Preschool teachers, assistant teacher, program directors and administrators who wish to provide a more inclusive environment for children with special needs will benefit greatly from this credential program. This credential meets the needs of early care and education professionals by promoting confidence and providing resources to those caring for children with disabilities.
Practitioners will benefit from the comprehensive coursework provided in the credential to gain the skills and confidence to support children and their families in an inclusive environment. The first three courses within the Inclusion Credential qualify for additional optional points within the YoungStar point details under category D1.2-4: Health and Wellness (3 credits of inclusion and/or social-emotional training) for Group, Family and School-Age providers.
View the DCF YoungStar Quality Indicator Point Details
Registry Credentials are offered by accredited higher education institutions located throughout Wisconsin. Call your local technical college or university for more information.
Each course is three credits. The courses with a brief description of each are as follows:
Course One: Children with Differing Abilities*
Before a provider can be responsive to the needs of children based on cultural or developmental differences, the person must examine his or her own histories, experiences, attitudes and beliefs. American society changes rapidly. Viewpoints, opportunities, and even the language used follows trends that shape how individuals respond to others. In order to be aware of others, providers must begin with an awareness of self.
*This course is within the Wisconsin Technical College System Statewide Curriculum for the Associate Degree in Early Childhood Education.
Course Two: Behavior and Emotional Challenges
This course helps promote children’s success by building relationships and creating supportive environments. Students will learn how to build rapport with children and their families and how to demonstrate positive social-emotional teaching strategies including individualized intensive interventions. Detailed discipline and guidance strategies will be described and techniques for developing behavior support plans as they relate to specific diagnosis and challenging behaviors will be explored. The class will focus on the need for positive and consistent team approaches to including children with challenging behaviors in typical community settings.
Course Three: Special Health Care Needs
Frequently encountered specialized health care needs of individuals with disabilities will be explored in this course. Students will explore a team approach in looking at health promotion in children and adults with special health care needs. The care of individuals with altered body systems function including sensory, gastrointestinal, bowel and bladder elimination, respiratory, skin/immune, and endocrine related states will be explored. 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 will be discussed. Students will also have the opportunity to participate with a child and a family in daily routines and community settings. These examples will inform the student as they develop their theory and philosophy of inclusion. Prerequisites: Courses 1 through 3 of the Inclusion Credential course sequence.