This is a follow up to the video "Team Lydia Rose" which is described below. Janelle Rethwisch talks about her perspective on inclusion for her daughter Lydia, in early childhood and beyond. This video can serve as a good introduction for families who are new to the concept of inclusion or who are deciding on service options.

The purpose of this resource collection is to self-empower individuals to investigate, unlearn, and relearn and use new information or knowledge to address anti-Asian bias.

Teaching for Change, the project that produced this list, carefully selects the best multicultural and social justice books for early childhood families and educators.

This summary of an informal survey highlights issues of intersectionality among race, disability, and other aspects of identity, with many insights provided in the words of the survey participants.

This video highlights one family’s journey from the earliest days of receiving a diagnosis, through early intervention, and into productive young adult life.

This second sub-chapter covers Bri’s cognitive and self-help skills. The team answers the parents’ questions about sensory-processing. They also explain how different areas of development are linked. The family’s input is sought and their involvement in helping Bri’s is constantly encouraged.

This third sub-chapter discusses the motor and social emotional domains of Bri’s development. The team addresses Bri’s concerns about her “w” sitting and social skills and gives practical suggestions on assisting Bri. The service coordinator summarizes the discussion which allows the team to clarify the discussion and provide additional information.

Chapter 3.2 discusses the first two child outcomes which are positive social emotional skills and acquiring and using knowledge and skills. The team discussion focuses on Bri’s skills in the different domains of development and how they impact her ability in these two outcomes. Through the use of effective communication, the team discusses Bri’s communicative skills in various settings.

Produced by the Illinois EI Training Program, this series of video clips show the process of a family going through the development of the Individualized Family Service Plan (IFSP).

The MAP Video Collection was created in response to the need for easy access to videos that promote inclusion and support the needs of children with disabilities and/or special needs and their families.

The CELL contains resources for early childhood practitioners and caregivers of children aged birth to five with disabilities or who are at risk. These resources include videos, user and training guides, self-guided learning modules, activities, checklists, and other useful materials.

CSEFEL provides various resources such as family tools, research syntheses, state planning, training kits and modules on various aspects of social and emotional development for infants and young children. Resources are organized by topic and audience, and are generally available in English and Spanish.

This webpage provides links to information and resources associated with early identification. This includes an overview to early identification and child find, screening, evaluation and assessment, and referral.

This clip taps lightly on the idea that one-way children learn how to handle emotions is by watching how the adults in their lives handle emotions.

The Children’s Defense Fund is a non-profit child advocacy organization. Its website contains information on programs and campaigns, related policies and research, as well as information on how one can be involved in advocating for children.

This module discusses ways in which children and families’ transition to new environments can be supported. Through the five steps that come with definitions, information about research findings and policies, students are guided through a decision making with video and audio clips, activities and handouts. A Spanish version is also available.

There are seven CONNECT Modules, each focusing on a discrete evidence-based practice. Information on research findings and related policies are provided as well as examples of practices. Included in the module are suggestions for activities, handouts, video and audio clips. Modules are also aligned to the NAEYC and DEC personnel preparation standards and the DEC Recommended Practices.

This article highlights opportunities to use UDL approaches to support the inclusion and full participation of infants and toddlers.

The authors of this article describe five culturally responsive core strategies to promote positive teacher relationships with young children in preschool and minimize challenging behavior: learn about children and families, develop and teach expectations, take the child’s perspective, teach and model empathy, and use group times to discuss conflict.

An understanding of UDL and the use of multiple means of engagement, representation, action/expression can lead educators to using curriculum modifications that support each and every child. This set of materials includes an online module with embedded video examples and learning activities for applying the new content in effective ways.

This training package provides information and resources on developing IFSP outcomes and IEP goals. Included are the Power Point presentation, the trainer script, handouts, activities, and supplemental resources. A recording of the presentation of the package is also available.

This is the place to view four classrooms, beginning with a global view of the key elements of effective practice, followed by visits to an integrated classroom and a self-contained classroom. The tour ends at the Visitor's Center where additional resources are provided.

