Presentations
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Concurrent Sessions
Monday, May 17, 2010
3 : 30 PM - 5 : 00 PM
Engagement of Every Child in the Toddler or Preschool Classroom
Robin McWilliam
A model for organizing inclusive, classroom-based services has evolved from 25 years of research on child engagement. This session will present strategies such as needs assessment, and IFSP/IEP development including goal writing, room arrangement, organization of adults (teaching staff, therapists), data collection, and teaching methods. content is relevant for teaching staff, administrators, and families. A national model demonstration site will be briefly described. (This session will be repeated Tuesday at 3:30 PM.)
McWilliam Handout #1 
(PDF: 541kb)
Incidental Teaching Checklist (PDF: 11kb)
Incidental Teaching Checklist -- Infants (PDF: 33kb)
Integrated therapy checklist (PDF: 12kb)
Model demonstration 3/9/09 (PDF: 18kb)
Engagement of Every Child in the Toddler or Preschool Classroom (PDF: 1330kb)
Implementing Professional Development to Promote Literacy Practices with Children with Disabilities: State Level Successes and Challenges
Carol Trivette
Intentionally and systematically providing all caregivers the information they need to support children 0 to 3 years of age with disabilities in inclusive environments is a challenge and is necessary to promote quality literacy practices. Trying to implement the same evidence-based professional development program across and within the s represented by these groups is very difficult to do. This presentation will describe the attempts made by several states to use a similar evidence-based professional development model across these systems.
Implementing Professional Development to Promote Literacy Practices with Children with Disabilities 
(PPT: 546kb)
New Voices ~ Nuevas Voces Program: Addressing Cultural and Linguistic Diversity in Early Childhood Education and Intervention
Betsy Ayankoya
Dina Castro
Christina Kasprzak
This session will focus on strategies related to working with culturally and linguistic diverse children in early education and early intervention. Participants will learn about ways to ensure that developmentally appropriate practices are also culturally and linguistically appropriate. Information about activities will engage participan about taking a multicultural approach to serving young children and their families.
A Mexican Mother’s Story 
(DOC: 31kb)
New Voices/Nuevas Voces Overview (DOC: 228kb)
New Voices/Nuevas Voces Program:
Addressing Cultural and Linguistic Diversity in Early Childhood Education and Intervention (PPT: 1455kb)
Promising Practices to Help Young Children Find Friends
Barbara Davis Goldman
Heidi Hollingsworth
The focus of this multi-media presentation will be on the ways that parents and early childhood professionals, together and separately, can encourage the development of friendships inside and outside the inclusive early childhood classroom. Specific observable signs that identity emergent friendships, and specific strategies that can pro development, will be described and shown in action. The presentation will also provide an overview of the literature on peer interaction and acceptance in inclusive early childhood classrooms, using information from recent studies of friendships in early childhood inclusive classrooms and other studies of developmentally very young children.
What Early Educators and Parents Can Do to Support Friendships in Early Childhood (PDF: 478kb)
Promising Practices to Help Young Children Find Friends (PDF: 7817kb)
Strategies Initiated by State PreK Programs to Increase Options for High Quality Inclusion
Abby Cohen
Jennie Couture
Lilie Elizondo-Limas
Mary Mazarky
Pam Stevens
This session addresses the issue of serving children with disabilities within state PreK programs. An overview of the national landscape will be shared that describes facilitators and barriers to inclusive practices in state PreK systems. State level administrators from Georgia and Texas will describe specific provisions and infrastructu state PreK programs that support the inclusion of children with disabilities.
Texas Prekindergarten Data (PDF: 82kb)
Prekindergarten Early Start Grant Program (PDF: 86kb)
GEORGIA (PPT: 2026kb)
Texas Inclusion Activities Overview (PPT: 944kb)
The Journey of Inclusion
Joanna Swett
Judy Swett
Come and hear Judy and Joanna, a mother and daughter team, share their experiences of working to create a vision for Joanna that has included educational and social inclusion in order to prepare her to be able to lead a productive and independent life. Participants will be invited to share their experiences and thoughts as well as we expl benefits and challenges of inclusion.
