Inclusion is important for all children. It helps everyone feel like they belong. When children learn together, they grow in many ways. Inclusion teaches kindness and respect.

In an inclusive preschool, children with and without disabilities learn side by side. Children with an Individualized Education Program (IEP) work on the same lessons as their classmates. High expectations in the classroom help all children:

• Do their best
• Feel confident
• Become independent

Regardless of their abilities, children learn from one another. In an inclusive classroom, all children get a chance to:

• Make friends
• Learn social skills
• Understand that everyone has different strengths and needs

When children feel included, they play and talk more with classmates. They learn that even though we may be different from our classmates, we can still have fun and learn together. Inclusion helps everyone! Inclusive settings are created to support each child based on their:

• Strengths
• Abilities
• Needs

An inclusive preschool makes sure every child feels welcome and supported. With inclusion, everyone benefits!

Link to:

Why Inclusion Matters Module

Resources:

The Power of Inclusion is a three-minute video that offers an example of inclusion in action so families can see what it looks like.

Next Topic: Inclusion is a Right!

Hello,

I am so happy you are visiting the Early Childhood Insights blog! I’d like to tell you a bit about myself—I’m a mother to two grown boys and a grandma. I have taught second grade and worked as a special education advocate helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I now know that I could have done more to help him earlier if I had known more. My passion is introducing families to topics early on and prompting them to ask questions to those working with their child. I encourage and support them to become informed parents. Information is power, and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers, Project Manager, Early Childhood Center IIDC, Mother, Special Education Advocate

mlbeers@iu.edu

An inclusive preschool is a place where children with and without disabilities learn and grow together.

Inclusion means that every student:

• feels welcome
• feels like they belong
• can take part in class
• can reach their full potential

In an inclusive classroom, children with and without disabilities learn together. It’s not just the children with disabilities that benefit; every child has strengths and needs. In an inclusive setting, all children learn side by side in a friendly, supportive classroom. Some disabilities are easy to see, and some are not. Studies show that all children benefit when they learn together.

In an inclusive setting, children learn important skills like:

• Teamwork: Working well with others.
• Communication: Sharing ideas and listening to friends.
• Flexibility: Adjusting when things change.
• Self-confidence: Believing in themselves.

When you think about an inclusive setting for your child, consider these things:

Physical Setting

• Can your child move around easily in the classroom?
• Is the classroom set up in a way that helps your child feel comfortable and pay attention?
• Is there a quiet place where your child can calm down if needed?

Social Connections

• How will your child communicate with the teacher and other children?
• Does your child need special tools (like a communication board or extra time) to help with talking and listening?
• Does your child need help making friends or understanding feelings?

Daily Routines

• Is the daily schedule arranged so that all children can succeed?
• Are there breaks for movement and time to switch between activities easily?

What else might your child need for a positive preschool experience? Your ideas are important to help make sure your child feels included and supported at school!

Link to: What is Inclusion? Module

Resources

What is Inclusion? A one-page visual shows what inclusion is and isn’t.

Inclusion – A Family Checklist

Ruby’s Story is a 12-minute video about inclusion from a family perspective

Next Topic: Why Inclusion Matters

Hello,

I am so happy you are visiting the Early Childhood Insights blog! I want to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more. My passion is introducing families to topics early on and prompting them to ask questions to those working with their child. I encourage and support them to become informed parents. Information is power, and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers, Project Manager, Early Childhood Center IIDC, Mother, Special Education Advocate

mlbeers@iu.edu

What does the lifespan approach mean?

How do we plan for it?

The lifespan approach examines how people grow, change, and adapt throughout their lives. Children are introduced to new experiences and learn to interact with others as they grow and develop. Our goal is to prepare them for the next stages of life and help them reach their full potential.

To do this, we need to connect our future dreams and expectations for our children with the choices we make for them today. As we make these decisions, we must consider our child’s strengths and needs. These decisions will help us prepare our child for what will come next and their future.