The 2014 national Preschool Inclusion Survey, results of which are summarized in this document, affirmed that: 1) children with disabilities can be effectively educated in inclusive programs that use specialized instruction; 2) Inclusion benefits all children, both with and without disabilities; 3) families of all children generally have positive views of inclusion; 4) inclusion is not more expensive than separate instruction; and 5) children with disabilities do not need to be “ready” for enrollment in inclusive programs.

A collaborative effort of various organizations, the ECTA Center provides technical assistance to improve service systems and assist states in scaling up efforts and sustaining effective, research-based services and interventions that improve outcomes for families and children with disabilities. The website contains updates information and updates on related policies and topics. Links to research and resources for families are also available.

This webpage provides an overview of the Child Find Process. Mandated by IDEA, Child Find continuously searches for and evaluates children who may have a disability with the use of Child Find activities, which can vary widely from school district to school district. For example, one district might hold periodic conferences to train staff on policies, while another may hold playgroups, during which parents are asked to complete a developmental milestone questionnaire.

Sometimes differences that may be obvious to adults are not obvious to children. This delightful video reminds us of this fact in a light-hearted way.

This brief video and activity from Sesame Street provides a thoughtful introduction to helping young children process the idea that although everyone is different, we all share important feelings. At this website, the video shows what some children with autism like to do, then in text below the video it provides prompts for discussing similarities and differences.

This site contains the specific provisions of the Individuals with Disabilities Education Improvement Act (IDEA) related to transition.

This story is about a beautiful friendship that blossomed between two young girls in a preschool classroom. The children’s parents and teacher describe how the friendship helped both girls in learning important social and academic skills.

Prepare to be dazzled and to possibly get some new idea about ability. This short trailer is available to anyone. Access to the full 40-minute documentary may require a Netflix account or payment.

Recently there has been an alarming increase in anti-Asian sentiment and discrimination in the United States. This article offers ideas for talking with children about racism and identity, as well as the importance of speaking up about hate incidents they may encounter.

This page contains links to information outlining the development of a child’s communication skills from birth to five years. Each link contains a summary of the typical milestones for each year in hearing and understanding, and talking, and what parents can do to support the child’s development. A Spanish version is also available.

Prepared by Head Start, this training module on IEPs includes the presentation, presenter’s notes, handouts, and videos. A Spanish translation is also available.

This webpage gives an overview of the IFSP process and contains links to various resources about developing quality IFSPs.

This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help ensure that children with disabilities receive an appropriate public education in the least restrictive environment.

This video and presentation highlight effective approaches to supporting membership in an early childhood setting for children with and without disabilities.

This set of short videos demonstrates the process that two teachers went through when planning for specific children who need more individualized instruction on some of their learning objectives. These vignettes will show clips of their planning meeting as well as what it looks like in the classroom when these plans are implemented.

This page by NICHCY provides brief fact sheets on specific disabilities. This information is also available in Spanish.

Developed for the Early Support for Infants and Toddlers Program, these interactive three modules contain presentation materials, handouts, resources and activities. Included in each module are activities that check the learner’s acquired knowledge.

This inspiring video, made by a young man with multiple disabilities (Tyler), highlights his many accomplishments, each of which was made possible by others who were willing to see his abilities instead of just his disabilities, which Tyler calls “ability awareness.”

Asian Americans is a five-hour film series that chronicles the contributions and challenges of Asian Americans, the fastest-growing ethnic group in America. Personal histories and research provide a fresh lens on U.S. history and the role Asian Americans have played in it.

This website offers guidelines for teaching literacy skills to individuals with disabilities, in particular those with more complex communication needs. Each skill is accompanied by an explanation, instructional tasks, materials, and procedure, an example video clip, and pointers.

The STEMIE project supports the use of adaptations to ensure that young children with disabilities can fully participate and engage, particularly in STEM (science, technology, engineering, and math) experiences. Their Guide to Adaptations offers evidence-based ideas for evidence-based and playful environments, materials, and interactions. Check out the materials section to get ideas about selecting and modifying toys.

A rich source of evidence-based practices and resources for families and professionals is the resource library of the National Center for Pyramid Model Innovations. The library is searchable by keyword, audience (e.g., families, teachers), category (e.g., behavior intervention), type of resource (e.g., tip sheet, training module), and language. Resources are currently available in 12 languages, including Spanish.

