California MAP* to Inclusion and Belonging… *Making Access Possible August 2020 Newsletter
Getting Ready for Re-Opening: Lessons Learned and New Guidance During the Pandemic
The California MAP to Inclusion & Belonging&hellips; Making Access Possible Project produced three newsletters full of resources to support child care providers and families in the time of COVID-19. As we continue to live with the uncertainty and stress of the pandemic the MAP Team wanted to take a pause to reflect on the experiences of programs and families during the time of the “shelter in place order” and distance learning that occurred at the end of the last school year. In addition, we want to introduce new guidance documents for re-opening and a website developed by our funder, the California Department of Education, as well as some ideas for transition as we start a new school year in the time of COVID-19. This issue of the newsletter also addresses the important issues of traumatic stress in kids with disabilities and homelessness. Finally, we’ve gathered upcoming professional development opportunities! So, take three deep breaths to clear your brain and then take some time to enjoy stories and videos that may help you reflect and process your own experiences and make plans for the future!
In this issue:
- Connecting with Families at the Lori Ann Infant Development Program During the Pandemic
- From No Screen Time to Screen Time for Play Dates: Use of Technology During COVID To Connect with Friends and Play!
- Inclusive Preschools During the Pandemic: Video-Teachers Describe Their Experience with Distance Learning
- Lessons Learned to Help You Improve Distance Learning for All Kids
- Re-Opening: Updated Guidance and Resources for California Child Care Programs and Providers
- Transitions in the Time of COVID-19
- Traumatic Stress and Kids with Disabilities or Chronic Health Conditions
- Homelessness During COVID-19: Key Resources to Support You in Working with Families
- Professional Development Opportunities Supporting Children with Disabilities: Virtual Conferences and Webinars
Connecting with Families at the Lori Ann Infant Development Program During the Pandemic
Staying connected with families has been the primary focus of the Lori Ann Infant Development Program of Fresno Unified School District since the beginning of the mandated stay at home orders during the pandemic. The early interventionists and therapists wanted to make sure that the families knew that services were still going to be provided and that the families were not alone. Right away staff used Facebook to let the families know how important they were and to show the kids their faces! This article describes how one early intervention program continued to support children and their families during the pandemic.
Chelle Eilts, an early interventionist for Lori Ann and daughter of Laurie Clark of WestEd who works on Beginning Together Project and the Teaching Pyramid, took time to tell the MAP Team about some of the program’s efforts to stay connected to families. One of the first things that some teachers within the program did to support families was to create activity buckets for each child filled with all sorts of materials to encourage fine motor, gross motor, sensory development and play! The early interventionists dropped off the buckets and said hello through the door or window. The kids loved seeing their teachers and were very excited to use the materials and do the activities (PDF) either with their families or as part of virtual weekly visits with the early interventionist.
Families and kids looked forward to the regularly scheduled visits usually through Zoom. Depending on the needs of the family and the goals of the Individual Family Service Plan (IFSP), therapists (physical, occupational or speech therapists or a vision teacher) would also attend these virtual visits and offer strategies to support the child’s development using a routines based approach to early intervention (See Tele-Intervention and the Routines-Based Model ).
During one of the virtual family visits a parent mentioned that she really missed seeing the other parents and kids at the in-person parent/child learning groups (PCLG) that were available to families before the pandemic. Chelle and her PCLG team, including a co-teacher and para-educators, decided to offer a similar opportunity for families and children to interact virtually. So, every Friday the staff, families and kids enjoyed a 30-minute Zoom session of songs, activities and sharing. Families loved seeing other parents and the kids loved seeing the other kids. Being with other families helped overcome feelings of isolation and allowed some time to just have fun together!
Chelle explained that the shift to virtual interactions with families and dealing with the pandemic has been challenging, especially as she’s had to manage distance learning for her own three children at the same time. Everyone had to come up to speed using technology and Zoom sessions are intense with the one to one eye contact for most of 30-60 minute sessions. However, she believes that the relationships that she has with families have been strengthened by the shared experience of the pandemic. All of the staff and families have had to build new routines, adjust to new ways of living and manage the anxiety that comes with uncertainty about the future. They will continue to share this experience in August when the program starts up again. Chelle says that some of the staff plan to deliver new gift buckets with new activities. For now, they will all continue with virtual interactions with families in the near future.