Your hopes and dreams for your child can shape a clear vision of their future. As you make plans and decisions for your child, consider using the Charting the Life Course tool. It provides a person-centered resource that helps parents organize their thoughts based on their values. It includes open-ended questions and charts designed to help you communicate your vision of your child’s future. These tools can help you maintain high expectations as your child grows and develops.

Take a moment to think about a decision you are facing regarding your child. What choice will guide your child in the right direction?

Resources:

Life Span Approach

Life Trajectory Tool and other family resources from the LifeCourse Nexus. This tool will help families to consider future goals and past life experiences when making decisions.

Next Topic: What is Inclusion?

Hello,

I am so happy you are visiting the Early Childhood Insights blog! I want to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey

of special education with my son. I could have done more to help him earlier if I had known more. My passion is introducing families to topics early on and prompting them to ask questions to those working with their children. I encourage and support them to become informed parents. Information is power, and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers mlbeers@iu.edu Project Manager, Early Childhood Center IIDC Mother, Special Education Advocate

IEP goals describe what a student will learn or focus on.

 IEP goals set the bar for measuring the student’s progress with the provided services and support.

We have discussed having high expectations for your child and the importance of communicating those expectations. Now, it is time to write goals that will help your child reach those expectations.

• You will not have to do this alone.
• This is a team effort; you will work with school personnel to develop the goals based on your child’s strengths and needs.
• IEP goals should build on the child’s strengths and address the skills that need support.
• The team will discuss the specially designed instruction and related services needed to support your child.
• Specially designed instruction and services are based on your child’s present levels of performance (PLOP).
• Your child’s present levels of performance are determined by the educational evaluation your child has recently completed.

Writing a goal is a step-by-step process with a clear outcome. The outcome keeps your child working toward your high expectations. Your child’s goals should not be general; they should be written as SMART goals. A SMART goal helps guide the goal-setting process.

To write SMART goals, each goal should be:

• S= Specific (Be specific about what you want your child to accomplish)
• M= Measurable (How will you know you met your goal? – helps you track progress)
• A= Attainable  (Is it realistic for your child to reach the goal? Is it challenging your child but still achievable?)
• R= Relevant (Does the goal benefit your child? Does it align with your high expectations?)
• T= Timely (Give your goal a deadline.)

By including these criteria in the goals, we can focus on the efforts and increase the chances of achieving the goals.

Example of a social-emotional SMART goal:

Student will ask for help from peers rather than the teacher in the classroom 50% of the time for the next 6 months.

This goal encourages social connections when the child is older, which will contribute to meaningful relationships and employment in the future.

Example of an academic SMART goal:

By the end of the IEP period, the student will form upper and lower case letters with improved accuracy and legibility in 80% of written assignments.

Attainable: Is this goal realistic for your child at this time?

Relevant: Is it important for your child to accurately and legibly print?

Resources:

IEPs: Setting IEP goals – Understood

How to tell if your child’s IEP goals are SMART – Understood

Next Topic: High Expectations for the Life Span

Hello,

I am so happy you are visiting the Early Childhood Insights blog! I want to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate, helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more. My passion is introducing families to topics early on and prompting them to ask questions to those working with their children. I encourage and support them to become informed parents. Information is power, and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers
mlbeers@iu.edu
Project Manager, Early Childhood Center IIDC
Mother, Special Education Advocate

A goal is a target that someone is trying to reach or achieve.
Objectives are small, measurable steps to get to the goal.

The Individual Family Service Plan (IFSP) and Individualized Education Plan (IEP) documents contain goals your child will work on to improve their skills and functionality.

Goals in the following areas can be written to meet your child’s needs.

Academic
Audiology Services
Behavior
Interpreter for hearing impaired
Orientation and Mobility Services
Physical Therapy
Services on Braille
Social-Emotional
Occupational Therapy
Transportation

Consider setting goals as creating a plan for your child to keep them moving in the right direction.

