broadly for inclusion practices. The school s reputation also draws local, national and international visitors who are involved as practitioners and policy makers in the field of early education. The Jowonio Model What sets Jowonio apart from many other early education programs is its rich child- centered curriculum with a strong focus on social skills and community building. Relationships, between children and staff and families, are central to all that goes on at the school. Jowonio is fortunate to have committed and skilled staff, as well as a bright spacious building on five acres of land with a wonderful playground, Trike Town and nature trail. Over the years Jowonio staff have published articles, hosted conferences, produced quarterly newsletters, advised school districts and taught courses on best inclusion practices. Recently the need became apparent to extract from this abundant amount of information a more succinct depiction of the philosophy and components of the school s practice. Apter & O Connor Associates worked closely with school staff to develop the model found on the next three pages. They conducted an extensive literature review, looked at comparable organizations, interviewed staff, and sifted through numerous internal documents to identify the elements and activities that are most essential to Jowonio s success at including and educating a diverse range of children. The process also clarified the primary impact (outcomes) of Jowonio s programming for children, families, staff and the broader community. It is hoped that this model will be a useful resource for those in the early education field who are interesting in furthering inclusion. More information can be obtained at or by contacting the school directly. Comments, questions and feedback are welcomed. Jowonio School 3049 East Genesee St. Syracuse, NY (315) This project was made possible by the generous support of the Central New York Community Foundation

3 Jowonio School Program Model The mission of Jowonio is to provide model inclusive programs for young children where diversity is celebrated and all children are free to learn and grow. This mission is founded upon a strong consistent belief system evident within every Key Program Element that promotes: the right of all to participate, a sense of community among children, families, staff and alumni, and the importance of teaming and reflective practice. Key Program Elements Full inclusion Relationship-based learning Strength based approach Enriched curriculum Innovative use of space Team approach Professional development with supportive management practices Parent-school partnerships Furthering inclusion through community collaboration & research Short / Intermediate Outcomes -- Impact Children will demonstrate increased skills & confidence in: o Social emotional development including empathy towards others o Physical development & self-regulation o Cognitive development & problem-solving skills o Language development & the ability to communicate with others Families will demonstrate increased skills & confidence to: o Understand their child s strengths, needs & abilities o Know their rights & advocate effectively for their children o Help their child develop and learn o Develop support systems o Access community services & supports Staff will demonstrate increased skills & confidence to: o Individualize instruction based on each child s needs & strengths o Create a classroom community where each child is fully included o Work collaboratively with colleagues & families o Engage in reflective & ongoing professional development Community collaborators (pre-kindergartens, childcare providers, school district personnel, academics, pre-service teachers & faculty, former staff) will use information to further quality inclusive practices within their own settings: o o Embrace the Key Program Elements Practice management & instructional methods necessary to build on the strengths & meet the needs of all children Long Term All children & adults are valued and can fully participate in their communities of school, work and play

4 Full Inclusion - the Right to Participate Relationship- Based Learning Strength- Based Approach Enriched Curriculum Diversity of families; commitment to access for all via scholarships & sliding fee scales Trusting relationships built between children & adults as foundation for all learning Strong commitment to promoting curiosity, social engagement & self- esteem Developmentally appropriate curriculum adapted to meet needs & interests of all students Children with wide range of abilities served Focus on listening to children & valuing their perspective Identify & teach to oberved learning styles & strengths Thematic, experiential & play- based approach to leaning Program adapts to meet needs of each child & foster full engagement in all school activities Balance of child- initiated & adult- directed activities provided throughout day Challenging behavior viewed as intent to communicate feelings and thoughts Focus on the "whole child" to address all learning domains & styles of learning IEPs implemented for children with disabilities / therapy supports provided in natural setting with typical peers Model & support development of empathy, caring & problem solving skills Children taught positive ways to get needs met Intentional teaching of social skills with frequent, supervised chances to practice Sense of community built through classoom & school- wide events Systematic planning and modeling for peers to facilitate development of friendships Differences respected & incorporated into curriculum Many opportunities to celebrate creative expression through art, music & dance Strong staff retention enables consistent implementation of vision & model Emphasis on cooperative rather than competitive play Children & families taught strategies that can be generalized to other settings in the home & community

5 Innovative Use of Space Bright, attractive classrooms with unique learning spaces (e.g. lofts); each with bathroom & teacher storage room Dedicated enrichment areas (art studio, library) Presence of children's art & documentation of learning activities & growth throughout setting Multiple spaces indoors & out for movement & therapy (Secret Garden, gym, Trike Town, playgrounds, labyrinth) Connecting children to the natural world (nature trail, multiple gardens) Team Approach Teams include teachers, assistants, aides & support staff (therapists, social workers, support teachers) A team approach in which all members particiate in planning & implementation of curriculum School- wide commitment to regular meeting times for planning & clinical discussions Ongoing mentoring, coaching and collaborative support for problem solving by experienced support teachers Transdisciplinary Evaluation Team incorporates perspectives of psychologist, special ed teacher & therapists Professional Development Committed, well qualiuied staff including CertiUied and Master's level lead teacher in every classroom Extensive professional learning through weekly in- service time for all staff, regularly scheduled classroom meetings and individualized supervision Regular staff review process as part of supervision & mentoring Support to staff for outside professional development, university courses and career growth within the school "Family friendly" personnel policies (Ulex time, summers optional, etc.) Best management practices include continual board- staff review of program & policies Parent- School Partnerships Open door policy with many opportunities for parents to volunteer Community building through classroom and school - wide events On- going, two- way communication through web site, comprehensive newsletters, teacher- parent notebooks, & phone calls & home visits Social workers who offer individualized family support with options for: respite, support groups, instructional groups (e.g. behavior interventions), access to community resources, crisis assistance and home visits for parenting support Scheduled parent- teacher conferences & extensive written progress reports Parent feedback solicited through annual "Report Card on Jowonio" used to guide programming Early morning & after- school care Furthering Inclusion Through Collaborations & Research ReUlective practice that results in frequent adaptations Commitment to outcomes measurement, research & sharing of best practice models Ongoing partnerships with community nursery schools to expand inclusive opportunities Undergraduate & graduate classes taught & Uield placements provided for area universities & colleges Consultation with preschools, childcare settings & school districts Hosting community conferences and workshops Accessing grants & community support to enhance programs March 2012