From No Screen Time to Screen Time for Play Dates: Use of Technology During COVID To Connect with Friends and Play!
Edy Purcell, Behavior Support Specialist for WestEd, tells her family’s experience in trying to provide social activities for her 6 year old daughter during the pandemic. Her daughter had not used any sort of screen time before COVID-19.
Edy explained, “Since the parents were advised against in person playdates and taking the kids to a playground, it was difficult for my daughter to connect with her friends.
My husband and I had to find creative ways for her to have access to her friends so she would not become isolated. We figure out that there are many ways for her to still connect with her friends, even if they can't be in close contact. One of those ways is through Zoom Playdates.
At first, she was having a hard time just talking over zoom so we decided to make it more interactive. She has done science experiments, art projects, tea parties, reading books together, as well as played charades.
Screen playdates have been a wonderful avenue for our only child to socialize with her friends.
Now at home, she has a visual schedule with her zoom playdates as part of her routine.”
Update: As two months of shelter in place became four months of shelter in place, Edy became concerned about her daughter’s complete lack of in person interactions with friends. So she came up with some new ideas for social interaction. She found a friend who’s family was following similar Shelter in Place COVID-19 guidelines and invited her to be a part of a “Mini Camp at Home” with her daughter. Edy took a week off work and planned activities with a different theme everyday: Monday-Outdoor adventure; Tuesday-Crazy About Art; Wednesday-Wacky Science; Thursday-Magical Creatures; Friday-Splish Splash!
Edy says, “They had a blast and I enjoyed seeing them laugh and just being 6 year olds! There’s 3 more weeks of a summer break so I might plan another week like that soon!”
Inclusive Preschools During the Pandemic: Video-Teachers Describe Their Experience with Distance Learning
The ECTA (Early Childhood Technical Assistance Center) and Larry Edelman produced videos about the experiences of two inclusive preschools’ with distance learning during the pandemic. Viewing these videos can help any preschool program reflect on the challenges, successes and lessons learned from their experience. You’ll find links to the videos as well as time stamps to support discussions of various topics covered.
Preschool Remote Learning During the Pandemic at Tarver Elementary, ECTA, Larry Edleman, June 25, 2020 (Video)
“This video describes how Peggy Mattingley, General Education Teacher, Kirsten Bilderaya, Itinerant Early Childhood Specialist, and Molly McCarthy, Speech-Language Pathologist, at Tarver Elementary School in Thornton, Colorado delivered remote learning services in spring, 2020 during the COVID-19 pandemic. They discuss how they reached out to families, provided both asynchronous and synchronous activities, delivered individualized services, and supported children with Individualized Education Programs (IEPs).”
Another video, An Inclusive Preschool During the Pandemic - Remote Learning at Big Walnut Elementary School, and other resource and videos on distance learning are available on the “Provider and Educator Use of Technology” page of the ECTA Center website .
Lessons Learned to Help You Improve Distance Learning for All Kids
Edutopia published several articles that brought forward key insights into what worked with distance learning. Although not all of them apply specifically to kids with disabilities they all have themes and ideas that address shared challenges and provide ideas for successful engagement of parents and children.
Lessons Learned During the Pandemic, Edutopia, May 20, 2020
Lessons Learned During the Pandemic describes five themes for lessons learned that have emerged from distance learning during the pandemic. They include:
- Teaching and learning are rooted in relationships
- All families and educators should be consider valued partners
- Teaching should be flexible and tailored to student needs
- Mental health is of paramount importance
- We are all responsible for each other
Do these themes ring true for you?
How to Improve Distance Learning for Students with IEP’s, June 20, 2020, Edutopia
This summer 90 educators in the Northeast responded to a survey on best practices for remote learning for students with learning challenges. Fun, effective and engaging strategies for teaching online are described in this article.
Making Learning at Home Work for Preschool Students, July 29, 2020, Edutopia
Maddie Bodine, preschool teacher, explains what worked for her when shifting to distance learning with 8 Tips for Home Learning in Preschool. Which of these strategies did you use? Did you have the same experience?
Re-Opening: Updated Guidance and Resources for California Child Care Programs and Providers
The latest publications from the California Department of Education, COVID-19 Updated Guidance for Child Care Providers and the Stronger Together Guidebook for the Safe Re-Opening of California Public Schools, are introduced here along with the new website, Early Learning and Care Playbook, that supports child care providers and families in implementing the new guidelines for early care and education. A new app, Stay Play Grow, to support families during COVID-19 is also described here. Also included is an updated directory of the Child Care Resource and Referral providers.
