All Means All: Individualizing to Support Each Young Learner

Inclusion

DEC/NAEYC. (2009). Early childhood inclusion. Chapel Hill: UNC, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

US Department of Health and Human Services/US Department of Education. (2015, September). Policy statement on inclusion of children with disabilities in early childhood programs.

http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities.

Inventory of Practices for Promoting Children’s Social Emotional Competence

http://csefel.vanderbilt.edu/modules/module1/handout4.pdf

The Inventory of Practices for Promoting Social Emotional Competence is designed to be used by individuals and/or teams to identify training needs and plan a course of action to address those needs related to four general

areas: (a) building positive relationships, (b) creating supportive environments, (c) social emotional teaching strategies, and (d) individualized intensive interventions.

Resource: Using Environmental Strategies to Promote Positive Social Interactions http://csefel.vanderbilt.edu/briefs/wwb6.pdf

Resource: Helping Children Understand Routines and Classrooms Schedules http://csefel.vanderbilt.edu/kits/wwbtk3.pdf

Resource: Helping Children Make Transitions Between Activities http://csefel.vanderbilt.edu/kits/wwbtk4.pdf

Resource: Using Choice and Preference to Promote Improved Behavior http://csefel.vanderbilt.edu/briefs/wwb15.pdf

Resource: Helping Children Follow Directions http://www.tats.ucf.edu/docs/eupdates/curriculum-10.pdf

Resource: Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines Workshop

http://challengingbehavior.fmhi.usf.edu/communities/make_n_take/make_n_take_home.html

Resource: Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC_RPs_%204-25-14.pdf

Overall Resources

Backpack Connection Series

http://challengingbehavior.fmhi.usf.edu/do/resources/backpack.html#emotions

The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. Teachers may choose to send a handout home in each child’s backpack when a new strategy or skill is introduced to the class. Each Backpack Connection handout provides information that helps parents stay informed about what their child is learning at school and specific ideas on how to use the strategy or skill at home. Skills addressed range from hitting and biting to whining and fearfulness.

Creating Teaching Tools for Young Children with Challenging Behavior

http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm

Free tools developed by TACSEI and based on evidence-based practices can be downloaded from this website. Teaching Tools contains strategies to help teachers support young children with challenging behavior. Included are handouts and worksheets, as well as helpful techniques and strategies.

CSEFEL Infant Toddler Training Modules http://csefel.vanderbilt.edu/resources/training_infant.html

The four Infant-Toddler Training Modules are designed with a focus on promoting the social and emotional competence of very young children. Topics include understanding social-emotional development, understanding behavior, building and sustaining relationships, and supporting infant toddler social-emotional development. Materials include PowerPoints, handouts, video clips, and a trainer’s guide. Modules are available in Spanish.

CSEFEL Preschool Training Modules http://csefel.vanderbilt.edu/resources/training_preschool.html

The four PreSchool Training Modules are designed with a focus on promoting the social and emotional competence of young children. The topics of the four modules are on how to build relationships and create supportive environments, social-emotional teaching strategies, individualized intensive interventions, and leadership strategies that support children’s social-motional development and address challenging behavior. Materials include PowerPoints, handouts, video clips, and a trainer’s guide. Modules are available in Spanish.

Preventing Challenging Behavior in Young Children: Effective Practices

http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf

This brief document provides an overview of evidence-based practices for arranging classroom environments, scheduling, and implementing rules, rituals, and routines in ways that will support each child’s full participation.