The Power of Federal Regulations and Policies For Successful Inclusion

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

This session will discuss the regulatory and policy foundations supporting inclusive opportunities for young children and their families. Policies from IDEA Part C and Part B Section 619, the Head Start Performance Standards, as well as civil rights laws such as Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, have a significant and positive impact on the provision of inclusive early care and learning in our communities. There will be ample time in the session for questions and for participants to discuss their own community scenarios for facilitating inclusive opportunities.

Type: 

1

Room: 

10

Topic: 

3

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
3
8

Repeat from last year?: 

2

Using the Inclusive Classroom Profile (ICP) to Inform Professional Development: What states are doing

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

The newly published, Inclusive Classroom Profile (ICP), is an observation tool that assesses the quality of inclusive practices in early childhood classrooms (ages 2 - 5) across 12 practices. In this session, representatives from Mississippi, Georgia, and Illinois will share how they are using the ICP to improve the quality of inclusive practices their communities. Learn about their successes and challenges and share your own. The session will include opportunities for discussion and questions.

Type: 

1

Room: 

11

Date and Time: 

05/11/2017 - 8:30am to 10:00am

Topic: 

2

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

2
5

Repeat from last year?: 

2

Integrating Evidence-Based Professional Development Resources to Support Children with Disabilities: Recommended Practices Modules (RPMs)

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

Come explore a new series of free web-based modules for faculty and professional development providers to embed in their coursework or professional development opportunities. These modules build on existing high quality professional development resources such as CONNECT Modules and are aimed at helping learners implement the DEC Recommended Practices. In this session, you will learn how these modules complement CONNECT modules and can be embedded into your coursework and professional development opportunities.

Type: 

1

Room: 

10

Topic: 

2

Age Group: 

3

Target Audience: 

1
4
5

DEC Recommended Practices: 

9

Repeat from last year?: 

2

Rigor in Preschool and Kindergarten for ALL Children

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

What is evidence-based practice and what does it look like early childhood?  Can appropriate practice and rigor coexist?  What does rigor look like for children in various stages of development?  Specific strategies will be shared to support early educators.  A number of “turn and talk” opportunities will be utilized to encourage participants to process information and share knowledge with others.  Participants will have the opportunity to use information gained to think about plans for next steps in their local classrooms/schools.  Participants may choose to further enhance knowledge gained in this session by scheduling a demonstration classroom guided observation to see rigor in action.  Information will be shared about the NC Office of Early Learning’s Pre-K/K Demonstration Program, where visits to inclusive preschool and kindergarten classrooms are available to observe evidence based practices.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

2

Target Audience: 

2
3
4

DEC Recommended Practices: 

2
3
5
6
8

Repeat from last year?: 

2

Handouts: 

Inspiring Inclusion Using a Community of Practice Model

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

Learn how to advance inclusion through a community of practice model.  We will provide an overview of how early childhood teachers in Tucson are studying and applying best classroom practices for infants, toddlers, and preschoolers through 16 different communities of practice. After a brief overview of how this system operates, the majority of the session will focus on the successes and “lessons learned” from the Inclusion community of practice, Inspiring Inclusion.    This will be a highly interactive session, with ample time for questions and discussions, and attendees will receive a variety of handouts and materials to enable them to replicate a community of practice approach aligned with their own local needs.

Type: 

1

Room: 

10

Topic: 

3

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
3
4
5
6

Repeat from last year?: 

2

Handouts: 

Inclusion from the Start: Creating the Foundation for an Inclusive Life

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

This session will focus on the importance of inclusive practices beginning from the time a baby, toddler, or preschooler is identified as having a disability. We will look at the myths about inclusion and what the research, facts, & laws tell us. We will consider the important role attitudes and beliefs take in creating and maintaining a foundation of inclusion and in developing policy, guidance, and implementing practices and strategies. Participants will engage in an activity and small group discussion that examines personal attitudes and beliefs. Participants will leave with resources and tools.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

3
4
5
6
7

Repeat from last year?: 

2

Handouts: 

Innovative techniques: Helping Children Move up the Developmental Ladder

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

The high-quality inclusive classroom provides children multiple opportunities to make choices and harness their natural interests. The session will emphasize how to create back and forth interactions while following a child’s lead to establish foundational skills of shared attention, engagement, and problem solving in the inclusive preschool classroom. Further, the session will emphasize Universal Design for Learning principles of promoting multiple ways of presenting information, engaging children in learning activities, and allowing children to respond in multiple ways. Participants may share and discuss how they consider the cognitive, communication, and sensory needs of each child; the multiple guided practices implemented when teaching; consideration of the timing of each child’s response; and presentation of content in multiple formats.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

2

Target Audience: 

6

DEC Recommended Practices: 

3
5
6

Repeat from last year?: 

2

Helping Early Educators Un-Learn Implicit Biases through Professional Development Activities

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

In early childhood, we see stark racial disparities with instructional and program discipline practices, such as suspension and expulsion, particularly between young African American children and their White counterparts. Associated with this, implicit bias plays a key role in how we interact with and support young children of color. Implicit biases also can affect the inclusion of young children with disabilities, specifically related to how personnel interact with and work to ensure that children with differing abilities receive the supports and services needed to participate as a full member of the classroom. This session aims to support leaders, including practitioners and administrators, with understanding professional development strategies that support the implementation of culturally responsive practices within programs. This session will actively engage participants in learning self-reflection and de-biasing strategies, along with professional development strategies to improve culturally responsive practices. 

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

5
6

Repeat from last year?: 

2

Handouts: 

Systems Barriers to Reducing Early Childhood Suspension and Expulsion

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

In early childhood, there is a troubling trend of young children being suspended and expelled at significant rates. Specifically, those children who most need access to high quality programs are the least likely to attend and the most likely to be suspended or expelled. Being suspended and expelled leads to poor outcomes, including disengagement from the educational systems, antisocial behaviors, and risk for entering the juvenile justice systems. To address these issues, it’s important to understand the system facilitators and barriers to reducing suspension and expulsions. This session will discuss federal policies (i.e., IDEA, Head Start, Child Care, ESSA), along with strategies to reduce the systemic barriers to reducing suspension and expulsion. Participants will be actively engaged in discussion about the supports needed to implement evidence-based practices that can support practitioners in reducing suspension and expulsion.

Type: 

1

Room: 

10

Topic: 

3

Age Group: 

3

Target Audience: 

2
4
5

DEC Recommended Practices: 

1

Repeat from last year?: 

2

Pages

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