Time Well Spent

Several years ago, I went back to school to get my master’s degree in early childhood.  Unfortunately, I had to put things on hold to focus my time and energy on my two young sons.  A few years later, I tried again, and once again I had to put my education on hold.  In January 2018, I decided to try one more time. And I guess the third time is the charm.  We learned about the power of having a community of practice to strengthen our purpose and mission of providing high quality early childhood education and support for young children and their families.  Through this journey, I, also, discovered the power of family and friends.  Without my husband, son, and friends encouraging supporting, I don’t think I would have finished this journey.

Before this journey, I saw myself as just an early childhood special education educator/specialist.  I never viewed myself as an advocate of change.  Throughout this program, my perspective continually modified and transformed from one course to the next.  To make the world a better place for all children with and without disabilities and their families, someone has to dip their toe in the water and start the ripple effect. I know that change does not occur overnight, but it does begin with one voice speaking up and out loud advocating for the rights and education for all.

High quality early childhood education is the greatest investment of all.  Throughout my journey at Walden, I have discovered an understanding of what it takes to improve the quality of early childhood.  Exploring local, national, and international agencies, resources, and communities of practice has increased my knowledge and expanded my library of references, tools, and strategies that can be shared with current and future early childhood educators, special educators, families, and communities.

As I come to the end of this journey, I wonder what is around the corner.  As the quote above says, the end means a new start.  Nothing says that my education has to stop here.  Even though I may take a break, I am thinking I may continue onto early my doctorate.  I truly want to make a difference in our children's lives.  To improve the possibility of high-quality early childhood special education and inclusive practices, our future early childhood educators need to step foot in their classrooms empowered with the knowledge and skills to nurture the social, emotional, cognitive, language, and physical development of all young children with and without disabilities.  I plan to enter the world of educating future educators at the community college.  Once I earn my doctorate, I will move onto the university level.

Throughout my journey, I had the support and encouragement of my family and friends.  I, also, had you.  I learned so much from each and everyone of you through your discussion posts, blog posts, and feedback.  I could not have made this journey without you, my classmates, peers, and instructors.  I truly wish you well in your future endeavors.  The young children and families that you work with are truly blessed to have you.

Jobs/Roles in the ECE Community: Internationally

The European Agency for Special Needs and Inclusive Education is an independent organization that acts as a platform for collaboration for its 31 member countries, working towards ensuring more inclusive education systems. The Agency's mission is to help member countries improve the quality and effectiveness of their inclusive provision for all learners.

The European Agency for Special Needs and Inclusive Education's vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers

I could not locate any job postings, but after watching the information below.  The question becomes… Who wouldn’t want to work for this organization and have the opportunity to make a difference in a young child’s life?  I know I would!

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The NSW/ACT Inclusion Agency is supported by KU Children’s Services and Include Me Gowrie NSW at part of the Inclusion Support Programme in Australia. 

The agency provides free early childhood education and care services through regional inclusion hubs.  These hubs provide onsite visits, support educators, provide advice and strategies to increase inclusive practices, and provide professional develop opportunities to inclusive professionals. 

The Inclusion Support Programme (ISP) assists Early Childhood and Child Care (ECCC) services to include children with additional needs alongside their peers, through provision of tailored inclusion advice and support from Inclusion Agencies (IA) and access to specialist equipment and funding to support more challenging inclusion barriers where required. Children with additional needs may include (but are not limited to):

• Children with disability or undergoing assessment Aboriginal and Torres Strait Islander children
• Children from culturally and linguistically diverse backgrounds
• Children from refugee or humanitarian backgrounds
• Children with serious medical conditions
• Children presenting with language and speech delays
• Children presenting with disruptive behavior

No jobs were posted but the potential opportunity to serve parents and children with disabilities is extremely enticing!

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The International Association of Special Education (IASE) focuses on the improvement of the quality of life and service deliveries for all individuals with special needs around the world.  It's members includes teachers, trainers, professors, speech pathologists, psychologists, health care providers, social workers, counselors, and related disciplines and providers that reside in approximately 50 countries.  

The mission of the IASE is to:
    * promote awareness and understanding of issues and developments related to the education and welfare of individuals with special needs throughout the world;
    * promote professional exchange between professionals in special education family members and individuals in related discipline internationally;
    * encourage and promote research to advance the field of special education and share that information through official publications;
    * promote continuing education in special education; and
    * work collaboratively with other special education organizations for worldwide promotion of the interests of individuals with special needs.

