Supporting Young Children with Disabilities who are Dual Language Learners

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

This interactive session will engage participants in discussions about key national guidance and research that inform our work with young children with disabilities who come from different linguistic and cultural backgrounds. Based on DEC’s Recommended Practices and the federal Joint Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs, we will examine practical and proactive adaptations to ensure full and effective participation of all young children in early childhood education. Vignettes will be used in an activity for participants to plan implementation of new strategies for supporting children who are dual language learners in their own work.

Type: 

1

Room: 

10

Topic: 

Age Group: 

2

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

1
3
5
6
7

Repeat from last year?: 

2

Using Data to Answer Critical Questions about EI/ECSE Personnel

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

Presenters will discuss how local programs and states can use data to answer questions about personnel, working through concrete examples for questions such as “What are the demographic characteristics of EI/ECSE practitioners?” “What are the levels of education and years of experience of EI/ECSE practitioners?” and “What is the turnover rate among EI/ECSE practitioners?”. Examples of how states have used or are planning to use personnel data will also be presented. Participants will have the opportunity to work through examples; discuss the questions they have about the practitioners in their program, region, or state; and begin thinking through plans to collect and use data on personnel.

Type: 

1

Room: 

10

Topic: 

Age Group: 

3

Target Audience: 

4
5

DEC Recommended Practices: 

1

Repeat from last year?: 

2

Creating Safe Spaces for Young Children, Preventing Exclusionary and Harsh Discipline of Young Children.

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

This presentation will provide an overview of the current state of research in early childhood suspensions, racial disparities in the application of severe disciplinary practices in the preschool years, and strategies that will prevent the suspension of young children in early childhood setting. Participants will engage in hands on activities to identify ‘hot buttons’, cultural disconnects and personal biases that may be present in the early childhood environment that are most likely to lead to early childhood suspensions and harsh discipline of young children.

Type: 

1

Room: 

10

Topic: 

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

4
6

Repeat from last year?: 

2

Early Red Flags That Indicate Risk of Autism in Infants, Toddlers, and Preschoolers

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

This session will highlight some of the early behaviors that indicate risk for a diagnosis of Autism Spectrum Disorder in very young children. The discussion will focus on “red flags” along with videotapes to illustrate the worrisome behaviors. Ideas for how to talk about concerns for autism with parents will also be highlighted as well as problem-solving about individual children that providers may be uncertainty about in their classroom.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

2
4
6

Repeat from last year?: 

2

Handouts: 

With a little help from my friends, life is much sweeter: Supporting peer relationships

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

The desired results of inclusive experiences for children with and without disabilities and their families include the following: a sense of belonging and membership, positive social relationships and friendship formation, and development and learning to reach their full potential. Yet, research has shown that children with disabilities often lack critical social skills that can negatively impact the development of peer relationships. In this session, participants will learn specific strategies that can be implemented to support peer interactions. Activities, group sharing and discussion will be utilized.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

2

Target Audience: 

6

DEC Recommended Practices: 

3
6

Repeat from last year?: 

2

Implicit Bias 2.0: Preparing Early Childhood Professionals to Work with Culturally Diverse Young Children

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

Several potential factors contribute to inequity in early childhood educational practices, including implicit racial bias; lack of training focused on teaching young children from nondominant cultures; and cultural discontinuity between home and school. The focus of this session will be on helping educators become more aware of and reduce their implicit biases, view child development through a cultural lens, and implement culturally responsive instructional strategies. Specifically, the session will focus on (1) identifying barriers to equity in early childhood environments for children of color; (2) defining implicit bias and its role in perpetuating inequitable practices related to behavior management, teacher-child interactions, and instructional practices; (3) describing strategies for identifying and overcoming implicit bias; and (4) providing specific culturally responsive practices that can be used in early learning environments to promote equitable outcomes for children from culturally diverse backgrounds. The session will include active engagement with the content, including small and large group discussions, as well as a PowerPoint presentation focused on providing specific content and activities that support implementation of the practices.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
3
4
5

Repeat from last year?: 

2

Handouts: 

Practice-Based Coaching: Learn About It and Do It!

