Tools and Strategies to Support Each Child’s Full Potential Presenter: Camille Catlett, Frank Porter Graham Child Development Institute

Topics for Today Resources on.... inclusion. evidence-based practices. evidence-based and recommended practices. each domain of development For FREE

The handouts and PowerPoints for this session are available online at presentations/williams- syndrome-handouts

Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

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.

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.

Recommendations for State Action 1. Create a state-level interagency taskforce and plan for inclusion 2. Ensure state policies support high-quality inclusion

ACCESS Universal Design for Learning (UDL) Assistive Technology PARTICIPATION Peer Supports Scaffolding Embedded Learning

Evidence - Based Practices That Support Access Universal Design for Learning (UDL) Assistive Technology (AT)

Universal Design for Learning UDL means the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).

Three Key Concepts of UDL

UDL: Multiple Means of Representation kinesthetic Visual auditory

UDL: Multiple Means of Engagement

UDL: Multiple Means of Expression Typing/texting

Assistive Technology (AT) Assistive technology (AT) interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Source: CONNECT Module 5: Assistive Technology

AT to Support Access to Writing

AT to Support Access to Literacy

Example of Assistive Technology – child trying to blow out candle

Embedded Learning Example of embedded learning and peer supports – children rolling together modules/resources/videos/video-1-12

Peer Supports Example of embedded learning and peer supports – book reading activity modules/resources/videos/video-1-16

F FAMILY A ASSESSMENT C COLLABORATION I INSTRUCTION L LEADERSHIP I INTERACTION T TEAMING A AND T TRANSITION E ENVIRONMENT

Resources to Support Each Domain of Development

buffalo.edu/ products/index.htm

Video shows family using their values and priorities (music) to support goals for their child. Also highlights the importance of early intervention.

What’s the most powerful resource in your repertoire for helping people to understand your child?

What will you do next?