I could not locate the site with current job positions.  However, knowing and understand that the mission of the IASE correlates with my current master's degree plan of early childhood with the focus of working with adult learners and my passion of promoting high quality early childhood special education, I would be more than willing to pursue career opportunities with the International Association of Special Education.

References:

European Agency for Special Needs and Inclusive Education.  (n.d.)  Retrieved December 7, 2019 from https://www.european-agency.org/.  

International Association of Special Education (IASE). (n.d.)  Retrieved December 7, 2019 from https://www.iase.org/.

NSW/ACT Inclusion Agency. (n.d.).  Retrieved December 7, 2019 from https://www.inclusionagencynswact.org.au/home. 

Exploring Jobs in the ECE Community

at the National/Federal Level

I would love to be a faculty member, trainer, or coach for NCPMI. 

The National Center for Pyramid Model Innovations (NCPMI) provides support and training for stage and local programs in implementing early childhood multi-tiered systems of support to improve the social, emotional, and behavior outcomes for young children with or at risk for developmental disabilities or delays.  The NCPMI focuses on reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion.

The opportunity to be a professor or research professor at the Positive Early Learning Experience Center (PELE) at the University of Denver would an amazing opportunity.  

The PELE Center is devoted to improving the social, emotional, and cognitive outcomes for young children with special needs.  The PELE researches child development, assists school in providing evidence-based practices in inclusive settings, work with local and state programs to adapt the Pyramid Model to expand high-quality inclusion and eliminate early childhood suspension and expulsion practices, and provide training opportunities for educators and families.

To be an Assistant Professor of Early Childhood Special Education at a university, such as the University of Maine, would provide the ideal opportunity to prepare future early childhood educators that will be teaching young children with and without disabilities.  

The above jobs offer amazing opportunities to be of service.  To be able to positively impact the lives of young children with and without disabilities, their families, and the educators that teach them would be an amazing opportunity. 

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Unfortunately, these jobs require a doctorate in Early Childhood, Early Childhood Special Education, or a related field.  Maybe some day... until then, I will continue to work with the school administrators, teachers, and service providers in my region to improve the social, emotional, physical, and cognitive development of the children with special needs that are served in inclusive classrooms and self-contained classrooms.

Exploring Roles in the ECE Community

Exploring Roles in Early Childhood Education: 

Local and State Levels

Position: Child Care & Early Childhood Education Faculty

Responsibilities: 

• Prepare and teach courses in the field of Early Childhood Education
• Serve as a mentor to students in the Child Care & Development program.

Requirements:

• Master's degree in Child Development or Early Childhood
• At least three years of work experience in an early childhood setting with young children and their families, or public school teaching experience in Pre-K - Grade 3 setting.

Personal Interest in Position:

• Provides opportunity to teach future early childhood educators.
• Provides opportunity to provide future EC educators the knowledge and skills necessary in developing safe, inclusive learning environments that nurture the social, emotional, physical, linguistic, and cognitive development of young children with and without disabilities.

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Position: Inclusion Consultant

Responsibilities: 

• Consultation with center-based staff, family child care providers and parents regarding provision of services to children with special needs.
• Ongoing discussion with and feedback to teachers regarding all areas of child’s development and attainment of specific IIP, IEP or IFSP goals or outcomes.
• Documentation of the child’s abilities and needs through observation of the child in a natural setting.
• Developing an individual program plan and curriculum adaptations as needed.  
• Model interventions to staff and parents.
• Support program in adapting equipment for child’s use in the program to increase success in all areas of curriculum.

Requirements:

• BS or Master’s degree in Early Childhood: Special Education or related field.
• Experience within child care program(s)
• Knowledge of early childhood, special education and experience in working with children with special needs and their families.  
• Communication skills, written and verbal.

Personal Interest in Position:

• Provides an opportunity to positively impact the lives of young children with disabilities and their families.
• Provides opportunity to ensure access to inclusive early childhood education that nurtures the development of young children with disabilities and their families.
• Provides opportunity to increase the number of inclusive child care centers in the community, state, and nationally.

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Position: Early Childhood Special Education Specialist

Responsibilities: 

• Provide professional development and services, develop products, and participate in special project activities in the area of early childhood education for students with disabilities.
• Develop, present, and facilitate effective professional development.
• Provide technical assistance and customized services.
• Develop products to support instruction and programming.
• Assist in planning and developing special project activities, e.g., grant proposals, interdepartmental services, demonstration sites, research studies, and other customer-based projects correlated with early childhood special education.