The Journey of Inclusion: From Cradle Through Career (PPT: 11257kb)
Using the Joint Position Statement on Inclusion to Build Policies, Professional Development, and Practices that Support Inclusion
Virginia Buysse
Camille Catlett
Heidi Hollingsworth
In April 2009, the DEC-NAEYC joint position statement was published, providing the early childhood field with a new definition and defining principles for early childhood inclusion. The document also offered recommendations for using the position statement to improve early childhood services. This session will offer opportunities to exami international progress toward addressing those recommendations. Presenters will focus on how the position statement is being used to improve services and supports, and engage participants in strategizing about how the position statement can bolster inclusion efforts at community, state, and national levels.
Using the Joint Position Statement on Inclusion to Build Policies, Professional Development, and Practices that Support Inclusion (PDF: 1605kb)
Using the Joint Position Statement on Inclusion to Build Policies, Professional Development, and Practices that Support Inclusion (PPT: 14321kb)
Concurrent Sessions
Tuesday, May 18, 2010
9 : 00 AM - 10 : 30 AM
Growing Family Leaders: Planting Possibilities, Harvesting Results
Linda Brekken
Aracelly Valverde
This session will provide opportunities to explore the benefits and challenges of building and supporting family leadership in state and community teams. Evaluation findings will be shared and used to stimulate discussion and to facilitate participants generating strategies for involving families as leaders on their teams.
Listening Session on the Joint Position Statement on Response to Intervention (RTI) in Early Childhood
Virginia Buysse
Camille Catlett
Heidi Hollingsworth
Join an informal discussion and idea exchange around a new joint position statement on RTI in early childhood that reflects a collaboration among three leading professional organizations; the Division for Early Childhood (DEC), the National Head Start Association (NHSA), and the National Association for the Education of Young Children (N about a process for identifying the key issues and defining features of an effective RTI system for children from birth to age 5 and learn how you can contribute to a consensus document on this topic.
Plan for Joint Position Statement on Response to Intervention (RTI) in Early Childhood (DOC: 73kb)
Making It Happen: Implementing Inclusive Systems and Practices [Session is open only for teams that have preregistered. Part 1 of 2]
Karen Blase
The Road to Inclusion: Guideposts from the Science and Practice of Implementation. What does it take to bring best practices in inclusion to many early childhood settings? Why is it so challenging? This presentation will provide an overview of practical frameworks and principles from the National Implementation Research Network (NIRN). U best practices and frameworks can help change and sustain inclusion practices and programs and can help develop systems supports that are aligned with the requirements of the new ways of work. Find out why people "resist change" and what you can do about it. Understand what training can and cannot accomplish. Learn how to operationalize feedback loops so that policy can be shaped by practice. (Prerequisite for Part 2)
A Conversation about the Drivers (DOC: 33kb)
Improvement Cycle Analysis Worksheet (DOC: 37kb)
Making It Happen: Implementing Inclusive Systems and Practices (PDF: 1713kb)
Stages of Implementation (DOC: 34kb)
Stages of Implementation Worksheet (DOC: 44kb)
Table Work – Implementation Teams (DOC: 35kb)
Stakeholder and Stages of Change Analysis Form (DOC: 37kb)
Practices and Resources to Promote Language and Literacy in Young Children
Carol Trivette
This presentation will describe and demonstrate products that have been developed by the Center for Early Literacy Learning (CELL) during the last three years to support early language and literacy development for infants, toddlers, and preschoolers with disabilities as part of everyday activities and routines at home and in the classroom products include written practice guides for general early literacy practices, practice guides focusing on adaptations for children with disabilities, videos of appropriate practices developed for families with limited literacy skills, videos concerning adaptations, and other resources.
CELL Practices and Resources to Promote Language and Literacy in Young Children (PPT: 19267kb)
Reflective Practice in Natural Environments: Promoting Family and Child Care Provider Support Visits
Barbara Hanft
This session focuses on assisting early interventionists and infant toddler specialists to engage in reflective practice in order to effectively support family members and child care providers in helping young children with disabilities participate in family and community life. Professional development activities will contrast family sup directed play and therapy sessions in a family or family child care provider’s living room. Handouts and activities can be used by individual EI providers, specialists, team leaders, program supervisors and TA providers. (This session will be repeated today at 1:30 PM.)