NECTC was a five-year research project funded through the U.S. Department of Education, Office of Special Education Programs to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities. The project used a multi-method approach to identify state, community, program, family and child factors that lead to positive school outcomes. NECTC products are available as free downloads, and include things like a 2016 research brief on a child outcome framework for the early childhood transition process and many other foundational studies.

This issue includes resources for learning more about Asian Americans and Pacific Islanders, resources for children and families, and resources for early childhood educators.

November 2021 saw the release of multiple resources for learning about and thoughtfully implementing developmentally appropriate practice (DAP), including the 4th edition monograph from NAEYC. This issue of Natural Resources offers information about a few free DAP resources to access, read, and consider using.

In 1990, Dr. Rudine Sims Bishop published an essay about the importance of providing young readers with diverse books that reflect the “multicultural nature of the world” in which we live. In the essay, Dr. Bishop coined the phrase “Windows, Mirrors and Sliding Glass Doors” to explain how children see themselves in books and how they can also learn about the lives of others through literature. Dr. Bishop makes the point that it’s crucial for children to view themselves in the books they read. Here are resources for learning more about Dr. Bishop and how she has influenced the early childhood field

UDL is a set of practices, in the words of CAST, that “bust the barriers to learning that [children] experience every day.” Take a look and see which of these practices you are already using and which might extend your creativity and resourcefulness even farther.

This module contains three sections that provide an introduction to Part C of IDEA. Each section contains its own set of materials such as a slideshow presentation, trainer’s guide, speaker’s notes, and handouts and activity sheets.

A one-page handout with active links for determining "who to call" if a child is suspected of having developmental delays or a disability.

This article discusses the importance of play and describes how it is used in three settings (early intervention, early childhood special education, and early childhood education). The authors also attempt to provide a clearer understanding of play by showing how the use of play is used for different purposes in different contexts. Specifically, they clarify that play can be used as a developmental domain or as an activity base to achieve other goals.

Intended for educators, this article provides readers with an understanding of the experience and processes that families go through upon learning their child has a disability, as well basic information about IFSP and IEP services. It also explains several strategies for working with families with children with disabilities.

Here’s a video to pair with handouts on person/people first language. The way the slides are organized, instructors could turn the top half of each slide (how NOT to say something) into a handout on which students would determine a person first alternative. Then when the video was played, students could self-check their answers.

The position statement from the Division for Early Childhood outlines the expected role of special education professionals who directly support and care for children with disabilities who have been maltreated or are at risk due to factors within their environment. It also provides action recommendations and guidelines for working with families.

The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. To support implementation of these evidence-based practices, tools and resources were developed and organized around eight topics (e.g., family, environment, assessment). The tools, which include performance checklists, practice guides, and professional development guidance materials, are available in English and Spanish, and in multiple formats.

This document by NECTAC contains descriptions of a list of resources that can be used as quality indicators of inclusive early childhood programs and practices. Some resources are provided in the document; others contain information to access the quality indicators.

This is a one-page chart or handout you can use to support professionals or families in making a referral for evaluation in North Carolina. It describes the process for both children under the age of three and three and above. Links to the appropriate referral agencies are provided.

This document provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood inclusion. These practices are organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in the joint position statement: access, participation, and [systemic] supports.

The Results Matter Video Library contains video clips about early intervention, the use of observation, documentation, and assessment to inform practice, effective applications of technology and more.

Explicit emphasis related to supporting the full and equitable potential of children who are diverse in terms of culture, race, language, ability, opportunity, and life circumstances is now called for by national publications, standards, competencies, and position statements. The challenge for early childhood instructors is how to authentically and intentionally infuse new evidence and practices in courses and field experiences. This session will highlight effective strategies for taking action to address culture, race, and equity as part of activities, experiences, and assignments. Presenters: Cathy Collie-Robinson and Marye Vance (Durham Technical Community College, North Carolina) and the SCRIPT-NC team

