Inclusion Initiative

SBCEO and other inclusion advocates created this definition at the start of our grant in 2020. All children and families, regardless of their abilities, are placed in a high-quality classroom where friendship, community and belonging is the focus. Accommodations and modification are made available for all children based on their individual needs with services and support offered to foster all levels of development. 

As stated by the California Department of Education website:

Purpose of IEEEP Grant

The IEEEP is established for the purpose of increasing access to inclusive ELC programs, particularly in low-income and high-need communities, for children with disabilities, including children with severe disabilities. Key to successful inclusion of children with disabilities is a strong partnership among local educational agencies, subsidized ELC child care and preschool programs (both public and private), and local community special education partners, particularly those with expertise in inclusive early learning and care environments.

The intended purpose will be met through IEEEP grant program goals:

1. Ensuring children with disabilities, including children with severe disabilities, have greater rates of enrollment in inclusive subsidized ELC programs.
2. Increasing access and building capacity for inclusive ELC subsidized programs for example, by encouraging LEAs to establish partnerships with their local child-care community agencies that have contracts to directly serve subsidized children, including both public and private agencies.
3. Increasing access to inclusive ELC care for children representing a broad range of disabilities and levels of support needs.
4. Providing the individualized and necessary supports to enable children with disabilities to meet high expectations within the ELC settings.

 Information found on the CDE website regarding IEEEP grant: https://www.cde.ca.gov/fg/fo/r2/ieeep1819rfa.asp

Holly Harvan

Holly has worked as a director for two school district preschool programs, funded and fee-based programs over a span of 25 years. She received her undergraduate degree in Child, Family, And Society and her master’s degree in Education with an emphasis on Early Childhood Education. Her most recent work included the startup of a district state-funded preschool program which consisted of a designated Inclusion program with two preschool classrooms. Holly’s passion is working directly with teachers and administration supporting inclusive settings for children with various disabilities and exhibiting challenging behavior. Holly is an authorized WestEd Beginning Together facilitator, Teaching Pyramid coach, and an authorized Teaching Pyramid trainer.

Sarah Diaz

Sarah received her teaching credential and Master’s Degree in Early Childhood Special Education.  Sarah has worked in inclusive classrooms for 17 years as an assistant and Special Education Teacher. Her most recent work included starting a new inclusion program for a school district and creating and implementing services and programs to meet every child’s individual needs. She has worked in various schools and environments, including state preschools, Headstart, home daycare, preschools supported by the school district, and private schools. Her passion is promoting inclusive practices, collaborating and supporting general education teachers, and providing access and opportunity for all children. Lastly, she works as an adjunct professor at SBCC in the Early Childhood Education Program, helping aspiring teachers to have a strong foundation in the education field.

Melynda Velasquez

With a bachelor’s degree in Child Development, Melynda has worked in the field of Early Care and Education for over 20 years. She has held many positions that range from Teacher to Master Teacher to Site Supervisor in various programs. Melynda has worked in programs such as fee-based programs, State Preschools, district-supported programs and for the Head Start program. Melynda has worked directly with children with differing abilities, who have IEPs, as well as with children who display challenging behaviors. She has also supported and mentored staff working directly with children with differing abilities and challenging behaviors. One of the classrooms that she worked in housed the Preschool Plus program through Santa Barbara County Education Office and, while working for the Head Start program, a percentage of enrollment reflected children with differing abilities. Melynda’s passion is working directly with staff in creating an inclusive classroom for all children through coaching and reflection. Melynda is an authorized Teaching Pyramid Coach and is an authorized Teaching Pyramid Trainer.