Special Needs Inclusion Project. (2013). Inclusion toolkit. Retrieved from http://www.snipsf.org/wp-content/uploads/2011/08/v2010Inclusion-Tool-Kit-Sept-update1.pdf
This guide can be used to identify the use of inclusive admission policies and practices in child care centers.
United Nations Educational, Scientific and Cultural Organization. (2009). Embracing diversity: Toolkit for creating inclusive, learning-friendly environments specialized booklet 3: Teaching children with disabilities in inclusive settings. Retrieved from http://unesdoc.unesco.org/images/0018/001829/182975e.pdf
This booklet offers practical means to make schools more inclusive and provides information about a variety of disabilities along with practical guidelines to successfully teach students with these disabilities.
Edutopia. (2005). Disabled bodies, able minds: Giving voice, movement, and independence to the physically challenged. Retrieved from http://www.edutopia.org/assistivetechnology
The video and article on this webpage show how assistive technology makes it possible for students without full mobility to participate in class and school activities
The National Center on Dispute Resolution in Special Education. (n.d.). A CADRE webinar: IEP/IFSP facilitation techniques for success: Counter proposals & consensus-as-you-go. Retrieved from http://www.directionservice.org/cadre/TBLfacilitationwebinar.cfm
This webinar explores effective techniques to use during any IEP/IFSP meeting that promote positive interactions while improving the opportunity to gain and maintain agreements. Click the link near the top to listen to the 75 minute webinar, or scroll to the bottom for a link of a powerpoint presentation and a transcript to the webinar
Josh's story. (2008). Retrieved from http://www.youtube.com/watch?v=R8mbhQ7bkb0&feature=related
This video shows an inspiring story of a six-year-old student with autism whose school experience is improved after being introduced to assistive technology
CONNECT. (n.d.). Module 1: Embedded interventions. Retrieved from http://community.fpg.unc.edu/connect-modules/learners/module-1
This module contains handouts, videos, and activities that explain embedded interventions and how they promote participation in inclusive settings
PACER Center: Champions for Children with Disabilities. (2013). Publications: Early childhood. Retrieved from http://www.pacer.org/publications/earlyChildhood.asp
Scroll down to the handouts section to find PACER Center Action Information sheets about a variety of topics for parents of young children with disabilities, such as early intervention systems, communication skills, and IFSP/IEPs
Blair, K., Lee, I., Cho, S., & Dunlap, G. (2011). Positive behavior support through family-school collaboration for young children with autism. Topics in Early Childhood Special Education, 31(1), 22-36, doi: 10.1177/0271121410377510
In this study, individualized behavior support was implemented through family-school collaboration for three children with autism, resulting in increased appropriate behaviors and decreased problem behaviors at home and at school.
Cook, B. G., Shepherd, K. G., Cook, S. C., Cook, L. (2012). Facilitating the effective facilitation of evidence-based practices through teacher-parent collaboration. Teaching Exceptional Children, 44(3), 22-30. Retrieved from http://web.ebscohost.com/ehost/detail?sid=48443a78-49df-4a0d-b3d7-6aad8d96a4a3%40sessionmgr14&vid=1&hid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=69989327
The article discusses the use of evidence-based practice (EBP) in teacher-parent collaboration in U.S. special education for students with disabilities, including the importance of involving parents, how EBPs impact on student outcomes, and explanations of EBP research design and literature reviews
Florida Developmental Disabilities Council. (2008). First steps: A guide for parents of young children with developmental disabilities. Retrieved from http://www.fddc.org/publications/first-steps
This comprehensive guide is a valuable resource for parents of children with disabilities to learn their rights and responsibilities and offers advice for financial concerns, navigating the education system, and more
Salisbury, C., Woods, J., & Copeland, C. (2010). Provider perspectives on adopting and using collaborative consultation in natural environments. Topics in Early Childhood Special Education, 30, 132-147, doi: 10.1177/0271121409349769
This article describes an exploratory case study to investigate the perspectives and experiences of six early intervention providers as they adopted and implemented a collaborative consultation approach to home visiting in urban neighborhoods.
Lo, L. (2012). Demystifying the IEP process for diverse parents of children with disabilities. Teaching Exceptional Children, 44(3), 14-20. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/sites/271/files/Week03_Lo.pdf
This article discusses strategies for individualized education program meetings in cases where a child in U.S. special education comes from a diverse background
Cheatham, G., Hart, J., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting: Educators as advocates for families. Teaching Exceptional Children, 44(3), 50-57. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/sites/271/files/Week02_Cheatham.pdf
This article explains what not to say through six IEP meeting scenarios, followed by commentary about each scenario and suggested appropriate responses for educational professionals should they encounter similar situations
Ingersoll, B. & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79-87. Retrieved from https://www.msu.edu/~ingers19/lab/Parent%20Training%20in%20the%20Schools.pdf
This article describes a parent training model for children with autism developed for use in early childhood special education programs. The implementation of the program, teacher preparation, and preliminary outcomes and challenges are discussed
Woods, J., Wilcox, M., & Friedman, M. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42(3), 379-392. Retrieved from http://web.ebscohost.com/ehost/detail?sid=d3d78800-094f-4de1-bbbd-356eee02cd59%40sessionmgr12&vid=1&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=63155077
This article presents current information on recommended practices related to the delivery of early intervention supports and services to infants and toddlers with, or at risk for, communication deficits and their families
Horn, E., & Kang, J. (2012). Supporting young children with multiple disabilities: What do we know and what do we still need to learn? Topics in Early Childhood Special Education, 31(4), 241-248, doi: 10.1177/0271121411426487
This article shares the importance of professionals and families working together to identify the individual supports each child needs to ensure that the young child with multiple disabilities is an active participant in all aspects of his or her life.
National Center on Dispute Resolution in Special Education. (n.d.). Working together: Building improved communication. Retrieved from http://www.directionservice.org/cadre/worktogether.cfm
Working Together is a collection of CADRE resources designed to support effective collaboration between parents, schools, and early childhood programs
Colorin Colorado. (2011). Preschool for English language learners. Retrieved from http://www.colorincolorado.org/webcasts/preschool/
This webcast offers information on the following components of a PreK ELL program: language instruction, curriculum, professional development, and family outreach.
Colorin Colorado. (2011). Becoming bilingual: The challenges of teaching English language learners to read. Retrieved from http://www.colorincolorado.org/multimedia/bilingual/
This video is a 30-minute PBS program that examines the challenges of teaching children to read in a new language.