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Results: Page 33 of 37
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Supporting Social and Emotional Learning for Children with Disabilities "Developing social and emotional skills are important for all young children! Making and keeping friends, solving social problems, and paying attention to emotions are key skills for children to learn during their early years. After all, social and emotional development is the foundation for lifelong learning and development. Learning these critical skills is especially important for young children with disabilities and suspected delays. Many children with disabilities may struggle with these skills, but we know successful social and emotional development leads to future positive outcomes in many different areas. This Inclusion Series [from the Office of Head Start National Center on Early Childhood Development, Teaching and Learning] webinar explores powerful individualized strategies to support social and emotional learning for children with disabilities and suspected delays." Website
Supporting the Sensory Needs of Young Children Our guest in this episode of the Inclusion Matters podcast is Alyssa Mason, Pediatric Occupational Therapist from M Health Fairview. She joins us to discuss the sensory systems and sensory needs of young children in our care. This first conversation talks us through "a day in the life of a preschooler in child care" from a sensory needs perspective. This podcast recording was funded by Greater Twin Cities United Way (GTCUW) 80x3 - Resilient from the Start.   Podcast
Supporting Transitions: Using Child Development as a Guide During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition.  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
Teaching the Concept of Equity Through Gardening In this article from Edutopia, "Plants can illustrate how different people need different things to be nourished—and how equality and equity differ." Website
The Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) protects people with disabilities from discrimination. Disability rights are civil rights. From voting to parking, the ADA is a law that protects people with disabilities in many areas of public life. Website
The Center for Disability Studies in Literacy, Language & Learning (The Center) at University of Northern Iowa The Center for Disability Studies in Literacy, Language & Learning (The Center) at UNI directly responds to a history of exclusion, segregation and limited participation in literacy and language for young children, students and individuals with disabilities. The Center’s research demonstrates and documents that all people, including those considered to have the most severe developmental disabilities, can be full participants in their families, schools, and communities. Website
The Community Hub: Kohl's Autism Awareness This centralized source of resources builds awareness and understanding of people living with autism spectrum disorder in our communities. The Community Hub provides a vast amount of practical resources to enhance function and quality of life, increase safety, and improve the effectiveness of community services. By using the Community Hub, individuals with autism, family members, professionals, service providers, and other members of the community can feel more comfortable during common daily activities at home, school, and other community settings. Website
The Difference Between IEPs and 504 Plans Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This chart compares them side-by-side to help you understand the differences. Document
The Difference between Typical Anxiety and an Anxiety Problem All children feel anxious from time to time. Children with learning and attention issues are more likely to struggle with anxiety. How can you tell whether a child’s anxiety is typical and appropriate or something to be worried about? Document
Results: Page 33 of 37