Online Resource Guide

ID:IN-96
Children with Disabilities
Instructional Material

A Teacher's Guide to My Friend Isabelle: Classroom Activities that Foster Acceptance of Differences

Thrasher, A., (2004). A teacher's guide to My Friend Isabelle: Classroom activities that foster acceptance of differences. Bethesda, MD: Woodbine House.

This teacher's guide accompanies the book My Friend Isabelle (available through www.woodbinehouse.com), which is a book about a child who has a friend with Down's Syndrome. The guide is full of activities to use in the classroom to promote learning about and valuing differences.

ID:IN-97
Early Literacy
Journal Article

The Impact of Visual Phonics on the Phonological Awareness and Speech Production of a Student Who is Deaf

Smith, A., & Wang, Y. (2010). The impact of visual phonics on the phonological awareness and speech production of a student who is deaf: A case study. American Annals of the Deaf, 155(2), 124-130. Retrieved from http://jdsde.oxfordjournals.org/content/12/3/373.full

The researchers explored the effectiveness of Visual Phonics as a reading instructional tool when used in conjunction with a modified version of the Fountas and Pinnell Kindergarten Phonics Curriculum (Fountas & Pinnell, 2002) with a preschool student who was deaf

ID:IN-98
Early Science
Video

HopeAbilities: How to Make a Volcano

HopeAbilities: How to make a volcano. (2010). Retrieved from http://www.youtube.com/watch?v=JSsN2lPxnao

This video shows fun and effective instructional activities for teaching science to a five year old girl with a disability. This episode is all about the Letter V and the project is Making a Volcano

ID:IN-99
Information about Disability
Fact Sheet

Categories of Disability Under IDEA

National Dissemination Center for Children with Disabilities. (2012). Categories of disability under IDEA. Retrieved from http://nichcy.org/disability/categories

This website provides an overview of different categories of disabilities under IDEA, which includes other health impairments such as chronic illnesses

ID:SE-01
Social-Emotional Development
Video

Ask a Friend to Play Videos

Head Start Center for Inclusion. (n.d.). Membership - ask a friend to play videos. Retrieved from http://depts.washington.edu/hscenter/inclusion-service-membership-ask-a-friend-play-videos

These short video clips demonstrate the following concepts: asking a friend to play, getting a friend’s attention, gently taking a friend by the hand, and sharing a toy

ID:SE-02
Challenging Behavior
Instructional Material

Creating Teaching Tools for Young Children with Challenging Behavior

Technical Assistance Center on Social Emotional Intervention for Young Children. (2011). Creating teaching tools for young children with challenging behavior. Retrieved from http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm

The entire toolkit includes handouts, strategies, visuals, a user’s manual, and routine based support guide, which can be found under the heading "How Can I Get the Teaching Tools?

ID:SE-03
Social-Emotional Development
Professional Article

The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

Fox, L., Dunlap, G., Hemmeter, M., Joseph, G., & Strain, P. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003. Retrieved from http://www.challengingbehavior.org/do/resources/documents/yc_article_7_2003.pdf

This article gives a good overview of the pyramid model for teaching and developing social emotional skills and the preventing challenging behaviors.

ID:SE-04
Social-Emotional Development
Module

CSEFEL Training Kit: Using Classroom Activities and Routines as Opportunities to Support Peer Interaction

Center on the Social and Emotional Foundations for Early Learning. (2007). Using classroom activities and routines as opportunities to support peer interaction. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk5.pdf

This resource provides a detailed presentation on how to prepare teachers to use activities and routines to support peer interactions in an early childhood classroom

ID:SE-05
Social-Emotional Development
Module

CSEFEL Training Kit: Using Environmental Strategies to Promote Positive Social Interactions

Center on the Social and Emotional Foundations for Early Learning. (2008). Using environmental strategies to promote positive social interactions. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk6.pdf

This resource provides a detailed presentation on how to use the classroom environment to promote positive interactions between students in an early childhood classroom

ID:SE-06
Social-Emotional Development
Module

CSEFEL Training Kit: Building Positive Teacher-Child Relationships

Center on the Social and Emotional Foundations for Early Learning. (2008). Building positive teacher-child relationships. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk12.pdf

