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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.

“A wonderful resource that addresses major issues related to

successful preschool inclusion . . . will help readers apply what they
are learning to their own experiences.”

MAKING PRESCHOOL INCLUSION WORK

—Laurie A. Dinnebeil, Ph.D., University of Toledo

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.

Future educators will get a thorough introduction to inclusion supports:

evidence-based practices and strategies that help children with dis-
abilities fully participate in preschool classrooms. Readers will get clear
guidance on every step of successful inclusion:
• planning and delivering creative, cost-effective inclusion services and
accommodations
• implementing itinerant teaching, consultation, co-teaching, and other models
• preparing for and conducting an effective IEP meeting
• solving problems and managing conflict
• applying universal design for learning principles to classroom instruction
• using teaching strategies that engage and support all children
• preventing and managing challenging behavior with positive behavioral supports
• supporting kindergarten readiness and ensuring a smooth transition between programs
In-depth case studies and vignettes give readers both professional and parent perspec-
tives, and the strategies and disability-specific interventions are perfect to keep and use
as a reference. An ideal textbook for preservice educators—and a valuable book for early
childhood programs—this important volume will help establish inclusive classrooms where
every young child learns, belongs, and thrives.

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.

In order to view this proof accurately, the Overprint Preview Option must be checked
in Acrobat Professional or Adobe Reader. Please contact your Customer Service Rep-
resentative if you have questions about finding the option.
 Making Preschool Inclusion Work

BK-BRP-RICHARDSON-131079-FM.indd 1 06/02/14 9:11 PM

BK-BRP-RICHARDSON-131079-FM.indd 2 06/02/14 9:11 PM
 Making Preschool Inclusion Work
Strategies for Supporting
Children, Teachers, and Programs

by
Anne Marie Richardson-Gibbs, M.A.
El Monte City School District
El Monte, California

and

M. Diane Klein, Ph.D., CCC-SLP

Early Childhood Special Education
Division of Special Education and Counseling
California State University, Los Angeles

Baltimore • London • Sydney

BK-BRP-RICHARDSON-131079-FM.indd 3 06/02/14 9:11 PM

 Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA

www.brookespublishing.com

Copyright © 2014 by Paul H. Brookes Publishing Co., Inc.

All rights reserved.

“Paul H. Brookes Publishing Co.” is a registered trademark of

Paul H. Brookes Publishing Co., Inc.

Typeset by Cenveo, Baltimore, Maryland.

Manufactured in the United States of America by
Sheridan Books, Chelsea, Michigan.

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.

Library of Congress Cataloging-in-Publication Data

Richardson-Gibbs, Anne Marie.

â•… Making preschool inclusion work: strategies for supporting children, teachers, and programs /
by Anne Marie Richardson-Gibbs, M.A. and M. Diane Klein, Ph.D., CCC-SLP.
â•…pagesâ•…â•…cm
â•… Includes bibliographical references and index.
â•… ISBN 978-1-59857-211-7 (hardcover)â•…â•… ISBN 978-1-59857-613-9 (EPUB)
â•… 1. Children with disabilities–Education (Early childhood)–United States. 2. Inclusive education–
United States. I. Klein, M. Diane. II. Title.

â•… C4019.3R53 2014

â•…371.9–dc23 2013035805

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

BK-BRP-RICHARDSON-131079-FM.indd 4 06/02/14 9:11 PM

 Contents

About the Authors........................................................................................................................vii

Contributors............................................................................................................ ix
Foreword.............................................................................................................................. xi
Acknowledgments............................................................................................................xiii

1 An Introduction to Preschool Inclusion Support Practices................................... 1

2 Models of Inclusion Support.......................................................................................21
Kathleen C. Harris, Ph.D.
3 Getting Started: Administrative and Leadership Strategies
for Building Inclusive Preschool Programs............................................................ 45
4 Preparing for the Individualized Education Program and
Working with Families............................................................................................... 79
5 Problem Solving and Conflict Resolution..............................................................101
Appendix 5A: Two Case Studies—Jonny and Brandon
6 Strategies that Support the Needs of All Learners.............................................. 135
7 Disability-Specific Challenges and Strategies in Inclusive
Preschool Programs..................................................................................................157
With invited contributors Beth A. Moore, M.A.,
Sue Parker-Strafaci, M.A., Sherwood J. Best, Ph.D.,
Sara Chen Ling, M.A., Janice Myck-Wayne, Ed.D.,
Jennifer Symon, Ph.D., BCBA-D, and Michelle Dean, Ph.D.
8 Positive Behavior Supports: Preventing and Managing
Difficult Behavior...................................................................................................... 195
Kathryn D. Peckham-Hardin, Ph.D.
9 Preparing for Kindergarten: Adaptations and
Supports Across the Curriculum.............................................................................219