On June 5, 2020, the California Department of Public Health issued the COVID-19 Updated Guidance for Child Care Programs and Providers (PDF) that aims to support child care providers and programs as they begin to reopen and other programs transition from emergency childcare for essential workers to enhanced regular operations.
On June 8, 2020, the California Department of Education (CDE) released a guidance document that includes a section on school-based early learning and care programs, “Stronger Together: A Guidebook for the Safe Reopening of California’s Public Schools.” The guidance document can now be found on the CDE Stronger Together website .
The California Health and Human Services Agency (CHHS) and the Early Learning and Care Division of the California Department of Education developed the Early Learning and Care Playbook website which provides information and links to tips, training, and other resources that will help providers and parents as they navigate the new guidance and requirements. Safely caring for children while reducing the spread of disease is a top priority. These guidelines and resources help providers plan for operating under new health and safety guidelines, provide confidence to families with fears, and help providers to remember to take care of themselves during these difficult times. Help for families includes resources for immediate support 24/7, help in finding child care, resources for parents at home and resources for health and wellness support for the whole family.
New App to Support Families During the Coronavirus Outbreak and Beyond
The Early Learning Lab just released Stay Play Grow, available at https://earlylearninglab.org/stay-play- grow/#partners, a free app designed to support parents and caregivers during the coronavirus outbreak and beyond. The app is a one-stop source of quality, trusted resources curated to help families with children 0-5 make the most of their time together.
The app offers resources in English and Spanish (under Recursos en Español) on children’s learning and development, including simple activities to help children learn through play at home; self-care strategies; how to get help meeting basic needs including food, shelter, diapers, and more; and health & safety resources, including how to talk to children about the ongoing health pandemic and racial inequality crisis.
Download Stay Play Grow today from the Apple App Store and Google Play Store .
Child Care Resource and Referral Directory as of May 15, 2020 (PDF)
“The Resource and Referral Agencies (R&Rs) are a critical component to the early learning and care infrastructure and must remain open or have phone lines and email that can be accessed by employees remotely. The R&Rs will continue to provide resources to families and providers during the declared state of emergency including, but not limited to, updating the individual R&R program website to include relevant resources for families related to COVID-19. The R&Rs are responsible for informing the general public of available Emergency Childcare options, and assist essential worker families and at-risk populations with finding emergency care.”
The directory provides up to date links to the Child Care Resource and Referral website and phone numbers of key contacts for each location to help meet the needs of child care providers and families throughout California.
Transitions in the Time of COVID-19
Transition are hard on all of us. Whenever we start something new we have anxiety about all of the unknowns. We want to be prepared for the new experience. In this time of COVID-19 when there is so much to consider that has to do with the pandemic, let alone a new education setting, we want to do everything that we can to make sure that children and families feel safe and confident with whatever new environment they will be experiencing this fall. This section of the MAP Newsletter includes a video and articles that explores the hopes and concerns of diverse families in preparing for kindergarten and resources and strategies to facilitate a smooth transition. An article from Useable Knowledge specifically addresses the unique concerns of these times in going back to school during a pandemic and offers suggestions for parents on how to address them. Resources from Head Start provide considerations for families of infants and toddlers as programs reopen.
Families Engaging in the Transition to Kindergarten, Video and Resources, Head Start, May 12, 2020, 6:54 (Video)
In this video, hear about Head Start parents' hopes for their children as they prepare for the move to kindergarten. Explore research-based strategies on using information, relationships, and alignment to build stability and consistency for children and families.
Helping Children with Special Needs Transition to Kindergarten, Edutopia, July 2, 2020 https://www.edutopia.org/article/helping-children-special-needs-transition-kindergarten
“For the past five years, I’ve worked with dozens of children and their families to help them adjust to this new environment. I’ve learned that the following strategies facilitate a smooth transition, decrease students’ anxiety, and prepare them for success.” Article includes a sample social story and a description of how to write a social story.
For Families: Making A Smooth Transition, Usable Knowledge, July 21, 2020
“With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the setting will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. How can we prepare young children with minimal school experience for these transitions — and how do parents explain them in a way that makes sense?” This article provides answers and strategies that parents can start using now.
