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.
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
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
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
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
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?
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.
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
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
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
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
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
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
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.
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
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
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.
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.
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
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
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