Every Child Belongs: Welcoming a Child with a Disability In the latest issue of Teaching Young Children from NAEYC (August 2017), suggestions for basic modifications and strategies to support children with disabilities in the classroom are provided. The article also reminds teachers to re-examine their own beliefs and knowledge about families and child development so that they can effectively set realistic expectations for children with disabilities.
About Autism in Toddlers – Free Online Tool A new online tool, About Autism in Toddlers, is now available free of charge for parents and professionals interested in learning how to recognize the early signs of autism spectrum disorder in very young children. The tool includes videos on the core features of autism and information on the importance of early identification. Watch a preview (3:21 minutes) here. This is the first in a series of free online tools being developed as part of Autism Navigator, a collection of resources created by the Autism Institute at Florida State University College of Medicine. View this introductory video (4:56 minutes) to learn more about Autism Navigator. Additional free resources and tools will be available in coming months.
NH Adopts Statewide Definition of Quality Early Childhood Programs On December 9, 2013, the Spark NH Early Childhood Advisory Council unanimously endorsed the following as New Hampshire’s definition of Quality Early Childhood Programs: “Quality early childhood programs provide experiences that optimize each child’s development, learning, and health; engage families and communities in partnerships; and cultivate life long learners and productive members of society.”
PTAN Partnerships for Preschool Inclusion: Self-Evaluation Tool This Self Evaluation Tool provides a framework for discussion that promotes partnerships to benefit young children with special needs and their families. A team that includes representation from preschool special education, child care and families is assembled to consider and discuss each of the tool’s items. Once completed, the team reviews their responses and decides which item(s) to work on to improve the quality of services they provide. The selected items are developed into an Self Evaluation Action Plan that guides the team’s future work together.
Ten Practices to Promote the Communication Skills of Infants and Toddlers A new resource published by the FPG Child Development Institute, More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers (2013), by N. Gardner-Neblett and K.C. Gallagher, describes ten practices that early childhood teachers can use to foster language and communication skills among infants and toddlers. The guidelines are based on the latest research findings on optimal adult-child interactions for promoting strong language and communication skills among young children.
Practice Guides with Adaptations for Infants, Toddlers and Preschoolers with Disabilities The Center for Early Literacy Learning (CELL) has published 15 new CELL practice guides with adaptations for infants, toddlers and preschoolers, which show how to adapt early literacy activities so that young children with disabilities can participate. The guides can be used by practitioners or parents, or by parents in collaboration with practitioners. They describe everyday home, community, and childcare learning opportunities that encourage early literacy learning. All are available online at http://www.earlyliteracylearning.org/pg_tier2.php
A Thinking Guide to Inclusive Childcare Disability Rights of Wisconsin developed this guide to provide tools and strategies to help child care staff better understand the needs of individual children and promote inclusive experiences for families and children. It is available online at http://www.disabilityrightswi.org/wp-content/uploads/2008/02/thinking-guide-to-inclusive-child-care.pdf
Center for Inclusive Child Care
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