By Ellen Barnes, Director

A mother whose active son presents behavioral challenges, said with a catch in her voice, “After having doors slammed in our face so many times, I can’t tell you how much it means to find an open door and then the faces are smiling as you walk in.” A welcoming attitude and the needed support for successful participation are behind this open door. For more than five years Jowonio School, an approved 4410 special education program, in Syracuse, N.Y. has collaborated with two neighborhood nursery schools to provide a Special Class Integrated Setting (SCIS). Five mornings a week students with significant disabilities (including autism and cerebral palsy) go to preschool with their non-disabled friends; some are dropped off in classrooms by parents, while others are greeted by staff members after a ride on a van.

These two nursery schools, Bernice M. Wright and Bellevue Heights, have long histories and unique staffing, classroom layouts and student populations; they share a strong commitment to inclusion and developmentally appropriate and reflective practice. For over 35 years, Jowonio, chartered as a not-for-profit school, has welcomed students of all needs and abilities. An annual waiting list led the Jowonio Board and staff to expand; through collaborating with these nursery schools, Jowonio could serve an additional 15 students with significant special needs. Committees on Preschool Special Education determine that each 3 and 4 year old student requires a full range of services (i.e. a Special Class Integrated Setting), and these services – special education teacher and related services such as speech/language, occupational therapy, and physical therapy – are delivered at the nursery school. At Bernice Wright, Jowonio has also provided center-based Early Intervention to identified two year olds in the toddler class. The Jowonio affiliated children are “dually enrolled” and are counted in the staff-child ratio. With a teacher, aide and therapists from Jowonio for six identified students, the nursery schools benefit from having additional staff and their expertise. A formalized contract between the nursery schools and Jowonio spells out the responsibilities of both parties related to enrollment, finances, staff, calendars, space and administrative supports.

Central to the success of these collaborations are the elements of shared vision, staff interaction, and curriculum planning for all children.

Shared Vision/Shared Culture

For two staffs to work well together, there must be a common vision which evolves as they spend time talking about their expectations and the human and logistical issues that impact daily life in a school. Issues such as the use of space, toilet training, challenging behaviors, and building accessibility have to be addressed. It can feel like quite an intrusion to have a full complement of special education teachers and therapists in the nursery school suggesting schedule changes or adaptations to their curriculum. Strong leadership, modeling what inclusion should look like, was important in the early years of the collaborations; and when there was change in this leadership, there was a sense of loss and concern about the ability of the new and remaining staff members to carry on the mission. The visioning discussions need to be on-going! The staff meet together weekly with administrative personnel who coordinate many of the details, but more importantly support a problem-solving process to address continuing concerns. The depth of commitment to this collaborative effort is evident in the nursery school brochure: “Bernice M. Wright embraces inclusion, celebrating cultural and developmental diversity and recognizing the similarities and differences that make the world an exciting place.”

“I have found the collaboration…to be one of the most rewarding experiences I have had as an early childhood professional. To experience the benefits first hand is a beautiful thing. The combined staff brings such a wealth of knowledge and experience to the classroom. We are daily learning from one another, sharing with one another, and complimenting each other. …We have worked to find a balance in relation to our philosophies that will best serve all of the children.”
----Director, Bernice M. Wright Nursery

The beliefs that inform Jowonio, Bernice Wright, and Bellevue Heights Nursery Schools include:
• All children are welcomed into the classroom, where their uniqueness is valued and celebrated;
• Children learn through warm and nurturing relationships with adults and peers;
• The optimal early childhood setting is one where opportunities abound for child-initiated exploration of a rich environment and the construction of one’s own understanding;
• Adults should adapt the environment and instruction to meet children where they are, rather than expecting children to be “ready” for a predetermined curriculum; and
• A positive partnership among teachers and with parents best supports children’s learning.

Staff Interaction

In a collaboration, time and attention must be given to problem solving and working effectively with others. Jowonio selects teachers and therapists who have an understanding of inclusion, are a match with the culture of the nursery school, and have a good work ethic and adult skills. As guests in someone else’s classrooms, the special education team must be respectful of the school’s values, history and personalities. In addition to modeling adaptations to include the children with special needs, the team needs to be able to talk about what they are doing and why. The goal is “role release” where the specialists are teaching other adults their skills as well as participating in the classroom planning and practice. The setting requires “push-in” rather than “pull-out” therapy, and therapy sessions often include typical peers. A Jowonio language therapist might run a group for the classroom, and the nursery staff will support a child with autism in an art activity. The goal is a seamless working relationship between the staff members.

