Inclusive Placement Opportunities for Preschoolers (IPOP):
A Systems Approach to Preschool Inclusive Practices

Inclusive Placement Opportunities for Preschoolers (IPOP) is a systems approach to increasing the quantity and quality of inclusion for preschool students with Individual Education Programs (IEPs). IPOP is designed to help local school divisions meet federal and state mandates requiring young children with disabilities to be educated in the Least Restrictive Environment (LRE). IPOP is developed by the Virginia Department of Education’s (VDOE) Early Childhood Network. It provides a planning guide and accompanying resources to support school divisions’ preschool programs in implementing inclusive practices across the Commonwealth.

This guide describes how local school divisions and community agencies can form a preschool planning team to explore and develop a culture that supports inclusive practices and programs. The guide is flexible, thus enabling teams to plan for options that are compatible with local school division assets and priorities. Users of this guide are urged to also refer to their local policies and program requirements for further direction as they plan for inclusive programs. Since the purpose of IPOP is to guide systemic change, it is recommended that the school division contact the regional Training and Technical Assistance Center (TTAC) to learn more about IPOP and inquire about technical assistance.

The steps in this guide were developed over years of literature review, implementation, evaluation, and revision. The VDOE’s Early Childhood Network maintains the integrity of IPOP by frequently implementing and revising the steps and updating corresponding materials.

I. IPOP Planning Guide

• Table of Contents
• Introduction
• Section I: Rationale, Benefits, and Challenges
• Section II, Table 1, and Table 2
• Section IIB, Table 3, and Table 4
• Section III: Program Collaboration and Partnerships
• Section IV: Planning Steps
• Section V: Sustainability and Expansion
• References

II. Module 1: Planning for Inclusion

• Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Preschool Inclusive Practices
• Preschool Inclusive Placement Benefits
• Inclusion BINGO
• Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)
• Full Inclusion Models
• Integrating Therapy into the Classroom: Ten Really Good Reasons Why Therapies Should Be Integrated
• James Case Study
• Planning for Inclusion
• Inclusion for Preschool Children with Disabilities: What We know and What We Should Be Doing
• Assistive Technology Consideration Guide – Case Study James, Completed
• Assistive Technology Consideration Guide

III. Module 2: Teaming and Collaboration

• Collaborative Teaming
• Candy Quiz
• Communication Worksheet
• One-Way Communication
• Personal Team Style
• Team Meeting Notes Form

IV. Module 3: Virginia’s Foundation Blocks for Early Learning

• Using Virginia’s Foundation Blocks for Early Learning to Plan for Using Comprehensive Standards in the Preschool Classroom

V. Module 4: Fostering friendship

• Fostering Social Relationships: A Class-wide Approach
• Social behaviors used between Friends and Sample Teaching Strategies
• Building Relationships and Creating Supportive Environments
• Steps in Fostering Children’s Friendships

VI. Module 5: Setting up the environment

• Classroom Environment

VII. Module 6: Fostering Self-regulation and Control

• Fostering Self-control in Young Children by Using Positive Behavioral Supports
• Fostering Self-Control in Students
• Building Relationships and Creating Supportive Environments: Hot Button Activity
• How to use a Quiet Spot to Foster Self-Control
• What is your Classroom Management Profile?
• What Works?

VIII. Module 7: Routines-based assessment

• Routines-based Assessment
• Child Routine Assessment Worksheet
• Functional Goals
• Goal Functionality Scale III
• How to Begin a Portfolio
• RBA_STARE_SAFER Tools: Scale for Teachers’ Assessment of Routines Engagement

• VIDEOS
  *** If the followong videos won't play on your browser, please right-click on each and save it on your desktop first before playing it locally, preferably with QuickTime Player. ***
  • Introduction
  • Play time
  • RBI Wrapup

IX. Module 8: Routines-based instruction

• Using a Routine-based Instructional Process in Early Childhood Programs
• Embedded Intervention
• Routine-based Instruction
• The Routines-based Individualized Group Instructional Process: Agenda

X. Appendices

• 1. Video Resources to Support Inclusive Placement Opportunities for Preschoolers (IPOP)
• A. Wilson County Inclusive Early Childhood Pilot Program: Program Philosophy
• B. Kensington County Public Schools Preschool Inclusion Pilot Program: Program Philosophy
• C. Roles and Responsibilities of Staff in Inclusive Preschool Classes
• D. Team Meeting Notes
• E. Sample: Inclusive Practices Action Plan
• F. Action Plan
• G. Quality Pre-K Program Criteria Checklist
• H. Interview Questions for Inclusive Sites
• I. Interview Questions for Community Sites
• J. Collaboration Questionnaire – Short
• K. Collaboration Questionnaire – Long
• L. Wilson County Public Schools – Brochure
• M. Kensington County Public Schools – Brochure
• N. Process for Determining Level of Supports
• O. Levels of Support Matrix
• P. Wilson County Public Schools – Memorandum of Agreement
• Q. Kensington County Public Schools – Memorandum of Agreement
• R. Powers County Public Schools – Application
• S. Powers County Public Schools – Visit Letter
• T. Powers County Public Schools – Acceptance Letter
• U. Powers County Public Schools – Regret Letter
• V. Powers County Public Schools – Back to School Letter
• W. Fairfax County Public Schools – Resources to Support Inclusion Guide