Reflective practice in natural environments: Supporting family & child care providers (PDF: 123kb)
Early intervention: How am I supporting families? (DOC: 43kb)
Round-Table Discussion for Practitioners: Classroom-Focused Inclusion Challenges and Strategies
Kate Gallagher
This practice-focused session will provide practitioners working in inclusive programs a chance to voice challenges and share strategies for making inclusion work in their classrooms. The session will result in a set of tips that participants can take with them.
Supporting Inclusion through On-Site Consultation
Rhodus Riggins, Jr.
Staff of Partnerships for Inclusion
The NC Partnerships for Inclusion (PFI) project receives funding from multiple state agencies to provide professional development and support to increase the number of high quality inclusive programs serving young children (0-5). One of their most recent activities is to increase the enrollment, and enhance the experiences, of children wi needs in NC child care programs. The consultation framework and procedures, perspectives and outcomes based on their efforts will be shared.
A Model for Addressing Challenging Behavior (PDF: 586kb)
The Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children — Fact Sheet (PDF: 300kb)
Class Weekly Chart (PDF: 96kb)
Welcome to the NC/CSEFEL Pyramid Model Demonstration Classroom at South Smithfield Elementary School (PDF: 138kb)
11 : 00 AM - 12 : 30 PM
A Model for Addressing Challenging Behavior
Brenda Dennis
Kelly Pleasant
Doyle Woodall
The Pyramid Model as implemented by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) provides guidance for early childhood special education personnel, early care and education professionals, and families on the evidence-based practices for promoting children’s healthy social emotional development and addressing challenging behaviors through Positive Behavior Support. This session will provide an overview of the Pyramid Model and highlight an inclusive preschool class serving as a demonstration site in Johnston County, NC.
A Model for Addressing Challenging Behavior (PDF: 586kb)
The Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children — Fact Sheet (PDF: 300kb)
Welcome to the NC/CSEFEL Pyramid Model Demonstration Classroom at South Smithfield Elementary School (PDF: 138kb)
Class Weekly Chart (PDF: 96kb)
Early Childhood Transition Practices that Support Inclusion
Sharon Ritchie
Beth Rous
Transition planning to support the movement of children and families between and among various programs and settings is important for each and every child. Learn about evidence-based practices that support children and families in making successful transitions to new settings. Discover resources to help your program implement these prac Reflect on the implications of these transition practices for the increased emphasis on pre-k through Grade 3 alignment in many states and communities.
Navigation of TiPS (PDF: 98kb)
Early Childhood Transition Practices that Support Inclusion (PDF: 1350kb)
Summary of Findings from the Research on Child-Focused Transition (PDF: 53kb)
Recommended and Evidence Based Practice to Support Transition to Inclusive Settings (PDF: 661kb)
Get on the Road to Inclusion by Putting the CROWD in the CAR!
Christine Lindauer
Patsy Pierce
The presenters will share information and show videos of parents and teachers using two evidenced-based strategies with children with and without disabilities. These strategies, the CAR and the CROWD, help to develop children's early language, literacy and communication skills. So, buckle-up, put it in first, and get ready to move forward pragmatic language abilities. (This session will be repeated today at 1:30 PM.)
Dialogic Reading (PDF: 137kb)
Get on the Road to Inclusion: Put the CROWD in the CAR (PDF: 1489kb)
Making It Happen: Implementing Inclusive Systems and Practices [Session is open only to teams that have preregistered. Part 2 of 2]
Karen Blase
The Road to Inclusion: Planning the Journey. State Teams will have the opportunity to learn more about stages of implementation, processes to improve staff confidence and competence, how to take the 'first right steps' in initiating systems change, and how to build functional teams with a clear and agreed upon sense of purpose. The prese provide more in-depth information to State Teams that are working on inclusion practices, programs, policies, and systems support. Each segment of the presentation will be followed by a brief question and answer segment and team work based on tools, reflection questions, and discussion guides. The presenters will be available during team work activities to provide support and offer guidance. ( prerequisite for this session)
A Conversation about the Drivers (DOC: 33kb)
Improvement Cycle Analysis Worksheet (DOC: 37kb)
Making It Happen: Implementing Inclusive Systems and Practices (PDF: 1713kb)
Stages of Implementation (DOC: 34kb)
Stages of Implementation Worksheet (DOC: 44kb)
Table Work – Implementation Teams (DOC: 35kb)
Stakeholder and Stages of Change Analysis Form (DOC: 37kb)
Strategies for Inclusion of Young Children with Multiple Disabilities, Including Deaf-Blindness
Tom Udell
This session focuses on practical strategies for supporting the inclusion of young children with multiple disabilities, including children with deaf-blindness. The session includes a conceptual framework and principles for supporting inclusion as well as practical strategies for planning appropriate accommodations and adaptations and embe instruction into daily routines and activities for children with multiple disabilities including deaf-blindness.