Requirements:

• BS or Master’s degree in Early Childhood: Special Education or related field.
• Three years in leadership position(s) related to early childhood education for students with disabilities.
• Five years teaching or related experience in early childhood for students with disabilities
• Experience in developing and presenting professional development
• Knowledge of instructional programming for early childhood students with disabilities including the use of assistive technology
• Broad-based knowledge of rules and regulations related to special education
• Exemplary written and oral communication skills

Personal Interest in Position:

• Even though this is very similar to my current position, this would provide me the opportunity to work with a team of specialists that are focused on providing high quality services to educators, families, and children.
• Provides opportunity to work with the school districts and community in providing high quality early childhood education for young children (birth to 5 years) with disabilities and special needs.

I have enjoyed traveling this road with you.  I could not have made it this far without your support and willingness to share your knowledge and experiences.  Even though, it is time for our paths to possibly go separate ways, I hope some day we may meet again.  Until then, I wish you well!!

Team Adjournment

ADJOURNING

The fifth stage of Gina Abudi’s (2010) Five Stages of Team Development is “adjourning” – the project is finishing, and the team members are moving in different direction.  Abudi (2010) shares that as the team members are saying good-bye, there is that they will continue to keep in touch with each other as “they have become a very close knit group and there will be sadness at separating and moving on to other projects independently.” 

I have found this description to be true.  Since 2014, I have attended a week-long Conscious Discipline Summer Institute every summer.  I was an attendee in 2014 and 2015, and served as a session helper in 2016, 2017, and 2018.  The connections that were developed with some of the tablemates continue today.  When learning and working together a nurture bond, or kinship, is developed.  By the end of the week, we are no longer nine strangers that happen to sit together at the same table, we have become a family.  Our assigned table leader, or session helper, has led us, nurtured our development, and taught us team building skills. Since we come from different cities, states, and countries with diverse backgrounds and cultures, acceptance of diversity, open communication, and conflict management are elements of build a cohesive table family.

The Institutes in which I was a helper, I played several roles – member of the Conscious Discipline® staff family, support team member, a table leader, and a breakout group leader.  The teams discover each other (share personal information, goals, et al), develop team norms, identify the roles and responsibilities of the members (i.e.: table jobs), and perform as one to support each other’s learning and growth as an individual, family member, and educator.  As we become a team/family, professional connections and friendships are developed, which makes saying good-bye and going our separate ways difficult. 

Because of technology (Facebook, email, text messages, and cell phones), I maintain a connection with most of my table family members from 2014, 2015, 2016, 2017, and 2018 not to mention my fellow Conscious Discipline associates, trainers, and helpers.

DJ Batiste and Dr. Becky Bailey - 2018

I have been pursuing my master’s in early childhood through Walden University since the Spring of 2018.  Even though my course changes every eight weeks, my colleagues remain the same.  Because of this, I feel that I have built a connection with them.  Whenever a course begins, I look forward to the initial postings in the Class Café and the instructor’s posting of group assignments.  I tend to search for those familiar names.  I feel that we learn so much from each other during our discussion and blog posts.  The feedback that I receive assists me in understanding the course work while expanding my knowledge and development.

Saying good-bye and adjourning at the end of a project, activity, or adventure   is an essential phase of true team development.  Adjourning provides closure.  In other words, it closes one door while opening another.

References:

Abudi, G. (2010).  The five stages of team development: a case study.  Retrieved June 12, 2019 from https://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.php.

Conscious Discipline. (n.d.) Retrieved June 15, 2019 from https://consciousdiscipline.com/

Conflict Resolution

Conflict Resolution

Our text defines conflict as being “a negative interaction between two or more interdependent people, rooted in some actual or perceived disagreement” (O’Hair, Wiemann, Mullin, & Teven, 2015, p. 214).  I typically avoid conflict.  I am not sure if it based on my personality of being a people-pleaser or the fact that having someone upset or disappointed distresses me.  At work, our department has discussions on varying topics; however, I can identify a time that a conflict or problem surfaced between myself and a colleague or supervisor that caused a rift or tension.  We act professionally and tend assess conflict, situations, and problems and problem-solve as a team.  At home, my husband and I do not typically fight or argue. 

