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

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

3. The handouts and PowerPoints for this session are available online at http://fpg.unc.edu/ presentations/williams- syndrome-handouts

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

8. 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.

10. 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.

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

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

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

15. 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).

16. Three Key Concepts of UDL

17. UDL: Multiple Means of Representation kinesthetic Visual auditory

18. UDL: Multiple Means of Engagement

19. UDL: Multiple Means of Expression Typing/texting

21. 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

22. AT to Support Access to Writing

23. AT to Support Access to Literacy

24. Example of Assistive Technology – child trying to blow out candle https://www.youtube.com/watch?v=OULuqNgEWmU

25. Embedded Learning Example of embedded learning and peer supports – children rolling together http://community.fpg.unc.edu/connect- modules/resources/videos/video-1-12

26. Peer Supports Example of embedded learning and peer supports – book reading activity http://community.fpg.unc.edu/connect- modules/resources/videos/video-1-16

27. F FAMILY A ASSESSMENT C COLLABORATION I INSTRUCTION L LEADERSHIP I INTERACTION T TEAMING A AND T TRANSITION E ENVIRONMENT http://ectacenter.org/decrp

33. Resources to Support Each Domain of Development

34. http://letsplay. buffalo.edu/ products/index.htm

36. http://www.earlyliteracylearning.org/

41. Video shows family using their values and priorities (music) to support goals for their child. Also highlights the importance of early intervention. https://www.youtube.com/watch?v=zIzBK1JgGgM

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

50. What will you do next?