Camille Catlett Frank Porter Graham Child Development Institute Resources, Tools, and Strategies for Supporting Each Child’s Full Participation and Inclusion in Early Education Settings

be able to do Know & Evidence-based practices Evidence

Developmentally appropriate practices NAEYC standards DEC recommended practices DEC standards

Individually Appropriate Developmentally Appropriate Culturally Appropriate

 Promote discussion of intentional teaching practices  Guide observation  Promote reflection  Build rubrics

 Curriculum Toolkit Curriculum Toolkit

Fred Rogers Center ELE

National Center on Cultural and Linguistic Responsiveness

National Center on Quality Teaching and Learning

15-Minute In-Services Expansions Thick and Thin Conversations Asking Questions Engaging Children in Conversations

The Head Start Child Development and Early Learning Framework

The Head Start Child Development and Early Learning Framework

CONNECT NPDCI Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at inclusive-practices-resources-and-landing- pads inclusive-practices-resources-and-landing- pads

CONNECT NPDCI 8 EBP Landing Pads Available

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

Definition 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.

Additional Resources

Defining Features Access Access – means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development.

 Universal Design (UD)/Universal Design for Learning (UDL)  Assistive Technology (AT) Evidence-Based Practices that Support ACCESS

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

Three key concepts

Multiple Means of Representation Various formats : kinesthetic Visual auditory

What can it look like?

UDL: Multiple Means of Engagement

What can it look like?

UDL: Multiple Means of Expression Typing/texting

What can it look like?  Children get to choose the method/form in which they express or demonstrate their understanding (that matches the teacher’s learning goal)  There ample opportunities, materials, or guidance to support children in expressing themselves in multiple ways  There are many different things children produce, and/or a variety of observable, evaluative child actions (differentiated product)

Read About It

See for Yourself

Find It Online

Meet Sophia 3 years old Lives with parents, who arrived this fall from Colombia to take faculty positions at a local university Cognitive, motor, and social-emotional skills are age- appropriate Speaks and understands Spanish Has a few English labels; rarely initiates or engages in social conversation with her English-speaking classmates Often seems very quiet or withdrawn Loves: housekeeping area, listening to audiotape of Spanish songs her mother sent in

Supporting Sophia with UDL How might you use multiple means of representation (visual, auditory, kinesthetic) multiple means of engagement (interests, preferences, curiosity, motivation) multiple means of expression (speaking, pointing, singing, drawing, gestures) to support Sophia and children like her?

Defining Features Participation Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

 Embedded Instruction and Other Naturalistic Interventions  Scaffolding Strategies  Tiered Models of Instruction/Intervention Evidence-Based Practices (EBP) that Support PARTICIPATION

Defining Features [Systemic] Supports Supports – refer to broader aspects of the system such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high quality inclusion.

Higher preschool performance and promotion to next grade More positive engagement with peers, adults, and learning Buffers negative impact of poverty on academic and behavioral outcomes Engage Families Help Their Children to Succeed

Families can become lifelong partners or lifelong bystanders based on how you engage them in the process of supporting their child.

CONNECT Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

CONNECT SCRIPT-NC Landing Pads

National Center on Quality Teaching and Learning

National Center on Quality Teaching and Learning: Disabilities

Meet Drew 3 years old Lives with parents and two brothers, one older and one younger Diagnosed with autism at 30 months Cognitive skills are near age-appropriate Significant delays in social and communication skills Rarely initiates or engages in social conversation Favorite toys: trains, Disney figurines, markers Tendency to tantrum Difficult time following directions Reacts strongly when told “no”

Putting It All Together Drew can find transitions to be very challenging. With a partner, use the Adaptation Notes to think about ways in which you can help him be successful during transitions.