Hello Barbara,
I am sure that this is a challenging situation. Your team is essential to your program success and them threatening to quit is causing a lot of stress for you. In Minnesota our organization is funded to provide free, on-site inclusion coaching support to child care settings so that they can successfully include children with unique learning and social emotional needs. This service is funded by the MN Department of Human Services. I would recommend that you explore your own state to determine if there are services available through DHS or the Department of Education. It is important to listen to your team and try to determine the root cause of their anxiety related to this child. If the child is exhibiting challenging behavior there are resources available to help you. Our website offers free downloadable resources and if the child is receiving a diagnosis the professionals providing that diagnosis, whether the school or medical professionals, would be the first stop for tools. They, with the parent's permission, can give you information about what they will be focusing on as far as skill development and can share strategies for ways to adapt what they are providing to fit your setting. This partnership is important. The key is to help the parents during this time of diagnosis and support them with consistent care. Upsetting the child care routine while the family is trying to get answers can be very difficult. This family is possibly finding out information that will truly change their lives so your caring and compassion will help provide them and their child with one place that remains predictable and consistent. If you can help your staff understand that once the process of evaluation is complete there will be a greater understanding of this child and his/her needs and therefore a plan will be put in place for this child and family it may help calm their anxiety about caring for this child.
If we step back and try to help professionals providing care see things from the family perspective we are helping them in this instance and in instances to come, because there will be others. There will be other children that exhibit behaviors that challenge them and the key is to equip them so that when these situations arise they have a plan, a plan that begins with understanding that yes it is hard but there are things we as adults can do to provide calm, sensory interventions, routine and consistency, and a partnership of care with the family.
Before you proceed with the expulsion of this child I would recommend that you also learn what the Americans with Disabilities Act states about serving children with a diagnosed special need or a perception of a special need. There are strict guidelines related to child care. I have included their website below.
www.ada.govIt appears that your staff is fearful of what the next day will bring and is therefore doing what they feel will preserve their sense of safety and lessen their fears. If you as their supervisor can reassure them that they are not alone and that together, with this family, you can seek out answers and resources you may see a difference in their willingness to include. The DEC/NAEYC Joint Position Statement on Inclusion is also something that would be helpful to review as a team. The key to providing quality care for all children is focused on access, participation and supports.
We sometimes get so caught up in the uncomfortable feeling of not knowing what to do next we forget that we can't possibly have all the answers all of the time. There are resources and help available. By setting up a program that truly provides quality care we are able to meet a variety of needs because we see each child as an individual, needing guidance and support to further their learning. Compassionately remind your team that their role as educators is to meet the individual needs of young children in their care and work to provide them with experiences and opportunities that allow them to grow and learn and that at times that can be tricky but they are not alone, you are there to listen and support and also that the family can be an essential partner is this process.
Resources are available and you are not alone.
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[Priscilla Weigel]
[Assistant Director]
[
Center for Inclusive Child Care]
St. Paul,] [MN]
At Risk Special Needs Interest Forum Co-Facilitator
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Original Message:
Sent: 10-06-2019 04:02 PM
From: Joanie Calem
Subject: Child on the spectrum
Hi Marilyn,
Like Vikki, I am wondering why the staff is threatening to leave? It does sound like in the meantime, with this challenge, you need extra hands in the classroom. Which I know is often impossible. But I wonder if there is a way to get some volunteers who might be able to one-one-one with the child, and free up the rest of the staff to do other things?
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Joanie Calem
Music and Inclusion Specialist
Sing Along
Columbus, OH
Original Message:
Sent: 10-04-2019 08:21 AM
From: Barbara Sharofsky
Subject: Child on the spectrum
We have a child who, we believe, is on the spectrum. Paper work has just been submitted for an evaluation, but I have teachers who will resign if this child is not removed from the school. Our policy is that, once that decision is made, the parents have 2 weeks to find alternative child care. The parents have hired their own wraparound to help until an evaluation is done. I guess I just need advice as to how to deal with the staff ready to quit.
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Barbara Sharofsky
Director
Adath Israel Early Childhood Learning Center
Merion Sta PA
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