Building Blocks for Teaching Preschoolers with Special Needs
This guidebook provides many ideas for ways to include young children with disabilities in preschool settings. Examples of embedded interventions are provided. This resource is relevant for practitioners and other early childhood team members. Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.
DEC Recommended Practices Monograph Series No. 1: Enhancing Services for Young Children with Disabilities and Their Families
This guidebook is the result of an effort that integrated the best available research evidence with knowledge gained through experiences in practice. It provides an introduction to the history of the DEC Recommended Practices, the process of revising the recommended practices, and an introduction to each of the eight topic areas of the recommended practices. The book includes implementation tips, real life examples, and other helpful resources. Division for Early Childhood (DEC). (2015). DEC recommended practices monograph series number 1: Enhancing services for young chilldren with disabilities and their families. Los Angeles, CA: Author.
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)
This joint position statement on early childhood inclusion was created by two major early childhood organizations: DEC and NAEYC. The 6-page full position statement provides the definition of early childhood inclusion, three defining features of high quality inclusion, and recommendations for using the position statement to improve services for young children with and without disabilities. The statement was developed through a process that incorporated input from leaders and members of both organizations and from a wide variety of consumers within the fields of early education and intervention (e.g., teachers, practitioners, families, faculty and professional development providers, administrators, specialists, researchers, policy makers) through a national validation process. This validation process is described and several versions of the joint position statement are available (English and Spanish print, large print, and English and Spanish audio) at the following website:http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion DEC/NAEYC. (2009). 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). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
Early Childhood Inclusion: A Summary
This summary is a synthesis of 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). The 2-page summary provides the definition of early childhood inclusion, brief definitions of the three defining features of high quality inclusion, and an outline of recommendations for using the position statement to improve early childhood services. Several versions of the summary are available (English and Spanish print, large print, and English and Spanish audio) at the following website: http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion DEC/NAEYC. (2009). Early childhood inclusion: A Summary. Chapel Hill: The University of North Carolina, FPG Child Development Institute.
IEP Basics: Tips for Teachers
This 2-page document describes key terms and processes relating to Individualized Education Programs (IEPs) for young children. This is one of several resources provided by the Head Start Center for Inclusion to help professionals and families understand IEPs. These resources are available at the following website: http://depts.washington.edu/hscenter/inclusion-service-iep Head Start Center for Inclusion. (n.d.). IEP basics: Tips for teachers. Seattle: The University of Washington, Author.
Recognition & Response Website
This website provides information about Recognition & Response (R&R), a tiered model for provision of instruction and interventions to meet young children’s learning needs. R&R is based on Response to Intervention (RTI), and is designed for pre-K. Details about the R&R model and its implementation are provided, along with classroom examples, research, and related presentations. http://randr.fpg.unc.edu/
This document lists key conclusions drawn from reviews of the literature or research syntheses on early childhood inclusion. Supporting references are provided for each key conclusion or “synthesis point.”
The document is available at http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007 National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Research Synthesis Points on Early Childhood Inclusion: What Every Practitioner and All Families Should Know
This article provides a summary of what is known from research on early childhood inclusion through key conclusions or “synthesis points.” Supporting references are provided for each research synthesis point. Buysse, V., & Hollingsworth, H. L. (2009). Research synthesis points on early childhood inclusion: What every practitioner and all families should know. Young Exceptional Children Monograph 11: Quality Inclusive Services in a Diverse Society.
Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children
Published by the National Council on Disabilities, this report provides an overview of factors that support and prevent people with disabilities from being able to start and maintain families of their own. The full report is available for download here: http://www.ncd.gov/publications/2012/Sep272012/
Teacher’s Guide: Leading the IEP Meeting
This 2-page document is a checklist of steps for the teacher leading an IEP meeting to remember before, during, and after the meeting. This is one of several resources provided by the Head Start Center for Inclusion to help professionals and families understand IEPs. These resources are available at the following website: http://depts.washington.edu/hscenter/inclusion-service-iep Head Start Center for Inclusion. (n.d.). Teacher’s guide: Leading the IEP meeting. Seattle: The University of Washington, Author.
Teacher’s Guide: Participating in the IEP Meeting
This 1-page document is a checklist of considerations for before, during, and after an IEP meeting. This is one of several resources provided by the Head Start Center for Inclusion to help professionals and families understand IEPs. These resources are available at the following website: http://depts.washington.edu/hscenter/inclusion-service-iep Head Start Center for Inclusion. (n.d.). Teacher’s guide: Participating in the IEP meeting. Seattle: The University of Washington, Author.
Teacher’s Guide: Setting up the IEP Meeting
This 1-page document is a checklist of procedures for setting up an IEP meeting. This is one of several resources provided by the Head Start Center for Inclusion to help professionals and families understand IEPs. These resources are available at the following website: http://depts.washington.edu/hscenter/inclusion-service-iep Head Start Center for Inclusion. (n.d.). Teacher’s guide: Setting up the IEP meeting. Seattle: The University of Washington, Author.