“Over the course of the collaboration, we have evolved and learned how to support adults as well as children. Staff meetings include everyone and everyone is asked to contribute. We listen to each other’s concerns, brainstorm solutions and implement ideas…We have developed into a program where we are teachers of every child.”
----Bellevue Heights Teacher

Problem-solving has been important to the positive evolution of these collaborations. A support teacher, a member of Jowonio’s administrative staff and an experienced special education teacher, meets weekly with the team, guaranteeing adequate resources and facilitating conversation regularly and when difficulties arise. Mentoring and formative staff development is essential to a quality program where there are a number of adults with varied backgrounds and training. A semester review of the program with all staff is an opportunity to celebrate what is going well and identify “glitches” which need to be addressed. Communication is the key.

“On a daily basis I communicate with three classroom teachers, three teacher assistants, several student teachers, two special education teachers, two 1:1 aides, two O.T.’s, a physical therapist and every child’s parent, either through written notes home or during drop off/pick up time. Daily communication with classroom teams often occurs around scheduling… and planning. Our weekly meetings involve the classroom teacher, assistant, special education teacher, aides, therapists and sometimes parents. This time is critical for generating and sharing strategies to address each child’s goals that can be generalized into the classrooms. We also have monthly whole group meetings where all three classrooms meet. There is often a teaming piece – celebrating a birthday and having lunch together; then discussion around what is working and what isn’t and plan for resolving any challenges.”
--- A Jowonio Speech Language Pathologist

Curriculum Planning for All Children

The nursery school offers opportunities for children to grow and learn from each other. The three hour day includes a balance of open play and exploration with teacher-directed small and large group activities. A warm-up time is followed by a Hello Circle and an hour of child-initiated play, with invitations to teacher prepared special activities. Snack, small groups, movement time, and field trips fill in the rest of the morning.

“Tommy was outgoing and friendly, therefore able to forge a special bond to a classmate who was unable to speak or walk. They very naturally were able to find a way to play together. His wheelchair was not an obstacle to their play but a prop. Setting up Hot Wheels track on the wheelchair and letting the cars go was a favorite activity. I remember a special day when the teacher told me the children were dancing and Tommy went and grabbed his friend’s hands so he could join in.”
---Parent of a typical student

Flexibility in scheduling, groupings, levels of support, and expected participation mean that all children have a place in the group. It is common to see a student using a picture choice board or sign language to communicate. So many natural opportunities to model peers and practice skills occur within the daily interactions of the classroom. Adaptations such as visual strategies enrich the program for all children, and support typical students who may have learning needs. Often it is the children with challenging behaviors who bring the most stress, but who also challenge the adults to sort out environmental and programming factors that help every child be a successful participant.

The message to children is that we all have unique learning styles and we all have things to learn; it is equally important to celebrate one student’s first word or independent step, a name read or a sneaker tied. With early exposure children become comfortable with people who may not look or act like themselves. They grow to understand the language of behavior and find creative ways to connect with each other. They develop compassion and an appreciation for what each individual has to contribute to the friendship.

“We have experienced many heart-warming moments during our collaboration with Jowonio. Teddy could and would calm himself down when his friend Maya would talk to him or take his hand. One day in circle, Teddy was having a hard time and was crying. Maya reached over and dried his tears with her shirt sleeve. Tessa, who had physical disabilities as well as being non-verbal, had a true friend in Mary. She and Tessa would do projects together, read stories, or play in the gym.… Mary always asked Tessa what she wanted to do and Tessa always responded with smiles and body movements. It is beautiful to see these children interact on a daily basis as peers and friends and include one another in activities. They are wonderful role models for us all and we are honored every day to be a part of their lives and a part of this school.”
----Bellevue Heights Teacher

Collaborations between special education providers and quality preschool programs offer gifts to the community in service expansion, to children and families who welcome and learn from each other, and to staff as they grow more skillful in supporting a wide range of students. Developing and nurturing a successful collaboration requires a shared vision, a focus on staff interaction and development, and a rich curriculum that supports all learners.

Thank you to the following individuals who have contributed their thoughts and in some cases their words to this article:

Mulou Fletcher, Parent, Bernice Wright Nursery School
Maureen Foran-Mocete, Teacher, Bellevue Heights Nursery School
Lori Lawless, Support Teacher, Jowonio
Pat Linehan, Support Teacher, Jowonio
Nancy Lowery, Former Special Education Teacher, Bellevue Heights
Amy Pangborn, Parent and Bernice Wright Staff Member
Lori Saile, Support Teacher, Jowonio
Kate Smith, Special Education Teacher, Jowonio
Michelle Thomson, Speech/Language Pathologist, Jowonio
Michelle Ulm, Director, Bellevue Heights Nursery School
Daria Webber, Director, Bernice M. Wright Nursery School

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