Accessibility of the DRDP (2015): Universal Design & Adaptations Welcome Today s Presenters: Steve Lohrer Anne Kuschner Desired Results access Project Jan Davis Desired Results for Children and Families Project Today s Session Outcomes You will: Use the principles of universal design to help children with IFSPs and IEPs participate in activities in the Early Head Start and Head Start settings Use the DRDP (2015) system of adaptations to help children with IFSPs and IEPs better demonstrate their knowledge and skills for the DRDP (2015) observations. Invisible Barriers Key Points All disabilities have a range of severity. The label gives little information about the child. Labels and our assumptions can keep us from viewing a person with a disability as a person first. Our assumptions about disabilities can impact how we interact with the children with which we work. 1
Overview of the Desired Results Developmental Profile (2015) What is the DRDP? Individual child assessment Observation based assessment tool Based in developmental research and theory Includes developmental sequences of behavior Based on ongoing activities and routines in home based and the early care and education settings with familiar adults Key Features of the DRDP (2015) Universal Design for Learning (UDL) Designed for all children Includes adaptations for children with disabilities Developed using universal design Focuses on progress, not deficits Meets federal and state accountability requirements Scaled and calibrated on a large sample of children from California using a Rasch measurement model UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. 2016 California Department of Education All rights reserved 2
UDL Principles and Engineering the Environment: Universal Design for Learning and Assessment Items on the assessment should be written in a way that does not preclude giving full credit to children who have physical, sensory, cognitive, communication, social emotional disabilities, or cultural or linguistic differences as long as the construct itself is not changed. Opening windows for all children to learn and to develop COG 9: Inquiry Through Observation and Investigation EXAMPLE: Building Later: Participates in making a chart about how much the temperature changed Universal Design for Learning and Assessment Universal Design for Learning and Assessment Universal Design allows children the opportunity to demonstrate skills in a variety of ways. The assessment is amenable to accommodations. Use of the terms such as communicates or moves in examples throughout the instrument. Example: Make sure Eliza s hearing aids are working, including for the DRDP (2015) observations. 3
What are Adaptations? Why use Adaptations? Adaptations are changes in the environment or differences in observed behavior that allow children with IFSPs and IEPs to be accurately assessed in their typical environments To ensure that the DRDP measures ability, rather than disability Adaptations are present throughout the child s day Adaptations used for the DRDP (2015) are those typically present throughout the child s day Make sure any equipment that the child uses everyday is in place and in good working order Documenting Adaptations The adaptations used for the child must be recorded on the IFSP or IEP form and may be revised at each IFSP or IEP meeting The adaptations used must also be marked on the Information Page when submitting the DRDP (2015) results 4
A skill cannot be considered mastered if the child receives a prompt DRDP (2015) Adaptations Receiving full physical prompt Skills observed cannot be rated as mastered Receiving no prompts Skills observed can be rated as mastered 1. Augmentative or alternative communication system 2. Alternative mode for written language 3. Visual support 4. Assistive equipment or device 5. Functional positioning 6. Sensory support 7. Alternative response mode 1. Augmentative or alternative communication system 2. Alternative mode for written language Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols 5
3. Visual support 4. Assistive equipment or device Adjustments to the environment that provide additional information to a child who has limited or reduced visual input Tools that make it possible or easier for a child to perform a task 5. Functional positioning 6. Sensory support Strategic positioning and postural support that allow a child to have increased control of his body Increasing or decreasing sensory input to facilitate a child s attention and interaction in the environment 6
7. Alternative response mode Let s Have Some Fun! Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child s typically developing peers Taking Ideas Back to the Classroom Ramon at Lunch 7
Ramon at Lunch Identify the adaptations that were used Cut away cup Communication Board (Ipad) Adaptive Spoon and Bowl Rubber pad (under bowl) Prepared food (mashed) Adaptive chair w/ buckle Glasses (w/ strap on back) Sign language Things to Consider What are the child s goals? How are any adaptations used in the child s daily routines and learning activities? How will we know it s working? When and how will we communicate about updates and results? Things to Consider How will you collaborate with special ed? Do you know how to contact your Disability Coordinator? How will implement, monitor, and communicate about adaptations? Where to get help? Desired Results Training and Technical Assistance Project Website: www.desiredresults.us Email: desiredresults@desiredresults.wested.org Phone: (800) 770 6339 Desired Results access Project Website: www.draccess.org Email: info@draccess.org Phone: (800) 673 9220 x 5 8
desiredresults.us: Official source of information for early care and education draccess.org the official source of information for special education For additional information and resources on adaptations: Screen shot of website California Department of Education Early Education and Support Division and Special Education Division 9