This course meets the needs for early childhood and school-age practitioners by promoting confidence and providing resources to those caring for ALL children.

The Wisconsin Registry is a professional development agency that follows the pulse of the early childhood and school-age workforce. For several years practitioners have asked for more training and information in order to more effectively provide services to ALL children.

A workshop can be helpful; however, practitioners wanted more comprehensive training opportunities to provide the skills and confidence to support children and their families in an inclusive environment.

The Registry and others saw inclusion as a critical area for professional development. Initially, Leigh Ann Kramer, PhD, trained credential instructors so that they could infuse information into all of the credential courses. This proved to be ineffective as the materials were not consistently incorporated into all of the existing professional credentials.

Early in 2007, Leigh Ann Kramer, Ann Farah and Jane Robinson met to draft an overview and develop a framework for this important credential. Ann Mickelson and Lori Rooker joined the curriculum development committee.

Those who will benefit from this training include preschool teachers, teacher’s assistants, program directors and administrators from full day and half day early care and education programs including: child care centers, family child care homes, Head Start, Pre-Kindergarten, early intervention programs and preschool or nursery schools.

The four courses of this innovative credential are as follows:

Course One. Children with Differing Abilities

Before we can be responsive to the needs of children based on cultural or developmental differences, we must examine our own histories, experiences, attitudes and beliefs. American society changes rapidly. Viewpoints, opportunities, and even the language we use follows trends that shape how we respond to everyone around us. In order to be aware of others, we must begin with awareness of ourselves.

This course is within the Wisconsin Technical College System Statewide Curriculum for an Associate Degree in Early Childhood.

Course Two. Behavior and Emotional Challenges

This course helps promote children’s success by building relationships and creating supportive environments. You will learn how to build rapport with children and their families and how to demonstrate positive social-emotional teaching strategies including individualized intensive interventions and behavior. Specific discipline and guidance strategies will be described and individualized intensive interventions for developing behavior support plans, as they relate to specific diagnosis, related to challenging behaviors. The class will focus on the need for positive, consistent team approaches to including children with challenging behaviors in typical community settings.

Rob Corso granted permission to use his materials from The Center on Social and Emotional Foundations for Early Learning as a framework for this course.

Course Three. Special Health Care Needs

Explore frequently encountered specialized health care needs of individuals with disabilities. You will explore a team approach in looking at health promotion in children and adults with special health care needs. You will examine the care of individuals with altered body systems function including sensory, gastrointestinal, bowel and bladder elimination, respiratory, skin/immune, and endocrine related states. Recognizing the family as expert on their own child/family member including understanding emergency management for various health conditions, Community resources and support systems will also be covered.

Course Four. Capstone: Families and Team Centered Practice

A practitioner’s theory and philosophy toward the inclusion process is critical for success. This capstone course is designed to enhance the student’s understanding of family systems theory and family-centered practice. The impact of disability on family systems will be analyzed. Historical and current roles/views of families and parents in society with regards to disability (eugenics to present) will be discussed. Students will also have the opportunity to participate with a child and a family in daily routines and community settings, (i.e. church, childcare, grocery store, library, pool, medical settings, etc.). These examples will inform the student as they develop their theory and philosophy of inclusion.

The materials for the Capstone course have been adapted from The Waisman Center and documents prepared by Linda Tuchman.

Additional Information:

For Students

1. Portfolio Preparation Guide
   Each student will complete a portfolio which is presented at the commission. The Portfolio Preparation Guide provides information to complete the final portfolio. The student will receive support from their instructor during the Capstone course. (Click to download The Inclusion Portfolio Preparation Guide)
2. Portfolio Assessment Form
   The commissioner will use this form to assess each portfolio and assure that it meets the requirements for completion of the credential. (Click to download the Inclusion Portfolio Assessment Form)
3. Student Request for a Commission
   Each student will complete and submit this form to The Registry prior to the Commission. This form includes detailed instructions. (Click to download the Student Request for a Commission)
4. Location of Credential Courses
    Select Search for Training then choose Credentials for currently scheduled course information.
5. Link to The Training Network (T-Net)
   This site provides a list of available coursework, training, and workshops, trained instructors and campus contact information.
   
   It is mandatory for instructors to participate in a Registry Credential Training before teaching this coursework (Click to search T-Net and a list of approved instructors and campuses)

For Instructors

1. Curriculum and Instructor Guide
   The Registry requires instructors to attend a Credential Training in order to receive the curriculum
2. Instructor Request for a Commission
   Each Inclusion Capstone instructor may request a commission for his or her class. Instructors may want to schedule this during the last class meeting or on another date. (Click to download the Instructor Request for a Commission)
3. Instructor Training
   The Registry offers training each year. The training usually occurs in January. Other trainings are scheduled as needed or requested. (Go to T-Net for details on the credential instructor training)
4. Posting Courses on T-Net
   Each instructor should be sure that his/her courses are posted on T-Net. Students use this valuable search tool to locate courses they need to meet professional development goals (Click here for additional inforamtion about how to register and post your training on The Wisconsin Training Network)