Index................................................................................................................................. 249
v

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BK-BRP-RICHARDSON-131079-FM.indd 6 06/02/14 9:11 PM
 About the Authors

Anne Marie Richardson-Gibbs, M.A., is an early childhood special educator

and has provided inclusion services for the past 20 years in both community-based
preschool and public school settings. Ms. Richardson-Gibbs works for the El Monte
City School District, where she provides inclusion support to preschool and early
elementary age children with disabilities. Ms. Richardson-Gibbs has been the direc-
tor of an early intervention program that provides services to infants, toddlers, and
their families from East Los Angeles and worked as a statewide early intervention
program specialist for the California Department of Education. She was the train-
ing coordinator for Project Support, a federally funded personnel training grant.
As coordinator she created inclusion-support in-services, training videos, and a
manual for early childhood special educators. Ms. Richardson-Gibbs has taught
early childhood special education classes at California State University, Los Ange-
les, and has served as chairperson for both the Infant Development Association of
California and the Los Angeles Early Intervention Directors’ Forum. She continues
to provide training and in-services for Head Start and school district personnel on
inclusion support, behavior management, and autism and developmental delays in
young children.

M. Diane Klein, Ph.D., CCC-SLP, is a professor of early childhood special edu-

cation at California State University, Los Angeles, where she has directed the pro-
grams in early childhood special education for 30 years. Dr. Klein received her M.A.
in speech-language pathology and audiology from Western Michigan University and
her Ph.D. in developmental psychology from Michigan State University. In her early
career, she worked as a speech-language pathologist with young children with dis-
abilities and their families. She has directed numerous federally funded projects
involving caregiver–child interaction, working with infants with low incidence and
multiple disabilities, training of early childhood special educators, and training
inclusion-support personnel (Project Support). She has Â� coauthored—with col-
leagues Deborah Chen and Ruth Cook—several journal articles and books. These
have included a widely used text in early childhood special education, Adapting
Early Childhood Curricula for Children with Special Needs, Eighth Edition
(Merrill/Prentice Hall, 2012); Project PLAI, a curriculum and training video for

vii

BK-BRP-RICHARDSON-131079-FM.indd 7 06/02/14 9:11 PM

 viii About the Authors

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.

BK-BRP-RICHARDSON-131079-FM.indd 8 06/02/14 9:11 PM

 Contributors

Sherwood J. Best, Ph.D. Beth A. Moore, M.A.

Professor Retired Teacher of the Visually
California State University, Impaired Family Resource Specialist
Los Angeles Center for the Partially Sighted
Division of Special Education and 6101 W. Centinela Ave., Suite 150
Counseling Culver City, CA 90230
5151 State University Drive
Los Angeles, CA 90032 Janice Myck-Wayne, Ed.D.
Associate Professor
Michelle Dean, Ph.D. California State University, Fullerton
Post-Doctoral Scholar Department of Special Education
University of California, Los Angeles Post Office Box 6868
Kasari Research Lab Fullerton, CA 92384
760 Westwood Plaza, NPI 68-229
Los Angeles, CA 90024 Sue Parker-Strafaci, M.A.
Director of Child Development Services
Kathleen C. Harris, Ph.D. Braille Institute
Retired Professor 741 N. Vermont Avenue
California Polytechnic State University Los Angeles, CA 90029
San Luis Obispo
School of Education, College of Kathryn D. Peckham-Hardin, Ph.D.
Science and Mathematics Professor
California Polytechnic State California State University, Northridge
University 18111 Nordhoff Street
San Luis Obispo, CA 93407 Northridge, CA 91330

Sarah Chen Ling, M.A. Jennifer B.G. Symon, Ph.D., BCBA-D

Special Education Teacher Associate Professor
Moreno Elementary School California State University, Los Angeles
4825 Moreno Street Special Education and Counseling
Montclair, CA 91763 5151 State University Drive
Los Angeles, CA 90032

ix

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BK-BRP-RICHARDSON-131079-FM.indd 10 06/02/14 9:11 PM
 Foreword

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

BK-BRP-RICHARDSON-131079-FM.indd 11 06/02/14 9:11 PM

 xii Foreword

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

BK-BRP-RICHARDSON-131079-FM.indd 12 06/02/14 9:11 PM

 Acknowledgments

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

BK-BRP-RICHARDSON-131079-FM.indd 13 06/02/14 9:11 PM

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