The IFSP and IEP will contain information about the child’s developmental (IFSP) or educational (IEP) level of functioning. It will tell you what your child can do; it provides a baseline or starting point. This helps you keep track of your child’s progress. The information helps the team set appropriate goals for the child. Families should share the skills they are working on and their high expectations for their child. The IFSP and your IEP goals for your child should reflect the family’s goals and expectations. The family goals and expectations should carry over as your child moves from an IFSP to an IEP.

While setting goals for your child, keep them in mind.

• This is a team effort, and you should be part of the discussion.
• The goals must be meaningful to your child’s growth and development.
  • What does this goal help my child achieve?
  • Does this goal support the high expectations I have for my child?
  • Will this goal lead to another important goal for my child?

It is essential to think about the goals set for your child as building blocks. Will these building blocks move your child in the right direction? Do the goals in the document support your long-term goals and high expectations?

Objectives are the smaller, more manageable steps that help the child reach the goal. They help break down the goal into building blocks and provide a timeline to achieve the goal. Your child will work with a provider or therapist on the objectives, and you will be notified of your child’s progress.

Resources:
U.S. Department of Education Office of Special Education and Rehabilitative Services, A Guide to the Individualized Education Program July 2000.

Next Topic: Writing Smart Goals

Hello, I am so happy you are visiting the Early Childhood Insights blog! I would like to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate, helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more. My passion is to introduce families to topics early on and prompt them to ask questions to those working with their child. I encourage and support them to be an informed parent. Information is power and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers

mlbeers@iu.edu
Project Manager, Early Childhood Center, IIDC
Mother, Special Education Advocate

The Individual Family Service Plan and Individual Education Plan document the supports and services provided for children with delays or disabilities.

Overview of the IFSP – Individual Family Service Plan
• Early Intervention
• Infancy to 2 years old
• Child’s present level of development in all areas
• Outcomes for the child and family concerns
• Provides services for the child and family to help them achieve their outcomes

Overview of the IEP – Individualized Education Plan
• Special Education
• Ages 3 to 21 years old
• Child’s present levels of educational performance
• Family’s concerns for the child’s education
• Focuses on the child’s educational needs through special education and related services

Family Role
Families are an important part of the IFSP and IEP team. Families are equal partners of the team that help make decisions about their child’s support services and placement. You play an important role as your child’s IFSP or IEP is being written or reviewed. During the meeting, you can ask questions, provide input, and advocate for your child’s needs. You know what is important to your child and you are your child’s best advocate!

Important information to share with the team:
• What is the best way to engage your child?
• What triggers your child?
• What does your child enjoy?
• What skills are you currently working on at home?
• What are your high expectations and long-term goals?

Preparing for the Meeting
While preparing for the meeting, think about your hopes and dreams for your child. What are your high expectations for your child?

You will want to share this information with the team. Write down a high expectation you have for your child, then list four or five things you want to share about your child. The All About My Child document can help you organize your thoughts. Include things that you know are important for your child to learn now. Include the skills you are working on at home. When your child practices the same skills at school and home, they understand that these skills matter, boosting their confidence. Celebrating each new skill learned helps reinforce these high expectations. Your child will continue building on the skills they have already learned. Think of each new skill as a building block, each one getting your child closer to the high expectations.

Writing down any questions you have for the team is also helpful. This keeps you focused and reminds you to ask what you need. Speaking up is not always easy, but asking questions can help you understand more and benefit your child. Bringing someone who knows your child to the meeting, like a friend or relative, can also help you feel supported. Sharing information about your child and asking questions shows your interest in your child’s education. It also shows that you will have an active role and are open and willing to communicate with the team.

Link to: High Expectations Advocacy Module

Resources

Advocacy Resource List  is a list of free, confidential organizations in Indiana that provide resources and assistance to families.

Sharing Your Goals and Expectations for Your Child is a step-by-step guide to help families prepare for meetings by organizing their thoughts and thinking about the next steps.

What is an IEP? introduces what an IEP is and other special education terms.

All About My Child from the National Center for Pyramid Model Innovations. This document is
designed to be used to share information about your child. Families can complete this document
and give it to professionals to jumpstart expectations conversations.

