Inclusion Strategies

11/11/2017 08:30 AM - 03:00 PM ET

Location

Kids 'R' Kids International, Inc.
1625 Executive Drive South
Duluth, GA 30096-000

Admission

  • $45.00  -  GCCA Members
  • $55.00  -  Non-GCCA Members

Description

Are you a Teacher or Director struggling to find strategies and resources that can be implemented in your classroom and center when dealing with developing and ongoing behaviors as well as special needs? This 5 hour BFTS training from Brandy Locchetta, DECAL Inclusion Program Manager, is highly recommended for TEACHERS and DIRECTORS.

 

Three sessions will cover: Developmental Milestones and Monitoring, Communicating with Families: What to do when you have concerns about a child’s development, and Making Adaptations to Support Each Child’s Engagement.


 

Cost:                          GCCA Members: $45 per person (lunch is included)
                                   Non-Members: $55 per person (lunch is included)

 

When:                        Saturday, November 11, 2017
                                   8:30AM - 3:00PM

 

Where:                       Kids ‘R’ Kids International, Inc.

             1625 Executive Drive South
            
Duluth, GA 30096

 


 

Session 1

1.5 BFTS Hours

Session 2

1.5 BFTS Hours

Session 3

1.5 BFTS Hours
Developmental Milestones and Monitoring Communicating with Families:
What to do when you have concerns about a child’s development
Making Adaptations to Support Each Child’s Engagement

Objectives:

  1. Define developmental milestones and
  2. Introduction to Learn the Signs. Act Early. initiative
  3. Understand the role of early learning professionals in developmental monitoring
  4. Discuss the connection between developmental milestones and the GELDS
  5. Identify local (state) and national resources available to support developmental monitoring

Objectives:

  1. Review the connection between developmental milestones and the GELDS
  2. Discuss the role of opportunity and the importance of connecting activities and experiences for children to GELDS
  3. Identify strategies for communicating with families about their child’s development
  4. Identify next steps and resources to use when early learning professional’s suspect a child may need extra support (Part C vs Part B)

Objectives:

  1. Identify the purpose for making adaptations
  2. Discuss the adaptation continuum
  3. Discuss the process for choosing adaptations
  4. Describe the process for making adaptations using GELDS resources
  5. dentify programs that provide therapies and supports for children with disabilities