In the course of 26 years of marriage, if a conflict emerges, I have learned to give my husband time to process his thoughts, feelings, and emotions before attempting to initiate a conflict resolution process.  Time and space provide my husband the opportunity for tension reduction before re-establishing communication, or therapeutic rapport (CPI, 2018, p. 33).  When associating the 3 R’s : Respect, Response, and Relationship (Cheshire, 2007) with a conflict with my husband, they can be broken down as this: I respectfully treat my husband as a grown adult and loved one by honoring his time to process; I watch his body language, and when he is ready, we will discuss the problem and explore solutions; and throughout it all, we maintain our relationship as husband and wife and as friends.

This past week, I had a meeting with an elementary principal and special education director.  They were requesting assistance and guidance in developing a new self-contained early childhood classroom to serve any child between the ages of 3 – 5 years.  The principal was feeling overwhelmed with number of young children that were recently assessed and identified as qualifying for special education services.  Because of the increased number of behavior challenges and office referrals, this year’s school year was intimidating and overwhelming for the new principal.  The principal was proposing to place any student that qualified for special education services in a self-contained special education classroom.  

When reminded that least restrictive environment (LRE) is part of the Individuals with Disabilities Education Act (IDEA), the principal became agitated and verbally defensive.  I allowed her to verbally vent and release her frustrations about having a high number of children with behavioral issues and special education identifications.  She believed that the children would be best served in a self-contained classroom with a special education teacher.  The population she was referencing included students that had been identified as having speech and language deficiencies and disorders.

According to Section 300.114 LRE requirements, “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled; and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (IDEA, n.d.). 

The principal needed change and I wanted to advocate for the students with disabilities.  So, as I empathetically listened to the principal, I mentally processed the steps towards conflict resolution.  I have a printed conflict resolution mini poster that I received many years ago in my binder.  The mini poster is similar to the conflict poster located on the Conflict Resolution Network web page.  I documented the principal’s and director’s needs and anxieties while empathetically listening, asking probing questions, maintaining eye contact, and nodding my head to acknowledge that I was listening and hearing their concerns. We explored the opportunities for positive and negative outcomes for the development of a self-contained classroom.

I tend to think outside the box when problem solving.  As I was assessing the situation, the needs, and desires of all involved – the school, principal, special education director, and children, I retrieved the Preschool Least Restrictive Environment document.  This document was designed by the Texas Education Agency and the Progress in General Curriculum State Network.  I proposed developing an inclusive early childhood classroom to serve children ages three and four.  The document states that 3- and 4-year-old students that are prekindergarten eligible and/or PPCD (preschool program for children with disabilities) eligible can be served in one classroom by a teacher who is dually certified as a general educator and special educator (TEA & ESC 20, 2014, p. 5).  The school district must maintain a ration of less than 50% of children with special needs to meet the definition of a least restrictive environment (LRE) (TEA & ESC 20, 2014, p. 5).  This may not be a new concept for most; it is for this district.

Being able to maintain the 3 R’s of respect, response, and relationship and follow the steps of conflict resolution, a solution was identified.  The principal and special education director are planning to meet with the school district’s superintendent to propose the development of an inclusive prekindergarten classroom to meet the needs of all students.

Resources:

Cheshire, N. (2007). The 3 R’s: Gateway to Infant and Toddler Learning. Dimensions of Early Childhood, 35(3), 36–38. Retrieved June 5, 2019 from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eue&AN=27972629&site=eds-live&scope=site.

Crisis Prevention Institute (CPI). (2018). Nonviolent Crisis Intervention® Foundation Course: Instructor guide.  Milwaukee, WI: Crisis Prevention Institute.

IDEA. (n.d.) Sec. 300.114 LRE requirements. Retrieved June 8, 2019 from https://sites.ed.gov/idea/regs/b/b/300.114.

O’Hair, D., Wiemann, M., Mullin, D.I., & Teven, J. (2015). Real Communication. Boston, MA: Bedford/St. Martin’s.

Texas Education Agency (TEA) & Education Service Center 20 (ESC 20).  (2014). PLRE: Preschool Least Restrictive Environments/Settings Document.  Retrieved June 8, 2019 from https://www.esc20.net/upload/page/0447/docs/2014PLRE.pdf

My Communication Skills

These are my results from my self-assessments:

Public Speaking Anxiety
Moderate	My score indicated that I feel somewhat concerned about a number of communication contexts, but probably not all.  This is “situational” anxiety.

Verbal Aggressiveness
Moderate	My score indicated that I maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of apposition rather than the person holding that position.

Listening Style Profile
People-oriented	My score indicated that I am empathetic and concerned with the emotions of others.  This listening style helps me to build relationships, but it can interfere with proper judgment because I tend to be very trusting of others.

