Beach Center on Disability. (2013). Experience-based knowledge. Retrieved from http://www.beachcenter.org/wisdom_based_action/parent_to_parent_support/experience-based_knowledge.aspx
This webpage contains a video and stories about the importance of the emotional and informational support a parent with a child newly diagnosed with a disability receive from being partnered with another parent of a child with a diagnosed disability through Parent to Parent-USA
Turnball, A., Summers, J., Brotherson, M., & Epley, P. (2006). Moving from concerns to action: Enhancing early childhood family supports and services through a community of practice. TASH CONNECTIONS, March/April 2006, 6-10. Retrieved from http://www.beachcenter.org/Research/FullArticles/PDF/Moving_from_Concerns_to_Action.pdf
This article reflects on the provision of supports and services to families at the early childhood level over the last 5-10 years and discusses the evolution of a Community of Practice on enhancing early childhood family supports and services
Soodak, L., Erwin, E., Winton, P., Brotherson, M., Turnball, A., Hanson, M., & Brault, L. (2002). Implementing inclusive early childhood education: A call for professional empowerment. Topics in Early Childhood Special Education, 22(2), 91-202. Retrieved from http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?Type=research&intResourceID=1354&JScript=1&JScript=1
This article uses one family to present two scenarios that highlight the gap between recommended practices and reality in providing quality inclusive early childhood education for young children with disabilities.
SpecialQuest Group. (2007). Creating bright futures (building relationships with families). Retrieved from http://ncoe.pointinspace.com/trainingmaterials/searchsessions_resultsdetail.lasso?-Search=Action&-Table=webpackages&-Database=NCO_Hilton_TrainingMaterials&-KeyValue=6
This module highlights the SpecialQuest vision for including infants and toddlers with disabilities and their families in early care and education programs with early intervention and other community supports
SpecialQuest Multimedia Training Library. (2007). Listening to families. Retrieved from http://ncoe.pointinspace.com/trainingmaterials/searchsessions_resultsdetail.lasso?-Search=Action&-Table=webpackages&-Database=NCO_Hilton_TrainingMaterials&-KeyValue=15
This session lays the foundation for building relationships with families by building good communication skills, including listening and individualizing services and supports for each family
SpecialQuest Multimedia Training Library. (2007). When concerns arise: Learning from families’ experiences. Retrieved from http://ncoe.pointinspace.com/trainingmaterials/searchsessions_resultsdetail.lasso?-Search=Action&-Table=webpackages&-Database=NCO_Hilton_TrainingMaterials&-KeyValue=16
This session covers information that is important to families and service providers when a disability is first identified. The video shares information on how to identify a possible disability in an infant or toddler
SpecialQuest Multimedia Training Library. (2007). Developing family-service provider collaboration. Retrieved from http://ncoe.pointinspace.com/trainingmaterials/searchsessions_resultsdetail.lasso?-Search=Action&-Table=webpackages&-Database=NCO_Hilton_TrainingMaterials&-KeyValue=18
This session explains specific examples of what family-service provider collaboration looks like and what families view as important in building those collaborative relationships so that they can be informed decision-makers for their child
SpecialQuest Multimedia Training Library. (2007). Planning to serve the Diego family. Retrieved from http://ncoe.pointinspace.com/trainingmaterials/searchsessions_resultsdetail.lasso?-Search=Action&-Table=webpackages&-Database=NCO_Hilton_TrainingMaterials&-KeyValue=22
This session introduces a family's story through the video that allows participants to consider the family's cultural values and beliefs, experiences, and successes; and to think about how this relates to their work with young children with disabilities and their families in their communities
PACER Center. (2006). Getting off to a good start: Positive interactions with diverse families in early intervention and early childhood special education. Retrieved from http://www.pacer.org/parent/php/PHP-c131.pdf
This short article discusses considerations when setting up and conducting meetings and home visits with families.
Johnston, S. S., McDonnell, A. P., & Hawkens, L. S. (2008). Enhancing outcomes in early literacy for young children with disabilities: Strategies for success. Interventions in School and Clinic, 43(4), 210-217, doi: 10.1177/1053451207310342
This article provides information about literacy and young children with disabilities.
Watson, A. & McCathren, R. (2009). Including children with disabilities: Are you and your early childhood program ready? Beyond the Web: Young Children on the Web, March 2009, 1-7. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
The authors created a "Preschool and Kindergarten Inclusion Readiness Checklist" (p.3) to help administrators and teachers increase their awareness of the needs of children with disabilities
Including Samuel. (n.d.). Education issues for parents of students with developmental disabilities. Retrieved from http://www.includingsamuel.com/resources/documents/A%20Parent's%20Letter.pdf
This resource is a letter from a parent of a child with autism to other parents of toddlers with disabilities about her experience
McGinty, A. & Justice, L. (2006). Classroom-based versus pull-out interventions: A review of the experimental evidence. EBP Briefs, 1(1), 1-25. Retrieved from http://www.speechandlanguage.com/ebp/pdfs/1-1-apr-2006.pdf
This is an article that reviews differing models of speech language interventions to discover opportunities and challenges of classroom or pull-out models
North Carolina Cooperative Extension. (2011). Ideas for child care providers to help children with physical disabilities. Retrieved from http://www.extension.org/pages/26344/specific-ideas-for-child-care-providers-to-help-children-with-physical-disabilities
This website includes strategies for including children with disabilities in classroom activities
Villa, R. A., & Thousand, J. S. (2003). Making inclusive education work. Educational Leadership, 61(2). Retrieved from http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Making-Inclusive-Education-Work.aspx
This article shares information about inclusion for educators, as well as tips to promote inclusion in the classroom.
Diamond, K.E. & Hong, S.Y. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32(3), 163-177, doi: 10.1177/1053815110371332
This is an article about children’s perspectives of including children with physical disabilities in play.
South Carolina Department of Education. (2005). Oral health supplemental curriculum resource: Preschool children 3 to 4 years of age. Retrieved from https://www.scdhec.gov/health/docs/curr_Overview%20for%20Printed%20School%20Curriculum%20Guides.pdf
This curriculum was developed as part of the More Smiling Faces in Beautiful Places Initiative and includes Oral Health Activities that could be modified or adapted for use with children with disabilities
NC Cooperative Extension & NC Division of Public Health. (n.d.). Color me healthy: Preschoolers moving & eating healthy. Retrieved from http://www.colormehealthy.com/
This program is designed for children ages 4 and 5 and teaches kids about healthy eating and physical activity
Sesame Workshop. (2007). Sesame Street: Healthy habits for life child care resources kit. Retrieved from http://www.sesamestreet.org/cms_services/services?action=download&uid=28a388c6-ca0e-45a1-9aaf-9b6688c5a557
This website contains three sections including Get Moving!, Food and Drink to Grow On, and Everyday is a Healthy Day