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[guitar, drums, & bass play in bright rhythm & tone]
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(female narrator) FOR THE MAJORITY OF WORKING FAMILIES ON GUAM,
QUALITY CHILD CARE IS A CRITICAL NEED.
TO HELP MEET THIS NEED,
THERE ARE OVER 50 LICENSED CHILD CARE CENTERS
AND OVER 50 FAMILY CHILD CARE HOMES
REGISTERED WITH THE DEPARTMENT OF PUBLIC HEALTH
AND SOCIAL SERVICES, DIVISION OF PUBLIC WELFARE.
WITH A WIDE RANGE OF CENTERS AND FAMILY HOMES
TO CHOOSE FROM, PARENTS LOOK FOR A SETTING
THAT BEST MEETS THEIR FAMILY'S NEEDS.
THE FOCUS OF THIS VIDEO IS
ON INCLUSIVE CHILD CARE SERVICES AND SETTINGS.
AN INCLUSIVE CHILD CARE SETTING WELCOMES ALL CHILDREN
REGARDLESS OF THEIR ABILITIES OR DISABILITIES.
ALTHOUGH THERE ARE NO SPECIFIC FEDERAL OR LOCAL LAWS
MANDATING INCLUSIVE CHILD CARE SETTINGS,
THERE ARE LAWS AND REGULATIONS THAT PROTECT THE RIGHTS OF
YOUNG CHILDREN WITH DISABILITIES IN ACCESSING SERVICES.
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT
OF 1997, ALSO KNOWN AS I-D-E-A,
STATES THAT. . .
THE AMERICANS WITH DISABILITIES ACT. . .
FURTHERMORE, SECTION 504 OF THE REHABILITATION ACT OF 1973. . .
BARBARA QUICHOCHO WAS ONE PARENT
WHO DECIDED TO PLACE HER SON IN AN INCLUSIVE FAMILY HOME CENTER.
DANIEL, A 4 YEAR OLD WITH DOWN SYNDROME,
HAS BEEN ATTENDING LEE'S PLAYSKOOL DAILY
FOR THE LAST 4 MONTHS ON A HALF-DAY BASIS.
(Daniel's mom) THROUGH FRIENDS I HEARD LEE HAD
A PRESCHOOL GOING ON, OR A HOME CARE.
I DECIDED THAT I SHOULD
COME AND OBSERVE HOW SHE,
HANDLES HER CHILDREN.
I JUST WANTED TO MAKE SURE THAT WHOEVER WAS TO HANDLE DANIEL
DURING THE TIME THAT I WAS WORKING, WAS ABLE
TO MAKE HIM FEEL LIKE HE'S ONE OF THEM.
I'VE NOTICED DANIEL,
HE IS MOTIVATED IN HIMSELF AND HE'S VERY CONFIDENT
IN CARRYING HIMSELF OUT, SAY LIKE TO THE PLAYGROUND,
MAYBE BECAUSE THE OTHER KIDS ARE AROUND HIM
THAT ENCOURAGES HIM TO TRY.
DANIEL WORKS REALLY WELL WHEN HE'S WITH HIS PEERS.
HE SEES THEM DO THINGS OR SIT DOWN AND COLOR
OR, YOU KNOW, AND JUST, HE'S VERY ATTENTIVE,
WHEN HE SEES LYSA SPEAKING TO THE OTHER KIDS
THEN HE LEARNS FROM ALL THAT.
HE CHALLENGES HIMSELF,
HE WANTS TO BE LIKE CISCO,
HE WANTS TO BE LIKE ALANDRA,
SHE'S ABLE TO SPEAK,
AND SURPRISINGLY DANIEL HAS, HIS SPEAKING,
IS MORE CLEAR AND MORE OF WORDS.
(narrator) LYSA MESA, THE DIRECTOR OF LEE'S PLAYSKOOL,
RELATES THAT SHE DIDN'T HAVE TO TAKE ANY SPECIAL MEASURES
TO PREPARE FOR DANIEL'S INCLUSION AT HER FAMILY CHILD CARE HOME.
(Lysa) I DIDN'T DO MUCH PREPARING.
ACTUALLY MY HOUSE IS A HOME SETTING.
TO ME HE'S THEIR SIZE, THEIR AGE, SO MY TABLES WERE
AN ADEQUATE SIZE FOR HIM
AS FAR AS PROVIDING A RAMP IF HE WASN'T ABLE TO WALK,
I HAVE A PORTABLE RAMP.
