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Results: Page 5 of 6
| Resource Name | Description | Resource Type |
|---|---|---|
| Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs | A new policy statement from the U.S. Departments of Education and Health and Human Services sets the expectation that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations. The statement highlights the legal and research base for inclusion; identifies challenges to adopting inclusive practices; provides recommendations to states, local programs and providers for increasing inclusive early learning opportunities; and links to free resources that have been developed to support inclusion of children with disabilities in high-quality early education programs. | Document |
| Preparing for Emergencies: Children with Disabilities and Special Health Care Needs | Emergency situations may present unique dilemmas for some children and their early care and education professionals. It is important to consider the individual needs of children when planning and preparing for an emergency event. | Info Module |
| Preschool Services under IDEA | While the preschool years are a time of triumphs for most children and families, approximately 8% of all young children are identified as having disabilities that may prevent their reaching important milestones as expected. It was with these children and their families in mind that Congress created the Part C Infant/Toddler Program and the Preschool Special Education Program in 1986 when it reauthorized the Individuals with Disabilities Education Act (IDEA). This new brief explains the services preschoolers may be entitled to under the Section 619 Preschool Program. | Document |
| Promoting Social Behavior of Young Children in Group Settings: A Summary of Research | Glen Dunlap and Diane Powell have completed a synthesis for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). It provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as having or being at risk for disabilities, and who have identified problems with social-emotional behaviors. | Document |
| Seguridad contra incendios en el cuidado infantil: Consideraciones para niños con discapacidades (Fire Safety in Child Care: Special Considerations for Children with Disabilities) | Consejos prácticos para implementar la seguridad contra incendios intencional en entornos de cuidado infantil para realizar adaptaciones individualizadas y garantizar la seguridad de los niños con discapacidades.Practical advice for implementing intentional fire safety in childcare settings to make individualized accommodations and ensure the safety of children with disabilities. | Tipsheet |
| September 2024 Mealtime Memo: Lactose Intolerance and Milk Allergies | Do you have children in your program who can’t drink milk? While the reasons a child cannot drink milk may vary, it is important to properly accommodate the child’s diet while participating in the Child and Adult Care Food Program (CACFP). This Mealtime Memo will explain the difference between lactose intolerance and a milk allergy and discuss how to accommodate children with these disabilities. Download this helpful PDF from the Institute of Child Nutrition. | Document |
| Spotlight on Child Maltreatment: Building Resilience in the Face of Adversity | The February 2019 issues of the Disability Services Newsletter explores practices for building resilience in children with disabilities or suspected delays who have experienced maltreatment. Acknowledging that children with disabilities are at significant risk for maltreatment, the issue features evidence, information, and tips for early childhood professionals, including how to support both children and families. | Document |
| Stress Detectives and Safe Harbors: Helping Children Feel Secure | This resource, a narrated webinar with Power Point slides from The University of Minnesota Center for Early Education and Development (CEED),"introduces us to four concepts we can apply to both prevent and manage challenging behaviors in children. It offers an evidence-based approach we can use with all children. Whether working with children that are developing typically, or those that have been identified with developmental delays or disabilities, the information in this resource will equip you with invaluable knowledge and practices." | Document |
| Suspensions Are Not Support: The Disciplining of Preschoolers with Disabilities | Children in preschool and early childhood programs are suspended or expelled at a rate three times higher than school-aged children. However, exclusionary discipline practices might not always carry these labels – suspended and expelled. | Document |
| Take a Look! Visual Supports for Learning | "Teachers help children learn in many ways. They use examples, teach specific routines, and provide verbal explanations. Some young children, including children with disabilities or those who are learning English, need additional supports. Visual supports, such as photos, drawings, objects, gestures, and print and environmental cues, can help." Check out this article from NAEYC Teaching Young Children magazine. | Document |
Results: Page 5 of 6
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