Supporting Infant-Toddler Caregivers in Using Effective Inclusion Practices
Robin McWilliam
The evidence on how to individualize for effective inclusion is there, but stimulating infant and toddler child care providers to be interested in these practices is a challenge. Fortunately, there are tricks of the trade. This session will discuss both pivotal practices to generate providers’ enthusiasm and some guidelines for consultati everyone one the same page.
Supporting Infant-Toddler Caregivers (PDF: 269kb)
Rules of Consultation (PDF: 9kb)
Using the Building Blocks Model to Provide Specially Designed Instruction in Inclusive Preschool Classrooms
Ilene Schwartz
This presentation will provide a brief overview of the Building Blocks Model and how it can be used to provide instruction in inclusive early learning preschool programs. The content of this presentation will focus on learning opportunities and child-focused instructional strategies. This session will describe how this approach can be u explicit instruction that is embedded into activities and routines of the classroom and to collect information to demonstrate the achievement of learning goals.
Using the Building Blocks Model to Provide Specially Designed Instruction in Inclusive Preschool Classrooms (PPT: 1272kb)
1 : 30 PM - 3 : 00 PM
Building an Evidence-Based Professional Development System to Support Inclusion
Virginia Buysse
Camille Catlett
Shelley deFosset
Vivian James
Tracey West
Sandy Wilberger
Pam Winton
“Fragmented, workshop-dominated, disconnected from practice, superficial” . . . these terms are often used to describe early childhood professional development (PD). Learn about a model for building an effective cross-sector, evidence-based professional development system to support inclusion that is being implemented in 8 states. Hear t perspectives of state agency representatives in the midst of “building the plane while flying it.” Explore the applications of the ideas shared in your state, community or program.
Is There a Guidebook for this Destination? (PDF: 2092kb)
Get on the Road to Inclusion by Putting the CROWD in the CAR!
Christine Lindauer
Patsy Pierce
The presenters will share information and show videos of parents and teachers using two evidenced-based strategies with children with and without disabilities. These strategies, the CAR and the CROWD, help to develop children's early language, literacy and communication skills. So, buckle-up, put it in first, and get ready to move forward pragmatic language abilities. (This session is a repeat.)
Dialogic Reading (PDF: 137kb)
Get on the Road to Inclusion: Put the CROWD in the CAR (PDF: 1489kb)
Inclusion Where You Are
Kristy Barnes
Aron Hall
There is not a program serving children that is not also serving children with special needs. This session will address how you can successfully serve children through training staff and program modifications of preschool classrooms.
National Inclusion Project (PDF: 822kb)
Preschool! Now Included in the SpecialQuest Materials
Katy McCullough
Trish Mengel
SpecialQuest Birth–Five has developed new training materials targeting preschool inclusion. Come learn about these new resources. Participants will preview the DVDs, experience sample training activities and brainstorm potential application of these new resources in their work.
Preschool! Now Included in the SpecialQuest Materials (PPT: 917kb)
DVD/CD Edition with Quick Start Guide (PDF: 165kb)
Preschool Inclusion Series Video and Session Descriptions (PDF: 339kb)
Reflective Practice In Natural Environments: Promoting Family and Child Care Provider Support Visits
Barbara Hanft
This session focuses on assisting early interventionists and infant toddler specialists to engage in reflective practice in order to effectively support family members and child care providers in helping young children with disabilities participate in family and community life. Professional development activities will contrast family sup directed play and therapy sessions in a family or family child care provider’s living room. Handouts and activities can be used by individual EI providers, specialists, team leaders, program supervisors and TA providers. (This session is a repeat.)