THE BATHROOMS, DOORS ARE OPEN ALL THE TIME
SO THERE IS NO REAL ADJUSTMENTS THAT I DID HAVE TO MAKE.
HE GOES ON OUR LITTLE TRAMPOLINE LIKE EVERYBODY ELSE,
HE STAYS IN THE LINE AND ACTUALLY,
WE TREAT HIM AS EVERY OTHER KID HERE.
I DID NOT HAVE TO GO OUT OF MY WAY TO MAKE ANY CHANGES.
WHEN DANIEL CAME HERE I ALREADY HAD TAKEN
SOME WORKSHOPS AND COURSES ON CHILDREN WITH DISABILITIES
WHO ARE NOW REFERRED TO AS TYPICAL OR ATYPICAL CHILD.
I TOOK OUT A COUPLE OF COURSES IN AGANA HEIGHTS
AND WORKSHOPS AND I CONTINUED ON WITH CEDDERS.
SO I WAS AWARE OF THESE CHANGES THAT NEEDED TO BE MADE
AND HOW YOU CAN INCLUDE CHILDREN.
SO HAVING HIM HERE AND HAVING HIM
NOT HAVE A PHYSICAL DISABILITY, IT WAS REALLY EASY FOR ME.
WE SAT DOWN, AND HIS ATTENTION SPAN
IS AS WIDE AS ALL MY CHILDREN.
I HAVE ALL OF THEM SITTING DOWN DURING STORYTIME,
FROM ZERO TO FIVE,
SO I KNOW WHAT THEIR ATTENTION SPAN SHOULD BE.
SO I HAVE HIM SITTING ON MY LAP OR SITTING WITH THE OTHER KIDS.
¶ ¶
(narrator) LEONA MAFNAS, A TEACHER AT THE HONEY BEAR CHILD CARE CENTER,
SHARES HER EXPERIENCES IN WORKING IN AN INCLUSIVE SETTING.
(Leona) CAITEL IS ONE OF OUR AFTER-SCHOOL STUDENTS,
HE ARRIVES HERE BY BUS BETWEEN 2:00, 2:30.
HE'S IN KINDERGARTEN, HE'S FIVE YEARS OLD,
HE GOES TO TAMUNING ELEMENTARY.
WHEN CAITEL FIRST CAME TO US, IT WAS A MATTER OF
INTRODUCING HIMSELF TO THE CHILDREN
AND HIS DISABILITY, WHICH HE IS HEARING IMPAIRED.
IT WASN'T MUCH OF A BIG ISSUE WITH THE CHILDREN,
THEY WOULD ASK QUESTIONS LIKE WHY DOESN'T HE HEAR?
OUR PART, WE EXPLAINED THAT AS A CHILD HE LOST HIS HEARING,
BUT HE BASICALLY IS THE SAME AS ALL THE OTHER KIDS.
THE KIDS DIDN'T REALLY SEE MUCH OF A PROBLEM WITH IT,
WHAT WE DID WAS, WE HAD THE KIDS, UM, WE DID
A LITTLE SIGN LANGUAGE WITH THE CHILDREN.
WE TAUGHT THEM TO SIGN HELLO, PLEASE, SORRY, THANK YOU,
AND WE ALSO HAVE LIKE, TRANSITION SONGS
WE TAUGHT THE CHILDREN IN SIGN.
SIGN LANGUAGE IS SOMETHING
WE HAD ALREADY IMPLEMENTED IN OUR DAYCARE.
IT WAS JUST A MATTER OF THEM GETTING THE IDEA
OF WHY WE SIGN AND BASICALLY THAT IS SOMETHING
WE HAD TAUGHT THE CHILDREN AHEAD OF TIME.
CAITEL INTERACTS VERY WELL WITH THE CHILDREN,
HE PLAYS NORMALLY, HE FIGHTS WITH THE KIDS,
SHARES SNACKS WITH THE KIDS, UM, SHARES TOYS,
HE HAS COMPLAINTS ABOUT OTHER KIDS NOT CARING.
IF YOU WERE TO REALLY JUST SIT DOWN AND WATCH CAITEL
WITH THE OTHER CHILDREN, YOU REALLY COULDN'T TELL
WHETHER HE HAD A HEARING LOSS, AND WITH THE CHILDREN
INTERACTING WITH CAITEL, IT'S BASICALLY THE SAME.
THEY'RE COMFORTABLE WITH HIM, THEY CAN PLAY WITH HIM.
THEY COMPLAIN THAT DURING VIDEO TIME
CAITEL IS STANDING IN THEIR WAY.
