Integrating Inclusionary Practices Across the Early Childhood Landscape to Increase Learning for All Children TA2

Age Group Addressed:
Birth through Age 8

Audience:
Parents, Foster Parents, Relative Care Givers, Teachers, Administrators, Interested Professionals

Core Competency Area:
Curriculum and Learning Environment

Skill Level:
Intermediate

Presentation Outcomes:
Young children with disabilities must be given access to the early childhood programs, services, and experiences that children without disabilities have within a State or local community. Specifically, high-quality inclusive early childhood programs are ones that: • Include children with disabilities in early childhood programs they would participate in if they did not have a disability, so they can learn together with their peers without disabilities; • Provide high-quality teaching and learning environments that support children's development and allow all children to meet high expectations; • Intentionally promote children's participation in all learning and social activities, facilitated by individualized accommodations and differentiated interventions and instruction; • Use high-quality, evidence-based services and supports that are developmentally appropriate, culturally and linguistically responsive and that foster children's— o acquisition and use of knowledge and skills, o use of appropriate behaviors to meet their needs, o positive social emotional skills, including friendships with peers, and o sense of belonging; • Provide services and supports to children with disabilities in early childhood programs with peers without disabilities, and within daily routines and learning and social activities; • Recognize families as collaborative partners, experts, and engaged decision-makers in their children's lives and value and treat children with disabilities and their families with respect; and • Ensure supports, such as screening and identification processes, early childhood program and school partnerships, access to and use of data, and PD are in place to enable early childhood programs and providers to successfully include children with disabilities and their families."

Learning Objectives:

1. Identify specific instructional practices that can be integrated into any early learning program to support the inclusion of all children.
2. Assess the participants current ‘state of inclusion' utilizing the Indicators of High-Quality Inclusion.
3. Scope and Sequence different evidence-based strategies and curriculums (Pyramid Model, MTSS, Social Emotional Learning, Teaching Strategies GOLD, Creative Curriculum) across various early childhood programs (DD PreK, TK, ECEAP, Head Start, Child Care, etc.).