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| Resource Name | Description | Resource Type |
|---|---|---|
| Meaningful Access Participation and Supports | Delaware MAPS (Meaningful Access Participation & Supports) is a component of Delaware?s Early Childhood Inclusion Toolkit and is intended to be a resource to those who want to know about and make certain of high quality environments and experiences that meaningfully include children with disabilities. | Document |
| Minnesota Child Care Assistance Special Needs Rate | Inclusion Matters welcomes Lanay Jacobs, Provider Support Specialist for the Child Care Assistance Rate at the Minnesota Department of Children, Youth, and Families. Our conversation highlights the process that early childhood educators and families can follow to submit a request for a higher child care assistance payment for their child care setting. 🌟Additional Resources:🔗CCAP Special Needs Rate Variance Request - Parent and Provider Request (DHS-4194)🔗Americans with Disabilities Act (ADA): https://www.ada.gov/Federal and State Requirements🔗Minn. Rule 3400.0130 Subp.3🔗Minn. Stat. 142E.17, Subd. 3CICC Tip Sheets:📝What is the Americans with Disabilities Act (ADA)?📝What Does the ADA Mean to Child Care?Questions? Contact The Childcare Assistance Provider Support Team📧 Contact us at CCAP.Providers.DCYF@state.mn.us or 651-431-4848 | Podcast |
| Minnesota State Council on Disability Looking for a Few Good Parents! | The Minnesota Department of Education is planning an Achievement Gap Retreat for April 19th to address this issue as it relates to minority children. We are specifically looking for a few good parents (representing minorities) with children with disabilities to attend this meeting and help create a public agenda to close the achievement gap for these students. | Document |
| MN Autism and Developmental Disabilities Monitoring (ADDM) Network | Our guest Dr. Jennifer Hall-Lande, a lead researcher on the MN ADDM Network, invites us into a helpful discussion related to early care and education. She specializes in research in early identification and prevalence of autism and other developmental disabilities at the University of Minnesota’s Institute on Community Integration and the Masonic Institute on the Developing Brain (MIDB). She is also a clinical psychologist and serves as the CDC’s Act Early Ambassador to Minnesota. Dr. Hall-Lande shares updated information about national autism numbers as well as Minnesota’s prevalence and explains the way this critical information is gathered. She discusses symptoms of autism and shares ways that the early childhood educator can assist families as they navigate the pathway to diagnosis. | Podcast |
| More Alike Than Different | Audio Coming SOON!Explore ability awareness and respect for diversity within the child care setting. Examine your own attitudes around disability and how that impacts child care practices including inclusion and expulsion. Develop strategies for successful inclusion of children with disabilities. This is an online self-study course.Knowledge and Competency Framework Area -II.A: Creating Positive Learning Experiences (10 Hours)CDA Content Area -Content Area II: Steps to advance children’s physical and intellectual development (10 Hours)Level 1 - Explores | Course |
| Navigating Sibling Dynamics-The Impact of Special Needs on Family Relationships | Explore the unique challenges faced by siblings of children with disabilities, across all ages. Examine the support and understanding these siblings need to thrive. Discover how to build a supportive, inclusive environment for every child—featuring insights from families who have lived this experience. Knowledge and Competency Framework AreasIII: Relationships with Families (10 hr)CDA Content AreasContent Area IV: Strategies to establish productive relationships with families (10 hr)Level 1 – Explores | Course |
| OSEP Policy Letter Regarding the Extended Part C Option of the IDEA | The Office of Special Education Programs (OSEP) has published a new policy letter (May 9, 2016) regarding the option to make Part C early intervention services available to children aged three and older under Part C of the Individuals with Disabilities Education Act (IDEA) and clarifying that there is nothing in the IDEA or its implementing regulations that addresses whether an individualized education program (IEP) must be developed before a parent chooses Part C early intervention services or chooses Part B services for their child beyond the age of three. | Document |
| People-First Language | "Everyone deserves dignity and respect. Yet historically, our words have contributed to negative attitudes and misrepresentations about the value of people with disabilities in our society. To end discrimination — at work, at school, and in our communities — it’s important to stop using language that denies a person's value, individuality, and capability. As its name implies, People-First Language puts the individual first and the disability second." This handout was created by the Texas Council for Developmental Disabilities. For more information, visit https://tcdd.texas.gov/. | Document |
| Percepciones y lenguaje sobre la discapacidad (Disability Perceptions and Language) | El lenguaje utilizado para hablar de las personas con discapacidad ha tenido una poderosa influencia en la configuración de las percepciones y actitudes de la sociedad. Cada uno tiene sus propias preferencias a la hora de hablar de su discapacidad. Esta hoja de consejos analiza las percepciones y los estereotipos de las discapacidades, así como el lenguaje que prioriza a la persona y la identidad. The language used to talk about people with disabilities has had a powerful influence in shaping society’s perceptions and attitudes. Everyone has their own preference in how they talk about their disability. This tip sheet discusses the perceptions and stereotypes of disabilities as well as person-first and indentity-first language. | Tipsheet |
| Personnel Development to Improve Services and Results for Children with Disabilities | This document from the United States Department of Education is a brief summary of Personnel Development to Improve Services and Results for Children with Disabilities Program and application. | Document |
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