|General Inclusion References||Accommodations, Assistive Technology, Universal Design for Learning References||Social-Emotional Competence for Inclusion References|
Baker-Ericzen, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers' attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in Early Childhood Special Education, 28(4), 196–208.
Buysse, V. & Wesley, P. (2005). Consultation in early childhood settings. Baltimore, MD: Paul H. Brookes Publishing.
Cheatham, G. A., Armstrong, J., & Santos, R. M. (2009). “Ya’ll listenin?”: Accessing children’s dialects in preschool. Young Exceptional Children, 12(4), 2–14
Chandler, L., & Maude, S. (2008). Teaching about inclusive settings and natural learning environments. In Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 207–225). Washington, DC: Zero to Three.
Division for Early Childhood & National Association for the Education of Young Children. (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: University of North Carolina, FPG Child Development Institute.
Downing, J. E., & Peckham- Hardin, K. D. (2007). Inclusive education: What makes good education for children with moderate to severe disabilities? Research and Practice for Persons With Severe Disabilities, 32(1), 16–30.
Grisham-Brown, J., Hemmeter, M. L., Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes Publishing.
Harte, H. A. (2010). The project approach: A strategy for inclusive classrooms. Young Exceptional Children, 13(3), 15–27.
Kasari, C., Gulsrud, A., Freeman, S., Paparella, T. & Hellemann, G. (2012, May). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51, (5), 487-495.
Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children’s school success. Exceptionality, 16(1), 18–32.
McWilliam, R. A., & Casey, A. M. (2008). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes Publishing.
Olmsted, M. G., Bailey, D. B., Raspa, M., Nelson, R. E., Robinson, N. D., Simpson, M. E., & Guillen, C. (2010). Outcomes reported by Spanish-speaking families in early intervention. Topics in Early Childhood Special Education. 30(1), 46–55.
Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (Eds.). (2005). DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children. Longmont, CO: Sopris West.
Sandall, S. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing.
Sevik, R. A., Barton-Hulsey, A., & Romski, M. A. (2008). Early Intervention, ACC, and transition to school for young children with significant spoken communication disorders and their families. Seminars in Speech and Language, 29(2), 92–100.
Sweet, M. (2008). A thinking guide to inclusive childcare: For those who care about young children with or without disabilities. Disability Rights Wisconsin, 49, 6–9.
Acrey, C., Johnstone, C., & Milligan, C. (2005). Using universal design to unlock the potential for academic achievement of at-risk learners. TEACHING Exceptional Children. 38(2), 22–31.
Blagojevic, B., Twomey, D., & Labas, L. (2007). Universal Design for Learning: From the start. Orono, ME: University of Maine Center for Community Inclusion and Disability Studies.
Breitfelder, L. M. (2008). Quick and easy adaptations and accommodations for early childhood students. TEACHING Exceptional Children Plus, 4(5), 1–15.
Campbell, P. H., Melbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3–13.
Council for Exceptional Children. (2007). Universal design for learning: A guide for teachers and education professionals. Arlington, VA: Prentice Hall.
Cunconan-Lahr, R. (2006). Inclusive child care begins with universal design. Pennsylvania Early Intervention, 18(1), 1–3.
Dugan, L. M., Campbell, P. H., & Wilcox, M. J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25–32.
Hanline, M. F., Nunes, D., & Worthy, M. B. (2007). Augmentative and alternative communication in the early childhood years. Young Children, 62, 78–82.
Hustad, K. C., Keppner, K. K., Schanz, A., & Berg, A. (2008). Augmentative and alternative communication for preschool children: Intervention goals and use of technology. Seminars in Speech and Language, 29(2), 83–91.
Increase access: Universal design and early care and education. (2007). Growing Ideas. University of Maine: Center for Community Inclusion and Disabilities Studies.
Judge, S., Floyd, K., Wood-Fields, C. (2010) Creating a technology-rich learning environment for infants and toddlers with disabilities. Infants & Young Children, 23(2), 84–92.
Milbourne, S. A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC.
Sabia, R. (2008). Universal design for learning and meaningful access to the curriculum. TASH Connections, 14–21.
Wilcox, M. J., Dugan, L. M., Campbell, P. H., & Guimond, A. (2006). Recommended practices and parent perspectives regarding AT use in early intervention. Journal of Special Education Technology, 21(4), 7–16.
Wilcox, M. J., Guimond, A., Campbell, P. H., & Moore, H. W. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26(1), 33–49.