Reflective practice in natural environments: Supporting family & child care providers (PDF: 123kb)
Early intervention: How am I supporting families? (DOC: 43kb)
Scaling Up a Statewide Professional Development Initiative for Promoting Children’s Social Emotional Competence and Inclusion
Barbara Smith
This session will describe the model used by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Interventions (TACSEI) to help states plan, implement, scale-up and sustain a professional development system for promoting social emotional competence. The session will also provide information about how Colorado has taken ownership of the initiative and funded its own center, Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion. The certification system for ensuring that trainers, coaches and sites implement the model, approach, and practices with fidelity will be discussed and the audience will be encouraged to talk a this process and the concept of a state funded center can be adapted to their states.
Supporting Personnel Who Are Using the Building Blocks Model in Inclusive Preschool Classrooms
Ilene Schwartz
In this presentation we will provide information that administrators can use to support personnel who are providing explicit instruction to children with disabilities in inclusive preschool settings. The session will focus on strategies that administrators can use to help personnel plan, implement, and evaluate their instructional practices.
3 : 30 PM - 5 : 00 PM
Engagement of Every Child in the Toddler or Preschool Classroom
Robin McWilliam
A model for organizing inclusive, classroom-based services has evolved from 25 years of research on child engagement. This session will present strategies such as needs assessment, and IFSP/IEP development including goal writing, room arrangement, organization of adults (teaching staff, therapists), data collection, and teaching methods. content is relevant for teaching staff, administrators, and families. A national model demonstration site will be briefly described. (This session is a repeat.)
McWilliam Handout #1 (PDF: 541kb)
Engagement of Every Child in the Toddler or Preschool Classroom (PDF: 1330kb)
Incidental Teaching Checklist (PDF: 11kb)
Incidental Teaching Checklist -- Infants (PDF: 33kb)
Integrated therapy checklist (PDF: 12kb)
Model demonstration 3/9/09 (PDF: 18kb)
Expanding Opportunities: Interagency Strategies for Building Inclusive Practice
Martha Diefendorf
Debra Hannigan
Kathy Whaley
This presentation will provide an overview of the federal Expanding Opportunities Interagency Inclusion Initiative and a description of a long term systems change process used by NECTAC to assist states as they develop and implement interagency plans to improve inclusion. The state of Maine will share their experience as part of the init a description of their desired outcomes and activities. Evaluation data will provide an opportunity for participant discussion regarding facilitators and barriers to effecting interagency systems change impacting front line staff, children and families.
Expanding Opportunities: Interagency Strategies for Building Inclusive Practice (PDF: 942kb)
Maine’s Expanding Inclusive Opportunities: Strategic Plan of Action -- Maine’s Goals (DOC: 252kb)
Maine's Expanding Inclusive Opportunities Initiative: Outcomes (PDF: 57kb)
NECTAC Expanding Opportunities (PDF: 286kb)
Inclusion Resources at Your Fingertips
Camille Catlett
Dayana Garcia
Come discover activities, videotapes, books, web sites and other resources for preparing personnel to support the learning of all young children in inclusive and natural environments. You’ll discover applications that range from the awareness level to the attitudinal level, and resources for use in teaching, training, staff development, s assessment, and policy development. Handouts will include diverse examples that can be helpful in many institutions, states, and applications.
Inclusion Resources at Your Fingertips (DOC: 969kb)
Practices that Support Implementation of the Response Component of Recognition & Response
Virginia Buysse
Ellen Peisner-Feinberg
This session highlights specific instructional practices that can be used as part of Recognition & Response/Response To Intervention to respond to children who need additional supports to learn. These include small group instruction, embedded learning activities, and individualized scaffolding strategies. Practices are defined and illustr case examples and video excerpts.
Recognition & Response: Findings from the First Implementation Study (PDF: 313kb)
Response Practices within R&R (PDF: 978kb)
The Response Component Across Tiers 1, 2, and 3 (PDF: 412kb)
Video clip #1 
(mpg: 29703kb)
Video clip #2 (mpg: 20779kb)
Video clip #3 (mpg: 30050kb)
Video clip #4 (mpg: 37712kb)
Promoting Evidence-Based Practices for Young Children with Autism Spectrum Disorders in Inclusive Settings
Ann Cox
Suzanne Kucharczyk
The National Professional Development Center (NPDC) on Autism Spectrum Disorder (ASD) builds states’ capacity to move evidence-based practices into standard practice in school programs for children and youth with ASD. This session will discuss evidence-based practices that have been found supportive of the learning of young children in inclusive settings. Participants will have the opportunity to explore the use of NPDC-developed resources to assist in the implementation of these practices.
