Anderson, Joan; Black, Talbot Mainstreaming Handicapped - Eric

84 Pages·2007·1.15 MB·English

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Anderson, Joan; Black, Talbot
)1eUTHOR
Mainstreaming Handicapped Preschoolers. Proceedings
TITLE
of a TopicaloWorkshop. TADscripts '82.
Technical
North Carolina Univ., Chapel Hill.
INSTITUTION
Assistance Development System.
Washington,
Special Education Programs (ED/OSERS),
SPONS AGENCY
Education
DC. Handicapped Children's Early
Program.
TADScript-6
REPORT NO
Sep 82
PUB DATE
300-80-0752
CONTRACT
84p.; Proceedings of Topical Workshop on
NOTE
Mainstreaming Preschool Handicapped Children
(Raleigh, NC, March 15-17, 1982).
(021)
Collected Works - Conference Proceedings
PUB TYPE
MF01/PC04 Plus Postage.
EDRS PRICE
Demonstration Prooram; *Disabilities; Early
DESCIiIPTORS
*Mainstreaming;
Childhood Education; Intervention;
Education; Student
Parent Education; Preschool
Adjustment; Workshops
Technical Assistance Development System
IDENTIFIERS
ABSTRACT
-
Technical
The document offers proceedings from a
workshop designed to
Assistance Development System (TADS) topical
for early childhood
explore the implications of mainstreaming
adaptation of the keynote
edudation. The first section contains an
of Handicapped Children in
address by A. Turnbull titled "Integration
Turnbull uses examples from her
Home, School, and Community."
problems and means of integrating
personal experiences to illustrate
offers
into the family. A second section
a handicapped child
the topics covered are the
abstracts of 19 workshop sessions. Among
Individualized Kindergarten), the
following; Project KIK (Kentucky's
Intervention Network) outreach program,
ERIN (Early Recognition
serving handicapped children,
parent training, daycare programs
preschoolers, effects of
research implications for mainstreaming
sensitivity training for
early childhood mainstreaming,
final section
mainstreaming, and the family resource network. A
.
workshop experiences. Noted
summarizes participants' reactions to
workshop
support the intent that the
among reactions is that comments
but examine benefits and detriments
not solely promote mainstreaming
Appended are a list of presenters, a
to children, parents, and staff.
workshop agenda. (SW)
list of audiovisual media shown, and the
***********************************************************************
*
be made
Reproductions supplied by EDRS are the best that can
*
*
from the original document.
*
***********************************************************************
U.S. OIPMOMENT OF EOUCKOON
NATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES;INFORMATIDN
CENTER (ERIC)
.
/This
document has been reproduced as
1
received from the . person or organization
originating it.
Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this docu-
ment do not necessarily reptesent official NIE
position or policy.
Proceedings of a Topical Workshop:
Mainstreaming Handicapped
Preschoolers
Joan Anderson
Talbot Black
Tn DSc ipti
"Imm'
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
its4144.1--
.,r1
Ave
TO THE EDUCATIONAL RESOURCES
'INFORMATION CENTER (ERIC)."
JOAN ANDERSON is a Technical Assistance Coordinator at TADS.
TALBOT BLACK is an Associate Director of TADS.
Pascal L. Trohanis
Principal Investigator:
Gary Lambour
SEP Project Officer:
This TADScript (Number 6) was prepared for Demonstration and Outreach Pro-
jeCts, State Implementation Grants, and Research Institutes of the Handicapped
Children's Early Education Program (HCEEP) administered by Special Education
Pro.grams (SEP), U.S. Department of Education.
This material is published by the SEP-funded Technical Assistance Development
System (TADS), a support system for eastern Demonstration Preschool Projects
TADS provides technical assistance to desig-
and State Implementation Grants.
TADS is located at
nated projects and states when it is requested and needed.
Our phone numher is (919)
400 NCNR Plaza, Chapel Hill, North Car9lina 27514.
962-2001.
This TADScript is distributed pursuant to contract number 300-80-0752 from the
Contractees undertaking such projects under
0.S. Department of Education.
government sponsorship are encouraged to express freely their judgment in pro-
fessional and technical matters. -Points of view and opinions, therefore, do
not necessarily represent Department of Education positions or policy.
