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2013
A qualitative study has informed us of the specific behaviors of both therapists and classroom teachers that make or break the success of integrated therapy. Success is defined as: a) teachers implementing strategies when therapists aren’t in the room and b) children learning the skills. This session will provide ideas for administrators in how to establish policies and procedures for effective integrated therapy.
2018
This session will highlight finance strategies that may be used to create inclusive early childhood environments. National resources and a state story of how funding mechanisms have supported inclusion will be featured. Participants will have an opportunity to discuss challenges, share successes and preview strategies and tools that may be used to support the financing of inclusive programs. Intentional collaboration and braided funding with early childhood partners can create high-quality programs that support inclusive opportunities.
2012
The primary focus of the session will be on the content and process of a research-based, parent-mediated intervention for very young children identified as at-risk for autism or developmental disability.  Various contextual factors that influence both interventionist and parent implementation will be explored.
2017
Relationships impact other relationships. This simple statement offers a powerful tool for early intervention professionals who are seeking to handle the array of questions, surprises, and dilemmas that arise in a single day of working with very young children and their families. Creating relationships within which staff are supported to do their best thinking helps them to do the same with families. Parents who experience this type of relationship with staff are better equipped to build nurturing relationships with their very young children. This session will explore the foundations of... more
2016
The Inclusive Classroom Profile (ICP), currently in publication, is an observation tool that assesses the quality of inclusive practices in early childhood classrooms (ages 2 ½ to 5) across 12 dimensions. In this session we will review the key features of the ICP and take a closer look at each of the items on the scale.   We will share and discuss those teaching strategies that exemplify best practice for supporting the full inclusion of children in classroom activities and routines in small and large groups, as well as share ideas for how the ICP might be used to improve quality.
2015
The Inclusive Classroom Profile (ICP), currently in publication, is an observation tool that assesses the quality of inclusive practices in early childhood classrooms (ages 2 ½ to 5) across 12 dimensions. In this session we will review the key features of the ICP and take a closer look at each of the items on the scale.   We will share and discuss those teaching strategies that exemplify best practice for supporting the full inclusion of children in classroom activities and routines in small and large groups, as well as share ideas for how the ICP might be used to improve quality.
2015
This session will describe the Incredible Years Teacher Classroom Management program including its rationale, approach, content, training methods, and implementation.  Training vignettes will be shared for interactive discussion.  Finally, research supporting the program will be summarized and recommendations for use made.
2013
This session examines cross-cutting issues regarding RTI and inclusion, including what is the role of formative assessment in determining children who need targeted interventions and monitoring their progress; what evidence-based instructional practices work best to promote learning at different skill levels; and what types of resources and PD are needed to implement these approaches in early childhood settings.
2017
Let’s make DEC Recommended Practices the national standard for individualizing practices with children 0-5 in inclusive settings, embraced by ALL sectors of early childhood professionals. Using an implementation science framework, participants will create an action agenda for improving the likelihood that young children with disabilities experience high quality inclusive practices.
2015
In past Inclusion Institutes, we have heard parental perspectives from Ann Turnbull about her families’ quest to support her son, Jay (1967-2009) who experienced multiple disabilities, to have what Ann likes to call an enviable life—a life with the same opportunities as people who do not have disabilities.  This year we have a rare opportunity to get another Turnbull perspective—this one from Kate, Jay’s youngest sister.  From her 3 decades of experience and insight, Kate will share her own journey through the lifespan stages with Jay and recommendations for what families and practitioners... more

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