1. Supports for the Inclusion of Children of Diverse Abilities in Early Childhood Settings Camille Catlett Frank Porter Graham Child Development Institute / Chapel Hill NC USA Jennifer Harwood Office of Early Intervention / Howard County Public Schools / Columbia MD USA

2. 1.What do we mean by inclusion? 2.Evidence-based practices for supporting inclusion 3.Engaging families in inclusive learning opportunities

4. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

5. Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

7. Evidence-based Practices for Supporting Inclusion

8. Recommended Practices in Early Intervention/Early Childhood Special Education F FAMILY A ASSESSMENT C COLLABORATION I INSTRUCTION L LEADERSHIP I INTERACTION T TEAMING A AND T TRANSITION E ENVIRONMENT

9. Evidence Sources Print Resources Audiovisual Materials Web Resources

11. Evidence-Based Practices for Supporting Each Child’s Full Potential ACCESS Universal Design for Learning (UDL) Assistive Technology PARTICIPATION Embedded Instruction/Intervention Scaffolding Strategies [SYSTEMIC] SUPPORTS Professional Development Collaboration Family-Professional Partnerships

12. Three Key Concepts of UDL

13. Multiple Means of Representation kinesthetic Visual auditory

15. Typing/texting

17. Engaging Families in Inclusive Learning Experiences

18. Family engagement is: A shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways, and families are committed to actively supporting their children's learning and development. A shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways, and families are committed to actively supporting their children's learning and development. Continuous across a child's life, spanning from Early Head Start programs to college preparation high schools. Continuous across a child's life, spanning from Early Head Start programs to college preparation high schools. Carried out everywhere that children learn – at home, in pre-kindergarten programs, in school, in after-school programs, in faith-based institutions, and in community programs and activities. Carried out everywhere that children learn – at home, in pre-kindergarten programs, in school, in after-school programs, in faith-based institutions, and in community programs and activities. - National Family, School, and Community Engagement Working Group (2009) Working Group (2009)

19. EVOLUTION

20. Effective Engagement = Better Outcomes! Building Family Capacity Family Engagement

21. HOW? RBI

22. HOW? Coaching is a process and style of interaction used by early intervention and early childhood practitioners to build the capacity of family members and other important care providers to promote the child's learning and development.

23. HOW? Co-Planning and Reflection

25. Educators come and go, but the family is the constant in a child’s life

26. *Early literacy skills *Cognitive and Language Development *Academic Achievement *Behavior and Social/Emotional Development

27. In Action!