5 Reasons Parents Play a Key Role in the IEP Process by: Kristin Stanberry Understood.

Next Topic: Setting goals that lead to your High Expectations

Hello,

I am so happy you are visiting the Early Childhood Insights blog! I want to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more. My passion is introducing families to topics early on and prompting them to ask questions to those working with their children. I encourage and support them to become informed parents. Information is power, and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers
mlbeers@iu.edu
Project Manager, Early Childhood Center IIDC
Mother, Special Education Advocate

Communication

A successful sharing of ideas and feelings

The exchange of information

Preparing to share your High Expectations    

We all want our children to succeed, so we should be involved in their education. You may feel unsure about meeting with teachers and the IFSP/IEP teams. But being prepared and knowing what you want to share and the questions you want to ask will help. Keep in mind that you will hear information about your child, so be ready to listen, take notes, and ask questions.

As a parent, you are part of the team. You know your child better than anyone else. You are their voice in early childhood and education. It is important to share information about your child and your expectations. This helps everyone stay on the same page and work towards the same goals.

Additional Resources

Sharing Your Goals and Expectations for Your Child is a step-by-step guide to help families prepare for meetings by organizing their thoughts and thinking about the next steps.

All About My Child from the National Center for Pyramid Model Innovations. This document is designed to be used to share information about your child. Families can complete this document and give it to professionals to jumpstart expectations conversations.

Communicating your Expectations to the IFSP/IEP Team

It is important to have open communication about your expectations with the professionals who work closely with your child. This communication will make sure that they understand your child’s individual needs and your expectations. When we keep high expectations and long-term goals in mind, we are more likely to continue working to accomplish them.

Your expectations will guide your decisions about your child’s services and education. Remember, you are building a foundation for your child to achieve their long-term expectations. Think of the goals and services as the building blocks of your child’s future.

As you review your child’s IFSP/IEP goals, ask yourself:

1. Do the goals that are being set for my child build on current goals?
2. Do I understand the purpose of each goal and how it is helping my child?
3. What else could help my child?
4. Are the goals being set for my child, bringing him/her closer to the long-term goal?

If the answers to the questions above are unclear, it is important to ask the team to explain. Your input is valuable, so share your thoughts on what you believe would help your child. Research shows that when you and your practitioner work together, you will be able to support your child in new ways. This will lead to improved learning outcomes for your child and an increase in your confidence and ability to help your child develop and grow.  (Pacer Center, 2018)

Link to: Family Perspectives on High Expectations Module

Additional Resources

Parent Voices: Why High Expectations Matter features family members discussing the importance of education and how they support their students in school.

Supporting Parent Participation in the IFSP or IEP Process from the PACER’s National Parent Center. The importance of active family participation in the meetings. And the effects it is likely to have on your child’s progress.

Next Topic: High Expectations reflected in your child’s IFSP/IEP

Hello, I am so happy you are visiting the Early Childhood Insights blog! I would like to tell you a bit about me – I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate helping families. I enjoy helping families navigate their children’s educational journey. I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more. My passion is to introduce families to topics early on and prompt them to ask questions to those working with their child. I encourage and support them to be an informed parent. Information is power and you are your child’s best advocate. Please feel free to ask me any questions you may have.

Marcie Beers

mlbeers@iu.edu

Project Manager, Early Childhood Center IIDC

Mother, Special Education Advocate

Believing that someone will perform well or achieve their goals.

The belief that children will achieve their full potential.

What are high expectations?

High expectations are the strong belief that something good will happen. These expectations come from the hopes and dreams we have for our children. Our high expectations shape our reality and affect the people around us. Whether people do well or not can depend on what we expect from them.

Additional Resources

What Are High Expectations Module

The Importance of High Expectations for Families Webinar is an hour-long video. The speaker is Dr. Katie Herron, Director of the Early Childhood Center.

