Evidence-Based Practices That Support Access for Each Child

Evidence-based Practices that Support Access for Each Child

Evidence-based Practices

National Professional Development Center on Inclusion.(2011). Research synthesis points on practices that support inclusion. Chapel Hill: UNC, FPG Child Development Institute, Author.

Universal Design for Learning

Does each child have multiple and varied ways to learn?

Kinesthetic / Visual / Auditory

Does each child have multiple and varied ways to becomeengaged, motivated, excited, and challenged in their learning?

Attention / Choices / Curiosity
Motivation / Interests / Preferences

Does the early childhood environment provide all children with multiple and varied ways to express and show what they are learning?

Signing/Gestures / Speaking / Singing
Assistive Technology / Typing/texting / Drawing

Universal Design for Learning Resources

Building Inclusive Childcare Universal Design for Learning

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web.

Environmental Adaptations Checklist

Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013).Integrating principles of universal design into the early childhood curriculum.Dimensions of Early Childhood, 41(1), 3-13

Supporting Early Literacy Through Universal Design & Assistive Technology

Universal by Design: Inclusive Approaches that Support Each Preschool Child

Universal Design for Learning: Checklist for Early Childhood Environments

Using Choice and Preference to Promote Improved Behavior

Stages of Second Language Acquisition

Stage One: Use of First LanguageThe young dual language learner tries to communicate in his/her first language (the language from home) and does not yet realize the other person speaks a different language.

Stage Two: Quiet PeriodThe young dual language learner becomes quiet, listening to the new language, typically English. The child is actively focused on learning the meaning of useful words and phrases.

Stage Three: Telegraphic and Formulaic SpeechThe young dual language learner begins to speak the new language with a single word or short familiar words or phrases.

Stage Four: Productive SpeechThe young dual language learner generates sentences and more original language than at the previous stage. The dual language learner may converse with a peer or adult.

Source: Durbin, S., & Bedel, P. (2014). Soyul & Teacher Yvette. Los Angeles, CA: Teaching At TheBeginning. Distributed by Redleaf Press.

Strategies for Supporting Dual Language Learners

Createa welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and books which portray children’s languages and cultures in respectful and authentic ways.

Askfamilies to continuously share information over time about their children’s interests and infuse the information into activities, interactions and curriculum

Provideopportunities for families and community members to share stories and information in their home language

Supportchildren’s continued development of the home language and facilitate English language learning

Develop your knowledge of first and second language development as well as culturally and linguistically responsive practices

Remember that dual language learners are individuals; there is no one size fits all strategy. Use information from families and observations of children to individualize services and supports.

Source: Strategies for supporting all dual language learners. Retrieved from

Resources for Supporting Young Dual Language Learner and Their Families

Code Switching: Why It Matters and How to Respond

Colorín Colorado

The Importance of Home Language Series

Same, different, and diverse: Understanding children who are dual language learners (DLLs). Retrieved from

Strategies for supporting all dual language learners. Retrieved from

Assistive Technology

Level of Assistive Technology / Examples
Low Tech – no cost or low cost options that require no training and can easily be created and implemented by teachers and families / Pictures
Visual schedules
Use of Velcro to stabilize materials
Pencil grips
Adapted scissors
Knobbed puzzles
Mid Tech – materials that require minimal training and cost less than $500 / Computer adaptations (e.g., touch screen)
Switches, switch-activated toys
High Tech – more expensive options that may require specialized training / Higher level augmentative and alternative communication (AAC) systems (e.g., Dynavox)

Assistive Technology Resources

AT for preschool

AT in Action Videos

Assistive Technology Checklist

Assistive technology for infants, toddlers, and young children

CONNECT Module 5: Assistive Technology

EZ AT: Assistive Technology Activities for Children Ages 3 to 8

Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond the Journal: Young Children on the Web.

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