From All to Each and Every: Resources to Support Your Role As An Inclusive Leader

Camille Catlett
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Developmentally Appropriate Practice

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8.

What is known about child development and learning—referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote children’s learning and development

What is known about the social and cultural contexts in which children live— referring to the values, expectations, and behavioral and linguistic conventions that shape children’s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family

What is known about each child as an individual—referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation

Developmentally Appropriate

Wisconsin’s Model Early Learning Standards

Resources to Support Contextually Appropriate Practices

Resource List: Supporting the Learning and Development of Young Dual Language Learners

Diversity: Contrasting Perspectives

This video introduces diverse perspectives on various aspects of caregiving that impact health, safety and nutrition in the home and child care settings. It discusses cultural differences in caregiving practices ranging from feeding to toilet teaching.

A Better Start: Why Classroom Diversity Matters in Early Education

This publication summarizes what we know about racial and economic diversity in Head Start and state pre-K classrooms, discusses how diversity and quality are linked, and recommends steps to increase diversity in preschool classrooms.

Disparate Access: Head Start and Child Care and Development Block Grant (CCDBG) Data by Race and Ethnicity

This brief highlights state-level data by race and ethnicity about differential access to Head Start preschool, Early Head Start (EHS), and CCDBG-funded child care, analyzed here for the first time. The brief also identifies potential policy implications and the gaps in the data that limit our ability to more comprehensively analyze the findings.

Reducing Disparities in Early Care and Education and School Readiness

Among income-eligible families between 2011-2013, only 38 percent of 3- and 4-year-old Hispanic children enrolled in Head Start, 5 percent of infant and toddlers enrolled in Early Head Start, and 8 percent of children between birth and age 13 used a child care subsidy. This report raises the question of how we can reduce racial disparities in the usage of Head Start and child care subsidy programs targeting low-income families.

Do Low Levels of Blood Lead Reduce Children's Future Test Scores?

Results of this study underscore that poor and minority children are more likely to be exposed to lead, suggesting that lead poisoning may be one of the causes of continuing gaps in test scores between disadvantaged and other children.

AERA “Ed-Talk” Videos and Research Fact Sheets

The American Educational Research Association (AERA) has released 31 “Ed-Talk” videos that feature leading education scholars discussing cutting-edge research on a range of important education and learning issues. For example, NIEER Director W. Steven Barnettdiscusses the impact quality preschool can have on achievement gaps and Barbara Rogoff discusses the learning strengths of children with diverse backgrounds. The videos are accompanied by 32 research fact sheets that the scholars developed to provide the underlying findings and cumulative research that frame the Ed-Talks.

Resources to Support Individually Appropriate Practices

Resource List: Resources to Support Inclusion

Know the Facts

Fact Sheet of Research on Preschool Inclusion

Research Synthesis Points on Early Childhood Inclusion

Know the Definition

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: UNC, FPG Child Development Institute.

Foundations of Inclusion Birth to Five

Know the Benefits for Children Who Do Not Have Disabilities

How Inclusion is Benefitting One Child Without Disabilities: Dillon’s Story

DEC Recommended Practices

DEC Recommended Practices in Early Intervention/Early Childhood Special Education

(position statement)

DEC Recommended Practices (2014) (video)

Recognizing and Performing the DEC Recommended Practices

Evidence-Based Practices that Support Individual Learners and Inclusion

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

Building Inclusive Childcare Universal Design for Learning

Integrating Principles of Universal Design into the Early Childhood Curriculum

Supporting Early Literacy Through Universal Design & Assistive Technology

UDL 101 in the Early Childhood Environment

UDL at a Glance

Universal by Design: Inclusive Approaches that Support Each Preschool Child

Universal Design for Learning: Reaching All, Teaching All

Universal Design for Learning and Assistive Technology

The Universal Design of Early Education: Moving Forward for All Children

Using Choice and Preference to Promote Improved Behavior

Universal Design for Learning (UDL) Checklist for Early Childhood Environments

Assistive Technology

AT for infants/toddlers

AT for preschool

Assistive Technology: Supporting the Participation of Children with Disabilities

Assistive technology for infants, toddlers, and young children

Birthday Candle

CONNECT Module 5: Assistive Technology

Embedded Instruction – Learning - Intervention

CONNECT Module 1: Embedded Interventions

Embedded Instruction: Doing What Comes Naturally

Embedded Instruction for Early Learning

Embedded Instruction Practices for Parents

Embedded Learning Opportunities (videos, PowerPoints)

Embedding Instruction for Children with Disabilities in Inclusive Community Settings (PowerPoints)

Research Evidence on Embedded Instruction for Early Learning

Resources for Supporting Children on the Autism Spectrum

AFIRM modules

National Professional Development Center on Autism Spectrum Disorder

Featured Film:Dear Teacher

Extraordinarily Ordinary

Champions of Inclusion by Bill Henderson

  • Connect with [children] who have disabilities as individuals who are contributors first
  • Communicate enthusiasm and act comfortably around [children] with disabilities
  • Challenge [children] with disabilities to work their best toward high standards
  • Creatively adapt and utilize appropriate strategies and materials to help [children] with disabilities learn and succeed
  • Collaborate with others to maximize [children’s] development
  • Make inclusion extraordinarily ordinary

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