Why should I have high expectations for my child?                                             

Setting high expectations for your child is very important. The high expectations let your child and those working with your child know that you believe your child will achieve their fullest potential.

Expectations communicate to our children that what they do is important to us. What they do matters—a lot! Having high expectations for your child motivates and encourages them by providing direction. Simple expectations can be things like “Pick up your toys after you are done playing” and “Saying please and thank you.” These are basic expectations for young children that will continue to grow with the child.

Additional Resources

How do High Expectations Impact Child Outcomes Module

High Expectations: A Most Valuable Tool from the PACER’s National Parent Center. This article explains the importance of high expectations for your child.

How do I set realistic high expectations for my child?                                              

We need to meet our children where they are at when setting expectations. You should think about your child’s age and what they are currently able to do. These expectations should be achievable so children can succeed and feel good about themselves. High expectations must be realistic so the child experiences success and builds confidence. Remember that every child is different and has their own strengths, interests, and energy levels. You might need to change your expectations as you see your child working towards it. That is fine, we just want to keep them moving in the direction that leads to the high expectations.

Start with small, short-term expectations, they can reach, and then build to the next expectation. As children achieve the expectation, it needs to be celebrated. There are many fun ways to celebrate the achievement, based on what the child likes. This keeps the child focused and working toward the high expectations.

Where do high expectations come from? 

As parents, we want our child to have friends, do well in school, be happy, and be part of the community. It is good for families to have hopes and dreams for their child because these lead to high expectations. What high expectations did your family have for you when you were growing up? Where did those expectations come from? Every family has different priorities that matter to them. What is important to your family? Some examples of high expectations are going to college, getting a driver’s license, and having a job. The expectations your parents had for you will often help shape the high expectations you set for your own children.

Additional Resources

Being Intentional about Hopes and Dreams 

One of the foundation principles of Charting the Life Course (CtLC) is vision. In this video, Sheli Reynolds, PhD discusses how the CtLC concept of vision, brings back the hopes and dreams for families.

Helping Kids Find Direction

This article shares three simple steps to help young people learn how to reach their goals: Dream, Discover, and Do. There is a preview of the book “Dream”– it is beautifully illustrated and walks the child through stages of life discussing hopes and dreams.

Communicating Your High Expectations                                                                        

Talk to your child about what you expect from them using clear words. Think about your child’s age and personality when setting expectations. Understanding your child’s strengths and limits is necessary in setting expectations. Younger children will need simpler, more concrete expectations. Being consistent with your expectations will help keep everyone on track.

It is important to share your high expectations with the people that interact with your child. Discussing your high expectations with teachers, providers, and family members will keep everyone working toward the same goals. When everyone works together, it makes your child feel safe, valued, cared for, and noticed.

Additional Resources

Family Perspectives on High Expectations Modules

All About My Child

This document will help you share information about your child. Families complete this document and give it to professionals to jumpstart conversations about expectations.

Sources:

The importance of high expectations for families of children with disabilities, Down Syndrome Indiana, Dr. Katie Herron, Early Childhood Center, IIDC Indiana University

WOW Parenting, Setting Realistic Expectations, Narendra Goidani, Sept 19, 2019

How Great Principals Drive High Expectations|New Leaders Blog

Psychology Today Parent Expectations: The helpful and the harmful, David Braucher, Ph.D. April 8, 2020

Next Topic: Sharing Your Expectations with the IFSP and IEP Team

Hello,

I am so happy you have chosen to visit the Early Childhood Insights blog! I would like to introduce myself, I am a mother to two grown boys and a grama. I have worked in the classroom and as a special education advocate assisting families. I enjoy helping families navigate their children’s educational journey.   I have personally experienced the journey of special education with my son. I could have done more to help him earlier if I had known more.  My passion is to introduce families to topics early on, prompt them to ask questions to those working with their child and be an informed parent. Information is power and you are your child’s best advocate. You can also reach out to me with any questions you may have.

Marcie Beers

mlbeers@iu.edu 

Project Manager, Early Childhood Center IIDC

Mother, Special Education Advocate