Supporting Consultants Working in Early Care and Education Settings Serving Infants and Toddlers
Kathie Boling
How is the work of early care and education consultants supported in your state? What do they know about infant-toddler development and relationship based practices? States are beginning to explore how to build collaborative networks of interdisciplinary child care consultants to maximize efficiency and effectiveness. This session will s overview of 3 infant-toddler consultation modules and discuss the implications of collaborative interdisciplinary consultation to improve the quality of care for both infants and toddlers.
The Legal Foundations of Inclusion
Abby Cohen
Participants will learn about a variety of legal sources for inclusion in early childhood settings. This will include highlights of civil rights laws such as Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA as amended), entitlements such as Parts B (Section 619) and C of the IDEA (Individuals wit Act), the requirements of the Head Start program, and state child care licensing laws and regulations. Participants will also learn about the relationship between federal and state requirements. The session will provide opportunity for questions and discussion.
State-level Strategies by Prekindergarten Programs to Increase Options for High-quality Inclusion: Understanding the Context (PPT: 503kb)
Inclusion in Early Childhood Settings: Rights and Responsibilities (PPT: 578kb)
Concurrent Sessions
Wednesday, May 19, 2010
8 : 30 AM - 9 : 45 AM
An Evidence-Based Practice Approach to Professional Development on Inclusion
Virginia Buysse
Maggie Connolly
Chih-Ing Lim
Christine Lindauer
Beth Rous
Pam Winton
Are you a PD provider, administrator, or faculty? Have you been told that you must incorporate evidence-based practice into professional development? Come explore an innovative approach to doing that with the CONNECT Project. Learn about free, online modules and other resources that include all the components for building the skills of based decision-makers. The array of module resources include video clips of practices in real contexts, dilemmas, activities, research summaries, policy summaries, assignments. . . everything you need to bring your PD on inclusion alive.
An EBP Approach to Professional Development (PDF: 2301kb)
An Overview of Tools and Resources to Support Partnerships at the State or Local Level
Desiree Reddick-Head
Participants will learn about the training modules and resources produced by the National Child Care Information and Technical Assistance Center (NCCIC) to support partnerships. Specific collaboration techniques related to leadership and other strategies such as communicating effectively will be explored. During the interactive session will have the opportunity to apply knowledge and skills to existing partnerships.
An Overview of Tools and Resources to Support Partnerships at the State or Local Level (PPT: 4081kb)
Activity: My Preferred Mode Of Communicating (PDF: 68kb)
Introduction (PDF: 77kb)
My Preferred Mode Of Communicating (PDF: 109kb)
Activity: Building Trust Self-Assessment (DOC: 91kb)
Got Competencies? What’s the Next Step?
Patti Blasco
Lilli Copp
Johnna Darragh
Kim Gallant
Alisa Ghazvini
Marilyn Hibbard
Phyllis Mondak
Pat Snyder
Tracey West
Sandy Wilberger
Has your state developed competencies for early childhood? If so, how are they being used? This presentation, structured around state examples, is a chance to focus on the “good, the bad, and the ugly” of competencies for early childhood practitioners including: 1) embedding inclusion into state competencies for early childhood practiti aligning competencies with state professional development systems, and 3) lessons learned from 4 states (FL, IL, OR, VA).
Got Competencies? What’s Next? (PDF: 1838kb)
More Than Just a Parent
Samtra Devard
Mary LaCorte
Parent experiences are unique, important, and powerful, and every parent can become a leader. This session will describe ways that parents and families with young children who have disabilities or special needs can be supported to use their experiences to participate more effectively for their own child and to become more actively involve concerning programs and services for young children with disabilities, including personnel prep activities, committees, teams, etc.
Resources for Supporting Inclusive Practices in Community- Based programs for Infants and Toddlers
Linda Brekken
Susan Stewart
Aracelly Valverde
This session will provide information about training resources designed to assist consultants, administrators, and TA providers working with early childhood care and education providers who are serving infants and toddlers with disabilities in inclusive settings. Includes an overview of the SpecialQuest approach to professional developmen contents of the SpecialQuest Multimedia Training Library.