The
enclosed selections are presented for information purposes only; no endorse-
ment or claim of accuracy is made.
September 1982
TABLE OF CONTENTS
4
ACKNOWLEOAEMENTS
INTROOUCTION
KEYNOTE AOORESS:
Integration of Handicapped Children
Ann P. Turnbull
in Home, School, and Community
29
ABSTRACTS OF WORKSHOP SESSIONS
75
REACTION OPPORTUNITIES
SUMMARY:
APPENOICES
R3
Presenters
R7
Media
R9
Workshop Agenda
ACKNOWLEOGEMENTS
of the
for the planning and coordination
Many people were responsible
held March
Preschool Handicapped Children,
topical workshop on Mainstreaming
Carolina.
Johnson's Hotel at Raleigh, North
IS-17, 14412, at the Howard
and Michael
Joan Anderson, Talbot Rlack
TAOS' workshop coordinators were
the Frank Porter Graham Child
James J. Gallagher, Directoe of
Woodard.
and
tans is a part, welcomed the participants
Development Center, of which
Other TAOS staff members who
P. Turnbull.
introduced the Keynote Speaker, Ann
Patricia Vandiviere and Margaret Cox.
assisted at the workshop were
for their
committee deserve special mention
The members of the planning
Ann Turnbull,
They are:
planning the workshop.
help in conceptualizing and
Phil Strain,
Peterson,'Mike Guralnick, Betty Bright, Marian Hainsworth,
Nancy
and Shirley Vulpe.
Anne Sanford, Dorothy Cansler
4
Introduction
education.
Mainstreaming has become an,established concept'in special
does mainstreaming
But what special problems, issues, and opportunities
teachers, and school?
A-
present to the preschooler and his or her family,
Raleigh, North Carolina,
TADS topical workshop, March 15 to 17, 1982, at
childhood special
explored the implications of mainstreaming for early
enhance communication among
education. The workshop was designed to:
,
trainers, and parents;
researchers, teachers, administrators, personnel
on'best future practices and directions; and
exchange information and ideas
and cons of mainstreaming
explore issues of concern, especially the pros
preschool children.
Raleigh from 18 states, some as far
More than 90 participants gathered at
The participants
Maine, and Nova Scotia.
as California, Washington,
childhood programs such as Head
represented 3 HCEEP projects and other early
incentive grant projects in North Carolina.
Start, day care, and preschool
University of Kansas spoke on
Keynote speaker Ann Turnbull of the
school, and community.
integrating the handicapped child in the family,
trainer, and parent of a
Turnbull, a mainstreaming researcher, teacher
experiences to address the
handicapped child, used examples from her personal
Her
handicapped child into the family.
problems and means of integrating a
publication.
entire speech is included in this
findings and implications,
The workshop included sessions on research
and mainstreaming models and
preschool mainstreaming training programs,
and research institgtes.
Most presenters were from HCEEP projects
materials.
given, and project materials were
Media presentations on mainstreaming were
provided in this publication.
Abstracts of these presentations are
displayed.
and cons of mainstreaming
1
final workshop session explored the pros
The
Dedham, Massachusetts, and
Marian Hainsworth of Project ERIN,
preschoolers.
Carolina at Chapel Hill, took contrasting
David Lillie, University of North
HainS'worth focused on the
sides of the point/counterpointAiscussidh.
and
preschool mainstreaming for handicapped
purposes and benefits of
Lillie
teaChers, and administrators.
nonhandicapped children, families,
Of mainstreaming as the primary mode for
cautioned the acceptance and adoption
He pointed out unproven assumptions
educating preschool handicapped children.
implemented
of a mainstreaming approach if
about mainstreaming and weaknesses
He'emphasized considering the individual
under less than ideal conditions.
is probably not for everybody.
child's needs, and that mainstreaming
evolved as TADS and its workshop
A unique feature of thi's workshop
question of how to-explore the many
planning committee wrestled with the
audience.
communicate the results to a wider
issues they had identified and
in-depth
the day before the workshop,for an
It was decided to set aside
discussion of those issues.
