Inclusion/Continuum of Supports

Documents

Accommodations, Assistive Technology, Universal Design for Learning Documents

Social-Emotional Competence for Inclusion Documents

General Inclusion Documents:

Access to the General Education Curriculum in Inclusive Pre-K Programs (PDF - 7909 KB)
Authors:	B. Thompson, 2004
Description:	PowerPoint about factors affecting inclusion, developmentally appropriate practice, and a model for access to early childhood education curriculum.

Beyond the School Yard: Pre-K Collaborations with Community-Based Partners (PDF - 1008 KB)
Authors:	A. Wat, & C. Gayl, Pre-K Now , July 2009
Description:	Program examples and the benefits and challenges of collaboration between school districts, Head Start, faith-based organizations, and other community-based groups is examined.

Building Professional Development Partnerships for Inclusion (PDF - 184 KB)
Authors:	Frank Porter Graham Center Snapshot #57, 2009
Description:	Report from the Child Development Institute Natural Allies project which studied challenges in training teachers to teach and care for young children with disabilities.

Financing a Birth to Five Program: The Appleton Area School District Model (PDF - 85 KB)
Authors:	Hannah Matthews, 2011, Center for Law and Social Policy (CLASP) and the New America Foundation
Description:	A paper that examines one school district's use of funds from Title I of the Elementary and Secondary Education Act (ESEA) to provide services for very young at-risk children.

Florida's Rules for Pre-K Children with Disabilities or Developmental Delay File 6A-6.03026 (Word - 27 KB ) 6A-6.03027 (Word - 26 KB )
Authors:	State of Florida
Description:	Florida rules 6A-6.03026, Florida Administrative Code (FAC), Special Programs for Prekindergarten Children with Disabilities and 6A-6.03027 (FAC), Special Programs for Children Three Through Five Years Old Who are Developmentally Delayed.

FAQ: Using Title I of ESEA for Early Education (PDF - 403 KB)
Authors:	H. Matthews, & D. Ewen, 2010
Description:	From the Center for Law and Social Policy (CLASP). This FAQ provides answers to commonly asked questions on the use of Title I of ESEA funds for early education.

IEP Basics: Parents and Guardians (PDF - 515 KB)
Authors:	Head Start Center for Inclusion, n. d.
Description:	Developed to support children with disabilities in Head Start programs. Brief checklist for families to prepare for IEP meetings

Inclusion: The Role of the Program Administrator (PDF - 513KB)
Authors:	Center on the Social and Emotional Foundations for Early Learning, 2004
Description:	Outlines what federal laws say about inclusion, discusses challenges to including children with disabilities in early childhood programs, and strategies to overcome them.

Income and Education as Predictors of Children's School Readiness
Authors:	Julia B. Isaacs & Katherine Magnuson, Brookings Institution, December 14, 2011
Description:	Looks at how factors such as family income and maternal education are associated with children’s school readiness and have a significant influence on children's ability to learn before they enter the classroom.

New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts (PDF - 291 KB)
Authors:	C. L. Gayl, M. Young, and K. Patterson, Pre-K Now, September 2009
Description:	A policy paper that outlines Title I and highlights districts that have used this funding successfully to establish and strengthen their Pre-K programs.

Prekindergarten Children with Disabilities: Expanding Opportunities for Providing Services - A Guide for Making System and Program Level Decisions (PDF - 1760 KB)
Authors:	Bureau of Exceptional Education and Student Services, Florida Department of Education & Technical Assistance and Training System (TATS) Project, 2008
Description:	A guide is to assist school districts in making decisions about inclusive early childhood placements for Pre-K children with disabilities. Addresses system and program decisions, and is intended for use by administrators and IEP teams, including families.

Preschool and School Readiness: Experiences of Children with Non-English-Speaking Parents (PDF - 453 KB)
Authors:	Jill S. Cannon, Alison Jacknowitz, & Lynn A. Karoly, Public Policy Institute of California, 2012
Description:	A report about linguistically isolated children (children living in households without any adult English speaker) who participate in center-based care the year before they enter kindergarten significantly improve their early reading skills. The authors suggest that more targeted programs may be needed to close school readiness gaps between linguistically isolated children and children of non-immigrant parents.

Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation (PDF - 336 KB)
Authors:	Division for Early Childhood, Council for Exceptional Children (DEC), 2007
Description:	Provides key recommendations with rationales for each of the components in the NAEYC/NAECS/SDE position statement: Curriculum, Assessment, and Program Evaluation.

Quality Indicators of Inclusive Programs / Practices: A Compilation of Selected Resources (PDF - 1954 KB)
Authors:	D. Cate, M. Diefendorf, K. McCullough, M. Peters & K. Whaley, 2010
Description:	Compilation of resources and indicators of high quality inclusive practices. Excerpts and adaptations of the resources are provides for these national and state-developed resources.

Research Synthesis Points on Quality Inclusive Practices (PDF - 245 KB)
Authors:	National Professional Development Center on Inclusion (NPDCI),2009
Description:	Provides brief descriptions and supporting references for evidence-based and promising practices that support early childhood inclusion. It is organized into three major sections corresponding to the defining features of high quality early childhood inclusion.

Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings (PDF - 336 KB)
Authors:	M. R. Coleman, T. West, & F. Roth, National Center for Learning Disabilities, 2009
Description:	Information on key components of RtI in preschool settings, examples of models, and resources for implementation and policy recommendations.

Tapping Title I: What Every School Administrator Should Know about Title I, Pre-K and School Reform (PDF - 229 KB)
Authors:	C. L. Gayl, M. Young, and K. Patterson, Pre-K Now, January 2010
Description:	This brief provides basic information for superintendents and other district officials to use to make choices about using Title I resources to support quality pre-k programs.

Teacher’s Guide: Participating in the IEP Meeting (PDF - 99 KB)
Authors:	Head Start Center for Inclusion, n. d.
Description:	Developed to support children with disabilities in Head Start programs. Checklist for Head Start teachers to prepare for IEP meetings

Trends Impacting the Inclusion of Young Children with Disabilities (PDF - 957 KB)
Authors:	J. Grisham-Brown, 2004
Description:	Current trends in inclusion, including blending of early childhood and early childhood special education practices and programs, family expectations, and accountability.

Understanding Inclusion and the Americans with Disabilities Act (ADA) (PDF - 1266 KB)
Authors:	Florida Children’s Forum, n. d.
Description:	A resource to assist families, child care providers and advocates in planning and delivering child care for children with special needs in inclusive settings.

VPK Fact Sheet (PDF - 126 KB)
Authors:	Florida Department of Education, Office of Early Learning, February 2010
Description:	A Fact Sheet published monthly to highlight recent achievements in Florida’s Voluntary Prekindergarten (VPK) Education Program.

Why Program Quality Matters for Early Childhood Inclusion: Recommendations for Professional Development (PDF - 398 KB)
Authors:	National Professional Development Center on Inclusion, November 2009
Description:	Describes components of quality inclusive programs and recommendations for infusing content into inclusive program quality for professional development.

Accommodations, Assistive Technology, Universal Design for Learning Documents: Documents related to Accommodations, Assistive Technology, and Universal Design for Learning. For more resources on Accommodations, Assistive Technology, Universal Design for Learning, please go to the Accommodations, Assistive Technology, Universal Design for Learning section of the Links and References.

Assistive Technology for Infants and Toddlers (PDF - 105 KB)
Authors:	Families and Advocates Partnership for Education (FAPE), PACER Center, n.d.
Description:	An guide for families that provides information on the use of assistive technology (AT) and answers questions about why it is important, types of AT devices, and AT evaluations.

Assistive Technology Training Programs for Early Intervention Service Providers (PDF - 221 KB)
Authors:	Tots-n-Tech Research Institute - May 25, 2012
Description:	The newsletter summarizes findings from a recent survey done to find out what kind of assistive technology training programs provided the most useful information to early intervention service providers, what topics were covered in these programs, and the impact on practice that followed the programs.

Early Childhood and AT (PPT - 6.1 MB)
Authors:	The Family Center on Technology and Disability (FCTD), 2011
Description:	A PowerPoint presentation that provides a range of assistive technology (AT) examples appropriate for young children and discusses issues to be considered when using AT with this age group.

Growing Ideas – Increase Access: Universal Design in Early Care and Education (PDF - 582 KB)
Authors:	J. Downs, B. Blagojevic, L. Labas, M. Kendrick, & J. Maeverde, 2007
Description:	From the Center for Community Inclusion and Disability Studies. A tip sheet describing Universal Design for Learning in an early care and education program.

A Parent’s Guide to Universal Design for Learning (UDL) (PDF - 402 KB)
Authors:	Parent Advocacy Brief: National Center for Learning Disabilities, 2008
Description:	A guide for parents about the benefits and principles of UDL. Includes case studies and information on the role of UDL in assessment, accommodations and assistive technology.

Quick and Easy Adaptations and Accommodations for Early Childhood Students (PDF - 969 KB)
Authors:	L. M. Breitfelder, 2008
Description:	Research-based information and strategies to support the use of adaptations and accommodations for young children with disabilities. Good information for teaching staff.

Technology in Early Education: Building Platforms for Connections and Content that Strengthen Families and Promote Success in School (PDF - 1.67 MB)
Authors:	Education Commission of the States, August 2012
Description:	This brief discusses the growing use of electronic media among young children; new digital divides between rich and poor, rural, and urban children; and what states can do to ensure thoughtful adoption of new technologies and interactive media by early childhood programs.

Toys: Universal Tools for Learning, Communication and Inclusion for Children with Disabilities (PDF - 3109 KB)
Authors:	Education Commission of the States, August 2012
Description:	This brief discusses the growing use of electronic media among young children; new digital divides between rich and poor, rural, and urban children; and what states can do to ensure thoughtful adoption of new technologies and interactive media by early childhood programs.