Transitions to Kindergarten: Engaging Families E-Resource Flash – School Visit: Virtual or in Person, Head Start Newsletter, July 26, 2020
This resource follows a Head Start program and families through their final year together as they prepare children for kindergarten, whether working together, in person, or remotely. This newsletter includes ideas, tips, and strategies for partnering with families and schools in the transition process. In this issue, learn how staff can help parents and family members prepare for an in person or virtual school visit and become fully engaged at their child's new school.
Transition Tips for Reopening Infant-Toddler Programs, ECLKC
Early Head Start and Migrant and Seasonal Head Start program staff know how important relationships and continuity are to infant and toddler development. As programs prepare to open their doors and welcome back babies and their families, they can use these strategies to ensure a smooth transition.
Traumatic Stress and Kids with Disabilities or Chronic Health Conditions
Caregivers and parents of children with disabilities or existing health care concerns need to be aware of various potential sources of traumatic stress including medical traumatic stress and strategies to cope with stress. This is particularly relevant during the pandemic. This section contains articles written by people with first-hand experience in dealing with medical traumatic stress and introduces the Health Care Tool Box that provides comprehensive resources for families to help minimize medical traumatic stress.
Trauma Crossroads: Where Disability and Trauma Intersect
Dana Cox, R.N., M.A., and Inclusion Support Specialist with WestEd Center for Child and Family Studies and part of the MAP Project Team provides insight from a parent/professional perspective on trauma in the lives of children with disabilities in an article she wrote for the Center for Optimal Brain Integration, Trauma Crossroads: Where Disability and Trauma Intersect. The article describes seven crossroads where trauma and the experience of having a young child with special needs might intersect. She provides awareness and insight into common child and parental experiences in medical and other service settings that may be potentially traumatic for the child and family. After reading Dana’s article families of children with disabilities or other health conditions may be inspired to talk about their own experiences.
“My child needs to be admitted to the hospital. How can I help them cope with an inpatient stay? How can I explain their needs to the staff?”, Autism Speaks, April 2, 2020
These questions are answered by Angeles Nunez, a certified child life specialist at Wolfson Children’s Hospital in Jacksonville, Florida.
“This is a common concern for families with a child that needs to go to the hospital. Upon arriving to the hospital — whether it is through the emergency department or through a planned admission stay — it is important to notify staff of your child’s abilities and how to best provide care for them.” This article provides tips on how to best prepare for a hospital stay, how to make sure health care providers understand your child, and provides suggestion for supports you can use to make your child’s stay less stressful.
Healthcare Tool Box
“The Health Care Toolbox, brought to you by the Center for Pediatric Traumatic Stress (CPTS), a multidisciplinary center co-located at the Children’s Hospital of Philadelphia and Nemours A.I. du Pont Hospital for Children, was created to address medical trauma in the lives of children and families.”
The goals for Health Care Toolbox are to increase awareness of medical traumatic stress in children, provide information and evidence-based recommendations for health care providers , and guide parents and families to resources to help them cope with a child’s illness or injury.
The website has specific guidance for parents of children with disabilities and existing healthcare needs, which can be especially stressful during a disease outbreak or pandemic. The following tips and resources can help:
Homelessness During COVID-19: Key Resources to Support You in Working with Families
More families than ever may be at risk of homelessness or may already be living in unstable living conditions due to the loss of jobs during the pandemic. Awareness, knowledge and proactive efforts to support families and mitigate the effects of homelessness can help to prevent the long term damage that young children are at risk for with homelessness. The MAP Team has posted resources from Head Start and the California Department of Education that can help. Head Start has gathered professional development tools and articles that can help expand your knowledge of the definition of homelessness and provide you with strategies to mitigate the effects of homelessness especially during the pandemic. The California Department of Education has recently published the book, Responsive Early Education for Young Children Experiencing Homelessness.
Head Start: Strategies for Supporting Families Experiencing Homelessness and Housing Instability During COVID-19
“During this difficult time, it is critical to regularly check in with families about the stability of their current living situation. This is especially important for families experiencing homelessness. Programs should use creativity in serving families remotely during the coronavirus disease 2019 (COVID-19) emergency, including doing all they can to help families maintain their housing.” This newsletter helps you explore considerations and strategies for working with families who are or may be at risk for experiencing homelessness. It directs you to key resources to support your knowledge around family homelessness including an 8 module interactive learning series and a webinar series and strategies from School House Connections, Five Ways to protect Infants, Toddlers and Preschoolers Experiencing Homelessness During COVID-19 that will help you provide a focused effort to mitigate the effects of the present crisis on young children experiencing long term homelessness.