I have discovered that my self-concept has morphed over the years as I have aged, gained knowledge and experience, and interacted with others socially and professionally.  What do I mean by this?  Think about the definition for self-concept: “one’s awareness and understanding of who one is, as interpreted and influenced by one’s thoughts, actions, abilities, values, goals, and ideals” (O’Hair et al, 2015, p. 47).  If I had taken these self-assessments ten years ago when I was a teacher, my scores would have been a lot different.  

My public speaking anxiety would have been high, and my verbal aggressiveness would have been low to none.  Now that I have acquired more knowledge in early childhood special education and improved my communication and presentation skills as an early childhood special education specialist, I am more comfortable interacting and communicating with other educators and professionals.  I have discovered that I am more comfortable presenting to groups of early childhood educators than I am to a room full of administrators.  This is where I become more anxious and self-conscious about my abilities, knowledge, and competence.  I am aware of my level of anxiety even though others claim that they are not cognizant of my anxiety since I appear calm and at ease.

In our text, we learned that our self-concept shapes our communication with others (O’Hair et al, 2015, p. 47).  I find this true with my listening style.  I tend to be empathetic towards others.  Listening is my preferred style of communication.  Carrying on a casual conversation is not a strength of mine.  I prefer to listen, ask probing questions, and allow the other person, or persons, speak.  The listening style assessment profiled me as being an empathetic listener, in which I agree.  It, also, stated that my listening style may interfere with my judgement and that I tend to be very trusting of others.  This I disagree and so do my peers.  As an empathetic listener, I am curious about others and want to learn from them and about them. 

Reference:

O’Hair, D., Wiemann, M., Mullin, D.I., & Teven, J. (2015). Real communication. Boston, MA: Bedford/St. Martin’s.

Differentiating Communication 

It is known that culture is bases on the characteristics of a group of people that share race, language, religion, music, arts, foods, et al.  I am a member of multiple cultures and have an assortment of social identities.  One culture that I associate with and am a member of is the teacher and school culture.  School cultures are unique and distinctive, in which they are created and re-created by people considered members of a context; i.e., teachers, students, parents, and communities (Hongboontri & Keawkhong, 2014, p. 66). 

Source: http://drchristinamirtes.weebly.com/ece-610-family-school-community-partnerships.html

As an early childhood special education specialist, I find myself interacting and communicating with the members of this culture is different manners and languages.  When interacting coaching, and training administrators and specialized staff, I tend to use more formal and technical language.  During coaching sessions and trainings with early childhood teachers and paraprofessionals, the language is a mixture of formal and informal with a twist of casual discussions added throughout the six-hour trainings.  When in early childhood classrooms and interacting with children between the ages of 4, 5, and 6, my language and mannerisms are more interactive, playful, and diverse depending on the students’ ages, abilities, disabilities, and the classroom activity.

Growing up, I was taught the Golden Rule of “do unto others as you would have others do unto you,” which I follow on a regular basis.  I want others to treat me with respect, honor my differences, and speak to me with kindness and honesty.  Whether I am interacting with a family member, friend, colleague, administrator, educator, child, parent, or strange, I intentionally and respectfully speak with them as I assess their language, cultural expectations, and diverse needs.  Once I understand who they are and how they wish to be treated, I modify and tweak my mannerisms and language to maintain a respectful, culturally responsive relationship with them.  This behavior, in many ways, is associated with the Platinum Rule of “do to others as they themselves would like to be treated” (Beebe et al, 2011, p. 114).

Remembering that school culture is a compilation of “traditions and rituals that have been built up over time as teachers, students, parents, and administrators work together and deal with crises and accomplishments” (Deal & Peterson, 1999, p. 4), it is important to vary one’s mannerisms, language, and communicative behavior based on the culture, diversity, social and professional role, and, possibly, the personality of the other person or persons.  Each member of the school culture is, also, a member of another culture.  Being aware of our personal culture background and consciously cognizant of another's culture background will promote and nurture resilient inter-cultural communication, which is part of our daily lives in early childhood education (Vuckovic, 2008).

Intercultural Communication Poster

Source: http://interculturalcommunicationkit.weebly.com/poster.html 

  

References:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Deal, T.E. & Peterson, K.D. (1999). Shaping school culture: The heart of leadership.  San Francisco, CA: Jossey-Bass.

Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. doi:10.14221/ajte.2014v39n5.7.

Vuckovic, A. (2008). Inter‐cultural communication: A foundation of communicative action. Multicultural Education & Technology Journal, 2(1), 47-59. doi:10.1108/17504970810867151