A LOT OF TIMES THE CHILDREN FORGET HE HAS A HEARING LOSS
AND THEY'LL BE YELLING AT HIM, SO I HAVE TO TELL THEM,
REMIND THEM THAT IF THEY WANTED TO GET HIS ATTENTION
THEY WOULD HAVE TO TAP HIM ON HIS SHOULDER.
I FEEL THE OTHER CHILDREN HAVE REALLY BENEFITED FROM CAITEL.
THEM KNOWING THAT HE HAS A HEARING LOSS,
IT'S KIND OF A LEARNING EXPERIENCE FOR THEM.
THEY LEARN TO RESPECT AND ACCEPT CAITEL FOR WHO HE REALLY IS.
AS WELL AS CAITEL BENEFITING FROM THE CHILDREN,
CAITEL, AT FIRST COMING HERE HE WAS VERY SHY,
HE DIDN'T REALLY WANT TO BE HERE,
HE HAD HIS CRYING MOMENTS.
HE WAS MOSTLY INTO HIMSELF, BUT UM,
HE HAS REALLY OPENED UP WITH THE CHILDREN AND I THINK
HE'S SOCIALLY JUST GREAT WITH THE CHILDREN,
IT'S JUST REALLY OPENED HIM UP.
HONEY BEAR KIDS CENTER HAD BEEN SELECTED AS A MODEL DAY CARE.
WE HAD GONE THROUGH TRAINING TO PROMOTE INCLUSIVE CHILD CARE.
WE DIDN'T REALLY HAVE TO PREPARE FOR CAITEL'S ARRIVAL.
WE HAD ALREADY BEEN ACCEPTING CHILDREN WITH DISABILITIES.
WE'VE HAD A CHILD THAT HAD DOWN SYNDROME,
A CHILD WITH AUTISM
WE'VE HAD NUMEROUS CHILDREN WHO WERE SPEECH IMPAIRED.
SO THERE WAS REALLY NO PREPARATION FOR CAITEL.
IT WAS JUST A MATTER OF INTRODUCING
CAITEL TO THE CHILDREN AND INTRODUCING HIS DISABILITY
AS A RESULT OF OUR TRAINING I BASICALLY FEEL
THAT WE'RE BASICALLY PREPARED TO TAKE IN ANY CHILD
INCLUDING INCLUDING CHILDREN WITH DISABILITIES.
(narrator) INCLUSIVE CHILD CARE SETTINGS
ARE THE IDEAL ENVIRONMENT FOR ALL KIDS.
AS APPROPRIATELY STATED BY LEONA MAFNAS.
INCLUSIVE CHILDCARE PRACTICE, I FEEL IS VERY IMPORTANT
IN ANY CHILD CARE SETTING.
TO ME IT'S NOT JUST ABOUT RESPECTING
BUT IT'S ALSO ABOUT ACCEPTING.
IT DOESN'T EVEN HAVE TO BE WITH CHILDREN WITH A DISABILITY
BUT ALSO DIVERSITY, CHILDREN THAT COME FROM
DIFFERENT CULTURES AND BACKGROUNDS.
IT'S AN EXPERIENCE FOR EVERYONE, FOR ANY CHILD.
IF YOU INCLUDE THEM IN AN INCLUSIVE ENVIRONMENT
AT A YOUNG AGE, THEN ALL THE OTHER KIDS
ARE AWARE OF IT, THEY'RE NOT AFRAID.
MY ADVICE TO THE CENTERS, TO THE HOME CARE CENTERS,
IS DON'T BE AFRAID,
ALLOW THEM TO JUST EXPRESS THEMSELVES AND BE THEMSELVES.
ALL THEY NEED IS REALLY SUPPORT AND YOUR GUIDANCE.
AND JUST DON'T BE AFRAID TO BRING THEM INTO YOUR CENTER.
¶ ¶
(narrator) THE DEPARTMENT OF PUBLIC HEALTH AND SOCIAL SERVICES,
IN COLLABORATION WITH THE UNIVERSITY OF GUAM'S
CENTER FOR EXCELLENCE IN DEVELOPMENTAL DISABILITIES
EDUCATION, RESEARCH, AND SERVICES,
ALSO KNOWN AS GUAM CEDDERS,
PROVIDES TRAINING AND TECHNICAL ASSISTANCE
TO CENTERS AND HOME-BASED CHILD CARE SETTINGS
THROUGH THE MODEL CHILD CARE CENTER PROGRAM.
FOR MORE INFORMATION ABOUT THIS PROGRAM. . .
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CC-- ARMOUR CAPTIONING
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