of experience and a diversity of
Individuals representing a wide range
They included researchers, teacher
perspectives were invited to participate.
preschool administrators, and parents of
trainers, Iprogram developers,
and issues were
Three discussion groups were formed
handicapped children.
developed a series of
Chairpersons for each group
assigned to each group.
discussions and sent them to the group
specific questions to structure the
three
Five topic areas were explored by the
members prior to the workshop.
and the topic areas they
Listed below are the members of each group
groups.
addressed:
-- Defining Mainstreaming/Administrative and Legal Issues
GROUP I
Michael Guralnick, wo State University, Chairperson
Betty Rright, Kentucky SEA
Sam Odom, Univei-sity of Washington
Joyce Farmer, Knoxville, Tennessee, Head Start
Eleanor Baxter, HCLA
Sylvia Strumpf, Fairfax County Schools, Virginia
Talbot Black, TADS, Facilitator
GROUP II -- Focus on the Child and Family
Ak
Phil Strain, University of Pittsburgh, Co-Chairperson .40
Dot Cansler, Chapel Hill Our-reach Project, Co-Chairperson
Susan Fowler, University of Kansas
Judy Berry, Tulsa, Oklahoma, HCEEP Project
Missy Parker, Chapel Hill, North Carolina
Ann Turnbull, University of Kansas
Sally McCarthy, Parent, Greensboro, North Carolina
Joab Ruskus, Sonoma State University, California
Joan Anderson, TADS, Facilitator
GROUP III -- Focus on Training
Nancy Peterson, University of Kansas, Chairperson
Marian Hainsworth, ERIN Outreach Project, Dedham, Massachusetts
Don Bailey of University of North Carolina at Chapel Hill
Julia Williams, Learning Together, Inc., Raleigh, North Carolina
Crystal Kaiser, Dartmouth Medical School, New Hampshiere
Gordon Bleil, University Park Press, Baltimore, Maryland
Michael Woodard, TADS, Facilitator
The chairpersons reported the discussions to*the entire workshop.
The
.
\
,
-----0
\..,.
discus'sion will become a future publication, Issues in Preschool Mainstreaming.
This proceedings document will provide readers with a synopsis of the
thoughts and ideas enunciated at the workshop.
The material is organized in the following manner:
.
the adaptation of Ann Turnbull's keynote address;
...
abstracts of the workshop's concurrent sessions;
...
of the results of reaction opportunities afforded workshop
... a summary
participants;
Appendices which include presenters, media shown at the workshop, and
...
the agenda.
7
e
cmioNITY
INTEGRATION OF HANDICAPPED CHILDREN IN 04E, scoot., AND
by Ann Turnbull
(adapted from Keynote Address)
Integration of Handicapped Children in Home, School, and Community
by Ann P. Turnbull
The concept of integration is an extremely humanistic one.
Webster
defines integration as follows.: ,"To make Ovto a whole by bringing all parts
This presentation will focus on integrating or unifying
together; unify."
handicapped children with significant others in the home, school, and
community.
Integration is typically used in special education literature to refer to
the placement of handicapped children in regular school settings with
The terms, integration and mainstreaming, often are
nonhandicapped peers.
Integration of handicapped children in school settings
used interchangebly.
is undoubtedly an important component of the total integration process, but it
represents a rather narrow focus of the total life experience pf handicapped.
The success of integration of handicapped children in any one
children.
setting--home, school, or community--is enhanced by success in other settings.
the whole is greater than the sum of its parts.
I am reminded of the axiom:
I want to let you, the reader, know the perspectives.
From the outset,
I am the mom of a son Who is
from which I am sharing thoughts with you.
Jay is 15 years old and is the oldest of our three
mentally retarded.
He has had a combination of both integrated and specialized
children.
experiences--he lived in an institution when he was younger and has been
reintegrated in our family for-the last R years; he has attended a special
school serving only handicapped children and a special class housed at a
regular school in the neighborhood; he has beenmainstreamed'with
%
nonhandicapped children in community-sponsored summer campls and also has
attended community programs specifically devised for special populations.
As
11