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

Implementation of Itinerant Early Childhood Special Education Services

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

The session will include an overview of a roll-out of the Itinerant Early Childhood Special Education Service Delivery Model (IECSE).  The session will include an overview of the itinerant model, the rationale for introducing the model in Rhode Island, initial steps of implementation, scaling up, RI’s current IECSE model (which includes both direct instruction and consultation with the general education teacher) and the infrastructure of supports for practitioners.  Time will be provided for participants to consider the benefits and challenges of implementing an itinerant model within their state or district as well as an opportunity to ask questions and provide feedback.

Type: 

1

Room: 

10

Topic: 

3

Age Group: 

2

Target Audience: 

1
4
5

DEC Recommended Practices: 

1
3
5
7

Repeat from last year?: 

2

Federal and National Professional Organizations Panel on Early Childhood Directions and Initiatives for Enhancing the Quality of Inclusive Services

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

Reflecting this year’s theme Trusting Partnerships in a Time of Change, leaders from Federal agencies  and three national early childhood professional organizations will share information on early childhood directions and initiatives related to inclusion and to supporting children with disabilities and their families. Participants will have opportunities to ask questions and share their perspectives with the panelists.

Type: 

6

Room: 

10

Topic: 

3

Age Group: 

Target Audience: 

6

DEC Recommended Practices: 

9

Repeat from last year?: 

2

Early Learning and Development Progressions: Birth to Five – From Formative Assessment to Recommended Practices

Conference Year: 

2017

Primary Speaker name: 

Other Speakers: 

Abstract: 

Learn strategies for facilitating classroom assessment practices and informing instruction in an inclusive setting.  The NC Early Learning and Development Progressions: Birth to Five is a  no-cost, online tool that breaks down skill areas for ALL children from birth to age five, in the developmental domains of emotional and social development, health and physical development, language development and communication, and cognitive development. Skill descriptions at two-, three-, or six-month intervals allow teachers and families to observe a child’s current developmental level and to track incremental changes over time. Using this information, teachers and families can intentionally plan and individualize next steps for each child, particularly important for children with disabilities.  Classroom scenarios will be used to guide participants through the process of using progressions to determine a child’s current developmental level, next instructional step, as well as ways to embed intervention into a home or classroom routine.  We will wrap up the session with a discussion of how local providers are using progressions to enhance teacher and family understanding of age-appropriate developmental expectations.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

2
5

Repeat from last year?: 

2

Handouts: 

The Intersection of Implementation Science and Inclusion

Conference Year: 

2017

Primary Speaker name: 

Abstract: 

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.

Type: 

1

Room: 

10

Topic: 

1

Age Group: 

3

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

1
5
7

Repeat from last year?: 

2

Handouts: 

Developing Community Capacity to Scale Evidence-Based Parenting & Family Support Programs

Conference Year: 

2017

Primary Speaker name: 

Abstract: 

Scaling evidence-based prevention and wellbeing programs to achieve population-level outcomes can present unique challenges to cross-sector partners. A logic model for developing community implementation capacity will be presented and discussed in the context of efforts to scale the Triple P – Positive Parenting Program in North Carolina. Triple P offers a system of parenting and family support interventions, including an option for parents with children who have disabilities or developmental delays, modeled on a public health approach. Examples of multi-level systems data that are guiding community improvement for program success and sustainability will be shared. Participants will be asked to reflect on the logic model as they share cross-sector experiences and lessons learned, particularly as related to scaling community-wide early intervention and education programs.

Type: 

1

Room: 

10

Topic: 

3

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
4
7

Repeat from last year?: 

2

Handouts: 

Pages

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