Wilkinson, K. M., & Hennig, S. (2007). The state of research and practice in augmentative and alternative communication for children with developmental/ intellectual disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 58–69.
Baker, J. K., Fenning, R. M., Crnic, K. A., Baker, B. L., & Blacher, J. (2007). Prediction of social skills in 6-year-old children with and without developmental delays: Contributions of early regulation and maternal scaffolding. American Journal on Mental Retardation, 112, 375–391.
Barnett, D. W., Elliott, N., Wolsing, L., Bunger, C. E., Haski, H., McKissick, C., & Vander Meer, C. D. (2006). Response to intervention for young children with extremely challenging behaviors: What it might look like. School Psychology Review, 35(4), 568–582.
Boyd, J., Barnett, W. S., Bodrova, E., Leong, D. J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool education. New Brunswick, NJ: National Institute for Early Education Research.
Brennan, E. M., Bradley, J. R., Allen, M. D., & Perry, D. F. (2008). The evidence base for mental health consultation in early childhood settings: Research synthesis addressing staff and program outcomes. Early Education and Development, 19(6), 982–1022.
Bruder, M. B., & Chen, L. H. (2007). Measuring social competence in toddlers: Play tools for learning. Early Childhood Services, 1(1), 49–70.
Goldman, B. D., & Buysse, V. (2007). Friendships in very young children. In O.N. Saracho, & B. Spodek (Eds.), Contemporary perspectives on socialization and social development in early childhood education, (pp. 165–192). Greenwich, CT: Information Age.
Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children’s behaviors and interactions with peers. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 45–62). New York: Guilford.
Guralnick, Michael J. (2010) Early intervention approaches to enhance peer-related social competence of young children with developmental delays: A historical perspective. Infants & Young Children, 23(2), 73–83.
Guralnick, M. J., Connor, R. T., Neville, B., & Hammond, M. A. (2006). Promoting the peer-related social development of young children with mild development delays: Effectiveness of a comprehensive intervention. American Journal on Intellectual and Developmental Disabilities, 111, 336–356.
Guralnick, M. J., Connor, R. T., & Johnson, C. L. (2009). Home-based peer social networks of young children with Down Syndrome: A developmental perspective. American Journal on Intellectual and Developmental Disabilities, 114, 340–355.
Guralnick, M. J., Neville, B., Hammond, M. A. & Connor, R. T. (2007). The friendships of young children with developmental delays: A longitudinal analysis. Journal of Applied Developmental Psychology, 28(1), 64–79.
Han, J., Ostrosky, M. M., & Diamond, K. E. (2006). Children’s attitudes toward peers with disabilities: Supporting positive attitude development. Young Exceptional Children, 10(1), 2–11.
Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children’s social competence and addressing challenging behavior. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 119–142). Washington, DC: Zero to Three.
Hollingsworth, H. (2005). Interventions to promote peer social interactions in preschool settings. Young Exceptional Children, 9(1), 2–11.
Horn, E., Ostrosky, M. M., & Jones, H. (Eds.). (2006). Social emotional development: Birth-8. Young Exceptional Children Monograph No. 8. Missoula, MT: Division for Early Childhood.
Hunter, A., & Hemmeter, M. L. (2009). Addressing challenging behavior in infants and toddlers. Zero to Three, 29(3), 5–12.
Joseph, G. E., & Strain, P. S. (2010). Teaching young children interpersonal problem-solving skills. Young Exceptional Children, 13(3), 28–40.
Katz, L., & Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in the Childhood Education, 21(1), 5–21.
Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, CT: Yale University Press.
Lentini, R., Vaughn, B. J., & Fox, L. (2004). Routine based support guide for young children with challenging behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Creating teaching tools for young children with challenging behavior [CD-ROM].
Muscott, H.S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisolm, P. (2008). Creating home–school partnerships by engaging families in school wide positive behavior supports. TEACHING Exceptional Children, 40(6), 6–14.
Nelson, R., Stage, S., Duppong-Hurley, K., Synhorst, L., & Epstein, M. (2007). Risk factors predictive of the problem behavior of children at risk for emotional and behavioral disorders. Exceptional Children, 73(3), 367–379.
Ross, H., & Howe, N. (2009). Family influence on children’s peer relationships. In K. H. Rubin, W. H. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 508–527). New York: Guilford.
Smith, B. (2005). Linking social development and school readiness. Recommended Practices. The Center on the Social and Emotional Foundations for Early Learning.
Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. TEACHING Exceptional Children, 37(6), 42–49.