Many programs have shifted to hybrid or online teaching models for the foreseeable future. This presents unique opportunities and challenges related to fostering relationships and building community and preparing students for virtual teaching and interactions. This session will open with tools and strategies for cultivating instructor-student and student-student relationships. Significant time will be spent on strategies and opportunities to provide college students with supported practice that will enable them to build meaningful connections with both young children and families. A highlight will be the participation of Marie Kohart, a talented early childhood educator who will share examples of ways in which she builds, sustains, and individualizes relationships in a virtual classroom. Strategies suitable for both synchronous and asynchronous environments will be shared.Presenters: Danielle Savory Seggerson (Lansing Community College, Michigan) and Marie Kohart (University of Kansas, Kansas)

Looking to increase the emphasis on playful and intentional Science, Technology, Engineering, and Math (STEM) learning experiences in your early childhood higher education offerings? This webinar will offer ideas for how to systemically bring a STEM lens to any course. Language/literacy + STEM – yes, please! Family engagement + STEM – of course! And wait until you see how nicely STEM can snuggle into child development, health/safety/nutrition, or practicum courses. The presenters will share tools and examples for meaningfully integrating an emphasis on STEM into courses and field experiences in ways that support each and every child and family.

The SpecialQuest Multimedia Training Library contains four learning modules about infant and toddler inclusion, building relationships with families, collaboration, and preschool inclusion. Each module is accompanied by a facilitator’s guide, training scripts, handouts, and videos. (The handouts are also available in Spanish and the videos have English and Spanish captioning).

Children’s ability to notice differences and similarities around them is key to their development. This set of resources reveals how adults can support children as they make sense of differences by talking with them about what they observe. Access this resource here (English) or here (Spanish). BONUS: For more resources on supporting children to recognize and thoughtfully learn and talk about similarities and differences, visit the July 2021 issue of Natural Resources.

This guide introduces parents to the processes involved in early intervention, from referral to transition, as well as important information for parents and additional resources. This guide is also available in PDF format and in many different languages.

This webpage by the Early Childhood Technical Assistance (ECTA) Center contains links to information and resources about the IDEA. These include links to information about the federal statute and regulations as well as summaries of the IDEA 2004.

This webinar will provide an introduction to how we can understand a child’s challenging behavior in regards to its form and function. Discussion and examples will be used to explain the importance of gathering functional data/information to establish a sensible and effective path to behavior support.

Here are two foundational resources from CAST, the organization that put UDL on the radar of educators who support learners of all ages. • Universal Design for Learning at a Glance This video shows how minimizing barriers and maximizing learning are at the heart of UDL. Though it doesn’t specifically speak to infants and toddlers, the foundational concepts of UDL are, themselves, universal and apply to children of any age. • UDL Guidelines These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

How does the UDL framework align with other early childhood frameworks you are currently using, like the NAEYC’s Developmentally Appropriate Practice (DAP) or DEC’s Recommended Practices? This research article explores the connections among these three frameworks and how they may be used together to promote engagement for young children. NOTE: The article is based on the 3rd edition of the DAP position statement which was updated in 2020.

Universal Design for Learning (UDL) is an evidence-based set of ideas and practices that can help early childhood and early childhood special educators to more effectively support the individual learning needs of children. While some faculty members include UDL examples for how to support children with disabilities, this webinar will emphasize how these practices can also support children who are dual language learners, children who are new to a setting, and children who have experienced stress or trauma. Content will include an overview of the components of UDL, share examples of how UDL content could be incorporated in courses or presentations on different topics, and provide resources for learning about or incorporating UDL examples.

This set of videos show inclusion in actual child care settings. This videos contain information about how to do inclusion, resources and other information.

Just the facts about FBA with some helpful examples and resources.

This set of resources responds to the tendency to group all Asian and Asian American students together under a singular stereotype or narrative. The set includes a recorded webinar, a fact sheet, and a video with the answers of students to “What I wish my teachers understood about me.”

Watch this 60-minute episode of Circle Time Magazine to explore key concepts and strategies related to creating equitable and inclusive early learning environments. Hear from families, teachers, and individuals with disabilities about the importance of inclusion.

The model minority myth that paints Asian Americans as inherently successful and problem-free, particularly in contrast to other minority groups, has masked an appreciation that young AAPI children and their families are as diverse as any other group. This article shares some of the facts on this topic.

Watch this video and you’ll be inspired to think differently about how to make play areas accessible to each young child.