U.S. Department of Education Data Tables to Report State Progress in Inclusion in States
Shelley deFosset
Lynne Kahn
This session will provide an overview of late breaking changes in the U.S. Department of Education, OSEP, state reporting requirements related to preschool inclusion. Data Table 3: Children With Disabilities Ages 3-5 by Educational Environment, was just approved and will be due to OSEP in February, 2011. The session is planned to inclu opportunities for discussion regarding the requirements, implications for state data collection, and usefulness of the required data for understanding the status of inclusion in states.
Table 3: Preschool Environments. Reporting State Progress on Inclusion (PDF: 139kb)
10 : 00 AM - 11 : 15 AM
Embedded Intervention: A Team Approach
Perry Flynn
Lauren Holahan
Vivian James
Laurie Ray
Sandy Steele
This session will provide an overview of a statewide training module developed for speech-language pathologists, occupational and physical therapists, and itinerant teachers serving preschool children with special needs in community settings. Methods for embedding goals into the activities and routines of the classroom are shared along wi system for data collection. Also discussed are strategies to address possible challenges and the professional growth areas for “becoming an embedded practitioner.”
Continuum of Service Delivery Models (DOC: 31kb)
Embedding Intervention - A Team Approach (PPT: 1994kb)
Example 1 – Group Activity Schedule (DOC: 63kb)
Instructions for Worksheet 1 (DOC: 26kb)
Instructions for Worksheet 2 (DOC: 25kb)
Intervention Strategies (DOC: 33kb)
Promoting Role Release on Transdisciplinary Teams (DOC: 34kb)
The 3:1 Service Model in Portland Public Schools (DOC: 66kb)
Three Models for Team Interaction (DOC: 29kb)
Workload Activity Clusters (PDF: 20kb)
Worksheet 1 – Daily Activity Schedule (DOC: 53kb)
Worksheet 2 – Intervention Strategies (DOC: 45kb)
Home Visiting Program Approaches for Infants, Toddlers and Their Families
Lynda Cook Pletcher
This session will explore some of the most common approaches currently in use by states as they deliver services in the home or community settings for infants and toddlers with disabilities and their families. We will also discuss the renewed interest in home visiting programs for at-risk children or universal home visiting for newborns s increased funding under Federal Health and Human Service legislation. Discussion will focus on ideas for collaboration with IDEA Part C services in natural environments and the other types of home visiting programs as we look at common purposes, philosophy, quality practices and training.
Home Visiting Programs for Young Children and Families (PPT: 3768kb)
Preschool Inclusion: “Then What Are We to Do!"
William Brown
Heather Smith Googe
The presenters will provide a historical perspective on preschool inclusion. Specifically, they will discuss its rationale, development across the last several decades, relevant information from several inclusion projects, and their efforts to enhance preschool inclusion in South Carolina. Participants will be encouraged to plan how to en inclusion at the “street level” in their own communities.
Preschool Inclusion: “Then What Are We to Do!” (PDF: 278kb)
Program Quality: Innovations to Promote Inclusion
Virginia Buysse
Deb Cassidy
Kelly Maxwell
Beth Rous
Elena Soukakou
Pam Winton
Expand your thinking about early childhood program quality and inclusion, what it means, and innovative ways to measure, promote and support it. Consider the innovations within the context of reality as seen through the eyes of state early childhood policymakers.
The Quest for Quality in Early Childhood (PDF: 5739kb)
Social Media: Seeding Collaboration to Promote Inclusion
Jonathan Green
Chih-Ing Lim
Christine Lindauer
Susan Stewart
Tracey West
Three national inclusion projects (NPDCI, SpecialQuest, and CONNECT) share ideas for how to use a variety of social media tools to develop products, promote teamwork, provide professional development, and share information. Join us for an interactive discussion about wikis, blogs, online discussion boards, Twitter, Facebook, YouTube and more!
Group Activity: “The Ah Ha Exchange!” (PDF: 196kb)
Social Media: Seeding Collaboration to Promote Inclusion (PDF: 2602kb)
Closing Plenary
Wednesday, May 19, 2010
11 : 30 AM - 12 : 30 PM
Reflecting on the Institute: Taking it Home
This session will provide participants an opportunity to discuss highlights and insights of the Institute in small groups with peers. Individuals will reflect on a plan and commitment for implementing ideas and strategies learned through the Institute. Please refer to the insert in your packet for group and rooms assignments.