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These Recommended Practice checklists focus on the evidence-based components of interactions among peers and with adults. For example, the Child-Child Interaction Checklist includes practices that can be used to encourage and support peer exchanges to promote positive interactions and play. In English and Spanish.About
Effective interactional practices are engaging, sensitive, and responsive to children’s developmental, cultural, and linguistic backgrounds. This is especially important for children at risk for or diagnosed with disabilities. Resources at this site are organized based on their level of impact for learning and are only a sampling of the resources available on these practices. Available in English and Spanish.About
The Autism Hub at UNC-Chapel Hill is an interdisciplinary research and resource group with the aim of providing a curated collection of research projects and resources designed to support professionals, families, and autistic individuals. Sign up for emails to get the latest resources.About
The authors offer examples and recommendations for how teachers of young children can support each young learner in diverse early learning settings by using Universal Design for Learning.Publication Date
2013About
Are you or your colleagues new to working with autistic children? This module provides information about the characteristics of autism, including social, communication, repetitive behaviors, thinking and learning, and how to support learners. Videos are used to describe core areas of autism and address common misconceptions of autistic behavior in the school setting. The module was originally developed for paraeducators, but special education teachers, early childhood professionals, and early interventionists have found this helpful as well.About
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.Publication Date
2012About
This article recommends why state and local policy makers need to invest in parks and recreation services and how communities will benefit greatly from this investment.Publication Date
2013About
This article by Larry Ferlazzo discusses family involvement (“doing to”) and the family engagement (“doing with”) strategies that can make a big difference in student achievement, particularly with marginalized families and communities.About
This short article suggests that dance improves students’ academic performance and argues for including dance in the curriculum.Publication Date
2013About
This brief information sheet provides a guide to the proper way to speak to or about a person with a disability.Publication Date
2015About
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.”About
The paper begins with a challenge: How do we work with families and communities to co-create the next generation of family and community engagement, providing equitable learning pathways—both in and out of school and from birth to young adulthood—that will enable all children to be successful in the 21st century? The paper identifies five promising, high-leverage areas that can serve as the “building blocks” for family engagement strategies: reducing chronic absenteeism, data sharing about student and school climate indicators, the academic and social development of youth in and out of school, digital media, and the critical transition periods in children’s learning pathways. An executive summary is available at https://globalfrp.org/content/download/421/3844/file/GFRP_ExecutiveSummary.pdfAbout
This video shows how early childhood service providers can work with families to provide support and services for young children with special needs in their everyday routines through six vignettes. It comes with a facilitator’s guide that includes background information on the stories, handouts, a bibliography, and suggestions and activities for discussion groups.Publication Date
2001About
In the 4-minute long video, boys and girls describe how their emotions affect them. Figuring out how and what they are physically feeling is particularly challenging when they’re feeling things like rage, sadness, disgust, and confusion for the first time. Rather than just sharing the children’s feelings, the film goes on to show how helpful breathing and mindfulness can be in keeping kids emotionally healthy.Publication Date
2015About
This website contains links to Dance Music, Theater, and Visual Arts standards for K-4 students. They describe the skills and knowledge that students are expected to have acquired at the end of grade 4.Publication Date
2013About
Finding the right information and learning about the kinds of risks children might face at different ages is often not easy for parents of children with disabilities. Each child is different – and the general recommendations that are available to keep children safe should be tailored to fit your child’s skills and abilities. This site offers steps and suggestions that may be helpful for families and caregivers.About
Watch how successful this 2 year old can be with a small adjustment in the task of blowing out a candle.About
The spirit of curiosity and experimentation, which is the heart of science, technology, engineering, and math, is deeply embedded in the natural play of young children. Providing time and materials for this sort of play and discovery can be an effective way to inspire the world’s future innovators. This article shares ways to do this, along with additional free resources upon which to draw.Publication Date
2018About
Based on the comprehensive Kindergarten Implementation Guidelines from the New Jersey Department of Education, this is a 3-part series that presents the best practices for high-quality kindergarten education. This part contains an overview of the background and developmentally appropriate practices for children aged 5 and 6.Publication Date
2011