Responsive Early Education for Young Children and Families Experiencing Homelessness (PDF)
This California Department of Education publication provides essential factual information and resources about the extent of early childhood homelessness in addition to concrete research-based strategies teachers can implement that benefit all of the children in their care and are essential for young children and their families impacted by homelessness. This book is made more powerful and useful with the inclusion of many authentic vignettes created from interviews with children and families experiencing homelessness across California in addition to the diverse professionals who serve them. These stories remind us of the urgency and shared responsibility we have to ensure that all children have opportunities to participate in early learning environments that promote their well-being, optimal development, and educational success.
Professional Development Opportunities Supporting Children with Disabilities: Virtual Conferences and Webinars
The COVID-19 Pandemic has given us all the opportunity to participate in virtual conferences that may not have been within our reach before the pandemic. The MAP Team has gathered descriptions and links to some upcoming high quality state and national conferences supporting inclusion of young children with disabilities. Smaller bites of professional development are available with links to four different webinar providers with an array of options to expand your knowledge in educating all children.
Please visit the Professional Development Opportunities Supporting Children with Disabilities page on the MAP website.
California Conferences
2020 California Inclusion Collaborative Virtual Conference, Virtual, September 23 & 24, 2020
ABILITY AND OPPORTUNITY IN THE REARVIEW MIRROR: Two Insider Perspectives on Inclusive Education
Featured Keynote: Norman Kunc & Emma Van der Klift, Broadreach Training & Resources: ABILITY AND OPPORTUNITY IN THE REARVIEW MIRROR: Two Insider Perspectives on Inclusive Education
“In this provocative workshop, filled with humour and personal anecdotes Norman Kunc and Emma Van der Klift will draw on their experience as two adults with different disabilities who experienced the school system in different ways and with different degrees of success. They will argue that there is an ongoing confusion about the relationship between ability and opportunity that we must grapple with in order to ensure that inclusive education truly lives up to its promise.”
Beginning Together Inclusion Facilitators Institute, Virtual, Date to be determined. Join the MAP Mailing List for Information
Attendance at this institute is the first step in attaining the Beginning Together Inclusion Facilitator Certification. Local teams of early childhood educators and special education are encouraged to apply.
Head Start California 2020 Health Institute, September 14-16, 2020
Featured Keynotes by Bruce Perry, M.D, Ph.D. and Dan Siegel, M.D.
“We are excited to embrace the adventure and challenge of these changes (brought by the COVID-19 pandemic) by reimagining the Head Start California Health Institute in a virtual format that will be unlike any online conference you’ve attended before. The Virtual event will feature speakers with guidance, recommendations, and best practices on how Head Start Health Staff can continue adjusting and planning for the new normal we are all anticipating. The Virtual Health Institute will keep the high standards and unique elements you’ve come to expect during a Head Start California event in a virtual format.”
National Conferences
2020 Zero to Three Virtual Annual Conference, October 5-9, 2020
“Be Immersed in the latest research and education. Be Inspired and prepared to move your practice forward in our changing and challenging world. A lineup of outstanding speakers will take you to new depths on topics ranging from the latest research on early life adversity to policy solutions for advancing equity in early childhood programs. This unique virtual learning experience gives you the added flexibility to Be Connected safely and on your own schedule. Join thousands of colleagues from around the globe.”
2020 Division of Early Childhood (DEC) Annual International Conference on Young Children with Special Needs and Their Families, Virtual, January 21 to 29, 2021October 20-23, 2020
Early childhood educators and special education teachers have the rare opportunity to learn about inclusive practices together in this virtual education conference without the probative cost of travel. You may want to take advantage of it this year!
Webinars
California Department of Education COVID-19 Webinars
Early Childhood Investigations
Free webinars, archived and upcoming, by trusted early childhood professionals
Sesame Street in Communities: Webinars
Certificates of completion available; webinars in both English and Spanish
Early Childhood Learning and Knowledge Center (ECLKC) Webinars: Upcoming Events
Direct questions or comments about this newsletter to map@wested.org