This resource provides a detailed presentation for teachers on how to build positive relationships with their students in early childhood classrooms

ID:SE-07
Positive Feedback
Module

CSEFEL Training Kit: Expressing Warmth and Affection to Children

Center on the Social and Emotional Foundations for Early Learning. (2009). Expressing warmth and affection to children. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk20.pdf

This resource provides a detailed presentation on how to express warmth and affection to students in early childhood classrooms

ID:SE-08
Social-Emotional Development
Module

CSEFEL Training Kit: Helping Children Learn to Manage Their Own Behavior

Center on the Social and Emotional Foundations for Early Learning. (2008). Helping children learn to manage their own behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk7.pdf

This resource provides a detailed presentation on how to help students manage their behavior in early childhood classrooms

ID:SE-09
Challenging Behavior
Module

CSEFEL Training Kit: Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior

Center on the Social and Emotional Foundations for Early Learning. (2009). Positive behavior support: An individualized approach for addressing challenging behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk10.pdf

This resource provides a detailed presentation on how to use positive behavior supports to help manage children's behavior in early childhood classrooms

ID:SE-10
Information about Development
Fact Sheet

What to Expect and When to Seek Help: A Bright Futures Tool to Promote Social and Emotional Development in Infancy (Birth-12 months)

Georgetown University Center for Child and Human Development. (2006). What to expect & when to seek help: A Bright Futures tool to promote social and emotional development in infancy. Retrieved from http://www.brightfutures.org/tools/BFtoolsIN.pdf

This tool provides a clear description of social emotional milestones in infants and toddlers. It also discusses areas of concern and indicates when it might be beneficial to seek help for a child or a family.

ID:SE-11
Information about Development
Fact Sheet

What to Expect and When to Seek Help: A Bright Futures Tool to Promote Social and Emotional Development in Early Childhood (1-4 years)

Georgetown University Center for Child and Human Development. (2006). What to expect & when to seek help: A Bright Futures tool to promote social and emotional development in early childhood. Retrieved from http://www.brightfutures.org/tools/BFtoolsEC.pdf

This tool provides a clear description of social emotional milestones in young children. It also discusses areas of concern and indicates when it might be beneficial to seek help for a child or a family

ID:SE-12
Information about Development
Fact Sheet

What to Expect and When to Seek Help: A Bright Futures Referral Tool for Providers

Georgetown University Center for Child and Human Development. (2006). What to expect & when to seek help: A Bright Futures referral tool for providers. Retrieved from http://www.brightfutures.org/tools/BFtoolsWhere.pdf

This form can be completed by any provider and includes areas for recording contact information for agencies providing services through various state and federal programs

ID:SE-13
Family Support
Website

Knowledge Path: Community Services Locator

Georgetown University Maternal & Child Health Library. (n.d.). Community services locator: An online directory for finding community services for children and families. Retrieved from http://ncemch.org/knowledge/community.php

This resource provides information for professionals regarding topics related to community services available for families and children.

ID:SE-14
Challenging Behavior
Website

Knowledge Path: Emotional, Behavioral, Mental Health Challenges in Children and Adolescents

Georgetown University Maternal & Child Health Library. (n.d.). Emotional, behavioral, mental health challenges in children and adolescents: Knowledge path. Retrieved from http://ncemch.org/knowledge/mental-conditions.php

This resource provides information and resources regarding mental health in children, including a section on Early Childhood.

ID:SE-15
Language Development
Module

CSEFEL Training Kit: Understanding the Impact of Language Differences on Classroom Behavior

Center on the Social and Emotional Foundations for Early Learning. (2007). Understanding the impact of language differences on classroom behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk2.pdf

This resource provides a detailed presentation on how to help teachers understand the impact of language differences on their students' behavior in early childhood classrooms

ID:SE-16
Social-Emotional Development
Module

CSEFEL Training Kit: What are Children Trying to Tell Us? Assessing the Function of Their Behavior

Center on the Social and Emotional Foundations for Early Learning. (2008). What are children trying to tell us: Assessing the function of their behavior. Retrieved from http://csefel.vanderbilt.edu/kits/wwbtk9.pdf

This resource provides a detailed presentation to help teachers understand the meaning of their students' behavior in early childhood classrooms