Using Powered Mobility with Infants and Toddlers (PDF - 469 KB)
Authors:	Tots-n-Tech Research Institute - July 30, 2012
Description:	The newsletter edition contains a summary of the different types of powered mobility available for infants and toddlers. It is based on the work of many researchers whose work is included in a Useful Reference List at the end of the newsletter. For previous issues of the newsletter, go to the Tots 'n Tech home page and scan down.

Social-Emotional Competence for Inclusion Documents: Documents related to Social-Emotional Competence for Inclusion. For more resources on this topic, please go to the Social-Emotional Competence for Inclusion section of the Links and References.

Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior (PDF - 976 KB)
Authors:	M. Mincic, B. J. Smith, & P. Strain, 2009
Description:	A policy brief on the process of implementing the Pyramid Model and achieving positive outcomes for young children with challenging behaviors and their families.

Building Strong Systems of Support for Young Children's Mental Health: Key Strategies for States and a Planning Tool (PDF - 934 KB)
Authors:	M. Mincic, B. J. Smith, & P. Strain, 2009
Description:	This report describes key strategies for creating a comprehensive system of supports for young children's mental health. It provides examples from states using these strategies and includes a tool that state planners can use to assess progress and plan steps toward building a strong system of early childhood mental health supports.

Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families (PDF - 5410 KB)
Authors:	S. Smith, S. Stagman, S. Blank, C. Ong, & K. McDow, 2011, National Center for Children in Poverty (NCCP)
Description:	Summary information on curricula and intervention packages designed to help young children ages birth to five years improve their social-emotional functioning.

Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit (PDF - 1.29 MB)
Authors:	Kwang-Sun Cho Blair & Lise Fox, 2011
Description:	From the Center for Early Childhood Mental Health, this guide is designed to assist teachers, teams, and families in developing and implementing support plans that result in reduction of persistent challenging behavior in young children and the promotion of communication and social skills.

Fact Sheet - Young Children with Challenging Behaviors (PDF - 169 KB)
Authors:	Center for Evidence-based Practice: Young Children with Challenging Behaviors, 2004
Description:	Facts Sheet describing the significance of challenging behaviors in young children and positive outcomes.

Integrating Early Childhood Mental Health Consultation with the Pyramid Model (PDF - 1077 KB)
Authors:	D. F. Perry, & R. K. Kaufmann, November, 2009
Description:	A policy brief providing an overview how consultation can support the implementation of the Pyramid Model, and issues that arise in integrating these two approaches.

Linking Social Development & School Readiness (PDF - 372 KB)
Authors:	B. Smith, 2005
Description:	From the Center on the Social and Emotional Foundations for Early Learning. Examines the link between good social skills and academic success.

Positive Solutions for Families of Young Children with Challenging Behavior (PDF - 242 KB)
Authors:	Center for Evidence-Based Practice: Young children with Challenging Behavior, 2006
Description:	Eight practical tips parents can use when their young children exhibit challenging behavior. Includes explanations and examples for parents to use in everyday life.

Program Practices for Promoting Social Development of Young Children and Addressing Challenging Behavior - Leadership Strategies (PDF - 364 KB)
Authors:	L. Fox, 2005
Description:	From the Center on the Social and Emotional Foundations for Early Learning. Outlines good practices that promote social development in young children.

Promoting Children’s Social and Emotional Development through Preschool Education (PDF - 391 KB)
Authors:	J. Boyd, W. S. Barnett, E. Bodrova, D. J. Leong, and D. Gomby, March 2005
Description:	Discusses the role of social/emotional skills in readiness for Kindergarten, quality Pre-K curriculums and recommendations.

Promoting Social Behavior of Young Children in Group Settings: A Summary of Research (PDF - 1266 KB)
Authors:	G. Dunlap, & D. Powell, Technical Assistance to Promote Service and System Change (TACSEI), 2009
Description:	A summary of evidence-based intervention practices for promoting adaptive social-emotional behavior of young children in Pre-K and child care settings.

The Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children Fact Sheet (PDF - 319 KB)
Authors:	Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), n. d.
Description:	A fact sheet that briefly describes three tiers of intervention practice and outlines six key assumptions about how the Pyramid Model is implemented.

Research Synthesis on Infant Mental Health and Early Care and Education Providers (PDF - 504 KB)
Authors:	Center on the Social and Emotional Foundations for Early Learning, 2009
Description:	Answers frequently asked questions that early childhood providers have about Infant Mental Health (IMH), early social and emotional development, and the IMH system.

Response to Intervention and the Pyramid Model (PDF - 1165 KB)
Authors:	L. Fox, J. Carta, P. Strain, G. Dunlap, & M. L. Hemmeter, 2009
Description:	Discussion of the Pyramid Model and its application for promoting young children’s social competence and preventing behavior challenges.

Special Journal Section on Social-Emotional Issues in Early Childhood Settings (weblink)
Authors:	Early Childhood Research & Practice (ECRP) - Retrieved July 28, 2011
Description:	A special section of the Spring 2011 issue of Early Childhood Research & Practice (ECRP) which focuses on children's friendships, relationship building, and supporting children's dramatic play.

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