1. Frank Porter Graham Child Development Institute
Evidence-Based Practices That Promote High Quality Inclusion
Fourth International Conference and Tenth National Workshop
Madhuram Narayanan Centre for Exceptional Children
Camille Catlett
Frank Porter Graham Child Development Institute

2. Early Childhood Inclusion: A Joint Position Statement
Defining Inclusion
Early Childhood Inclusion: A Joint Position Statement 2 2

3. Defining Features of Inclusion
SUPPORTS
PARTICIPATION
ACCESS

4. Shifts in the Early Intervention Field Evidence-Based Practices
Know
Be able to do
Evidence
Evidence-Based Practices

5. Evidence-Based Practices That Support Children in Inclusive Settings5 5

6. Defining Features
●Universal Design for
Learning (UDL)
● Assistive Technology (AT)
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.

7. 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).

8. Three Key Concepts of UDL

9. UDL: Multiple Means of Representation
kinesthetic
Visual auditory

10. UDL: Multiple Means of Engagement
Attention
curiosity
motivation
Interests
preferences

11. UDL: Multiple Means of Expression
Typing/texting

13. 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

14. AT to Support Access to Writing

15. AT to Support Access to Literacy

16. AT to Support Access to Literacy

17. Defining Features
● Embedded Instruction
● Peer Supports
● Scaffolding
Participation – means using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.

18. EBP: Scaffolding Strategies
Scaffolding strategies are structured, targeted approaches that can be used with children who require more intensive supports across a wide variety of teaching and learning contexts, and in combination with other approaches. Scaffolding strategies include modeling, response prompting, peer supports, and corrective feedback.

19. Scaffolding

20. Defining Features
●Professional Development
●Family-Professional
Collaboration
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.

21. Landing Pads

22. Evidence-Based Practices for Children and Youth on the Autism Spectrum