____ Turn in health forms as required
____ Familiarize self with job role and responsibilities
____ Familiarize self with program and classroom(s) schedules, tornado, and fire drill procedures
____ Familiarize self with absenteeism procedures
____ Familiarize self with school calendar
____ Familiarize self with policy and procedural manuals and parent materials
____ Attend new employee orientation and tour building at mainstream site

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A. Children with Severe and Multiple Disabilities
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in instructional session that provides an overview of child characteristics, needs and issues relative to:

___ Multiple disability areas
___ Range of medical and health care needs
___ Communication, cognitive, social-behavioral and developmental characteristics and needs with special emphasis on:

• risk for the development of "learned helplessness"
  
• need for functional, age appropriate and integrated programming
  
• importance of acknowledging preferences and offering choices
  
• responding to nonsymbolic communication
• importance of partial participation
• role of adaptive equipment devices
• importance of positioning and handling procedures
• importance of good instructional procedures
• importance of family involvement

B. First Aid and Infection Control
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Enroll in and complete Red Cross First Aid course
____ View Epilepsy Society informational tape on seizures
____ Enroll in and complete CPR training
____ View Infection Control in Child Care Settings (LMD, 1989) (review manual and complete self-test)
____ Familiarize self with policies for first aid and infection control in the mainstream setting
____ Determine if individual health accommodations are needed for children participating in program

C. Positioning and Handling
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Attend presentation by motor therapist presenting overview, practice, and question/answer session in positioning and handling children with motor problems
____ View Positioning for Infants and Young Children with Motor Problems (LMD, 1990)
____ View Feeding Infants and Young Children with Special Needs (LMD, 1990)

Demonstrate understanding of the principles of:
____ Functional positioning for participation that is least intrusive
____ Positioning that is most natural to setting (similar position to other children and least obtrusive to setting, both physically and procedurally)
____ Procedures and equipment specific to child
____ Appropriate positions using various equipment by videotaping or photographing the child

D. Integration Rationale and Philosophy
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Read and discuss value statements of the community and school district programs concerning inclusion
____ List and discuss benefits of inclusion for children with and without disabilities
____ View videotape: Circle of Inclusion (LMD, 1993) or other inclusion focused videotape
____ Read selected materials concerning rationale for inclusion
____ Participate in discussion about concepts presented in videotape and readings related to integration

E. Individual Education Plans
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Read and discuss selected materials on IEP/IFSP's
____ Read confidentiality requirements for permission, signature, and discussion of information
____ Read IEP/IFSP for target child
____ Observe or watch videotape of child in current setting
____ Participate in training session on IEP/IFSP's and integrating objectives into mainstream settings.

F. Basic Instructional Procedures
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in training sessions which provide an introduction to basic instructional procedures useful to persons directly facilitating a child with a disability in a mainstream setting

• Systematic Instruction, focus on task analysis skills and prompting procedures
  
• Partial Participation, focus on approaches such as peer assistance; adapting materials, sequence, and rules; using adaptive devices; adapting environments; and, altering attitudes
  
• ICS, focus on matrix as a strategy for considering activities and materials for practicing critical skills
  

____ Observe and discuss incidental teaching opportunities in preschool classrooms

G. Community Program Philosophy and Method
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in training session on "Introduction to Participating Program"
____ Attend panel discussion by key staff or others who represent participating program method/philosophy
____ View selected videotapes which depict program method/philosophy
____ Read selected materials which depict program method/philosophy

H. Community Program Classroom Procedures
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in guided observation of integration with children in mainstream site
____ Observe classroom independently, minimum of two one-hour observations
____ Fill out observation record noting classroom procedures
____ Become familiar with bathroom areas and routines and diapering areas and routines
____ Meet individually with classroom teacher and review classroom procedures and expectations

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A. Techniques to use when interacting with the child with a disability in order to facilitate the child's full inclusion and interactions with typically developing peers
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in training sessions presenting and discussing techniques specific to facilitating the integration of preschoolers in the preschool classroom
____ View videotapes The Process of Instruction (LMD, 1993)
____ Read The Process of Instruction (LMD, 1993) manual and participate in discussion questions and activities
____ Read and discuss selected materials concerning techniques for facilitating inclusion
____ Attend feedback sessions for individual discussion of application of procedures based on observation of trainee's use of the techniques in the classroom setting

Techniques to be introduced and demonstrated include:

___ 1. Introducing the child in the preschool classroom
___ 2. Providing intensive instruction within a group setting
___ 4. Including the child with a disability in on-going conversations
___ 5. Positioning, handling, and moving the child with a disability in the setting
___ 6. Adapting materials in various settings to meet individual needs of the child
___ 7. Monitoring the respectful use of materials and settings
___ 8. Using toileting, snack time, and routine physical care to facilitate interaction
___ 9. Helping the child with a disability help others
___ 10. Identifying when the child with a disability does and does not need a facilitator; fading from the interaction

B. Techniques to use when interacting with the typically developing children to facilitate acceptance, understanding, and inclusion of children with disabilities
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Participate in inservice sessions presenting and discussing techniques specific to facilitating the integration of preschoolers in the preschool classroom
____ View video tapes The Process of Communication (LMD, 1993)
____ Read The Process of Communication (LMD, 1993) manual and participate in discussion questions and activities
____ Attend feedback sessions for individual discussion of application of procedures based on observation of the trainees application of the techniques in the classroom setting

Techniques to be introduced and demonstrated include:

• Fostering respect for individual differences and the dignity of children with disabilities
  
• Answering questions about the child with a disability
  
• Facilitating children working with a child with a disability (peer tutoring procedures)
  
• Facilitating children working with a child with pre-verbal skills
  
• Facilitating children working with a child with multiple disabilities
  
• Inviting a child without a disability to work with a child with a disability
  
• Working with other children in a group
  
• Being a backup for the child with disability and not the focus of attention
  
• Using helpers in accomplishing routine activities

   

C. Strategies for Practicing and Monitoring IEP Objectives
Initiated on:__ /__ /__    Completed on:__ /__ /__

____ Use a matrix to plan opportunities to integrate objectives into activities and match skill to materials and activities in setting
____ Develop plan/schedule for probing/monitoring performance in setting and assign responsibilities
____ Develop data collection form or use matrix as data sheet
____ Review progress in staff and parent meetings

____ Exchange roles with lead teacher so she/he can work individually with the child with a disability
____ Act responsively as a support person in the classroom for general tasks and situations
____ Adapt to program and lead teacher's philosophy
____ View videotape of self using strategies with child periodically

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____ Exchange roles with facilitator to work individually with child with a disability based on amount of time spent individually with other children
____ Discuss classroom procedures and establish schedules with consulting staff
____ Allow time for training, supervision, discussion, or feedback as applicable for adults coming into the classroom
____ View videotape of self working with child and using strategies periodically

____ Discuss classroom procedures and establish schedules with classroom teacher
____ Allow time for training, supervision, discussion, or feedback as applicable for adults working with the child
____ View videotape of self working with child and using strategies periodically