Conference Year: 

2019
2018

Primary Speaker name: 

Abstract: 

This is a two-part intensive workshop focused on learning about practice-based coaching and its implementation (PBC; Snyder, Hemmeter & Fox, 2015) in center-based programs. PBC is an empirically-supported coaching approach that facilitates practitioner’s implementation of evidence-based practices.  In Part I, we will present and illustrate the PBC framework and each of the key components. We will discuss the research base that supports PBC and share implementation tools. In Part II, we will use case studies and simulation activities to practice implementing PBC on a targeted set of practices that support inclusion. Participants will engage in reflection and receive feedback from other participants and the session leaders.  The intensive workshop requires a 6-hour commitment: 3 hours on Tuesday and 3 hours on Wednesday.  Participants will be required to attend both parts of the intensive workshop.

Participants registering for this workshop must also register for the Inclusion Institute; the intensive workshop has a 6-hour commitment: 3 hours on Tuesday morning and 3 hours on Wednesday morning. 

Target audience: This workshop is open to all with a focus on professional development and technical assistance providers, administrators, coaches, and practitioners interested in being coaches.

Note: Because this Workshop occurs during two mornings for a total of 6 hours, participants registering for this workshop must already be registered for the full Inclusion Institute. (This is the only Pre-Institute Workshop that requires registering for the full Institute.) Register here for this Pre-Institute Workshop only.

Type: 

5

Room: 

10

Topic: 

2

Age Group: 

3

Target Audience: 

1
2
4

Repeat from last year?: 

2

The Courage to Reach Inward and Outward: The Power of Reflective Practice

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

Developing partnerships is both joyful and challenging work which requires reflection both inward, (for our own individual growth) and outward, (with each other). Our partnerships are strengthened when reflection is integrated into our practice.  Join this half-day interactive workshop to experience guided reflection through journaling, conversations, and other strategies to support our ongoing engagement in the important work of inclusion. Using Janice Fialka’s writing as a springboard for our thinking and discussion, this session provides opportunities to explore and create:

  • practices for careful listening to ourselves and our partners for deep connections that honor vulnerability and diversity
  • brave space that fosters honest, trusting relationships and communication
  • connections between attending our own inner lives, our roles and the renewal of our commitment to supporting outcomes for our young children and their families.

The principles from the Center for Courage and Renewal© www.couragerenewal.org and The Courage to Teach, by Parker J. Palmer (2017) are the foundation of this session.

Register here for this Pre-Institute Workshop

Type: 

5

Room: 

10

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
4
6
7
8

Repeat from last year?: 

2

Explicit and Intentional: Tools and Strategies for Supporting Inclusion in Professional Development Efforts

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

The goal of this session is to build the capacity of each participant to incorporate content related to supporting children who are individually diverse in inclusive settings in coursework, field experiences, and other professional development efforts.  Through generous handouts, demonstrations, small group work, and conversations the instructor will nurture each participant to consider new ways in which to build knowledge and support expertise related to the inclusion of children, birth to age 8, in home, program, and community settings. If you’re interested in free, high-quality resources to increase the emphasis on inclusion in your professional development efforts, this is the session for you!

Register here for this Pre-Institute Workshop

Type: 

5

Room: 

10

Topic: 

2

Age Group: 

3

Target Audience: 

1

DEC Recommended Practices: 

9

Repeat from last year?: 

2

Handouts: 

Wired to Move: Facts and Strategies for Nurturing Boys in an Early Childhood Setting

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

This interactive workshop focuses on the number of boys that are being expelled from preschool, particularly boys of color, and provides specific strategies for early childhood professionals to use in in classrooms. Participants will learn how to support children with diverse learning styles in early childhood settings including strategies for preventing expulsion with a primary focus on boys. Participants will learn about inclusive practices, boy friendly and father friendly strategies, literacy and resilience.

Participants will complete a checklist to determine if their classroom is boy friendly, and will develop a implementation plan that they will complete doing the session and can use when they return to their early childhood program.

Register here for this Pre-Institute Workshop

Type: 

5

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

3
4
5
6

Repeat from last year?: 

2

Handouts: 

Pages

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