Working Together Menu

California MAP to Inclusion & Belonging

California MAP to Inclusion & Belonging

California MAP Menu

Reports & Useful Documents

Blurred image of pen and paper behind Reports & Useful DocumentsThis area of the websites provides quick access on one page to the most highly recommended publications that support inclusion.

MAP Produced Publications


Building A Culture of Inclusion: 10 Guiding Questions

Building a Culture of Inclusion: 10 Guiding Questions introduces the 2015 federal Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs and identifies California’s inclusion resources as well as key federal resources and other new resources that support recommendations from the Policy Statement. The resources are framed as the title suggests: Building a Culture of Inclusion: 10 Guiding Questions. This is a must read resource for anyone who is creating or sustaining inclusive settings.


Inclusion Works! Strategies that Promote Belonging for Children with Special Needs in Child Care Settings (PDF)

Published: 2009
Inclusion Works! is a publication of the California Department of Education Early Education & Support Division (CDE/EESD). The book is described and explored as part of this training. It is available for purchase or download from the California Department of Education. As the subtitle indicates the focus is on “creating child care programs that promote belonging for children with special needs.” In the book you’ll find strategies for inclusion and real life examples of those strategies for children ages birth to 12 included in various programs and settings. When providing training on Inclusion Works! it is important that you have read the book and feel comfortable with the material. If you do not have a special education or related background, it would be best if you partnered with a trainer who can bring that expertise.


MAP Newsletters

MAP Newsletters contain the very latest information, articles and web links added to the MAP website. They direct you to newly identified resources and topic areas. All of the newsletters provide useful tools, publications, training materials and other resources to support children with disabilities and special needs.


MAP Training PowerPoints™

The California Map to Inclusive Child Care Project has developed training resources to use for ideas on talking with family members when concerned about a child as well as to better understand the California Early Start system. These resources are intended for early childhood faculty, infant/toddler child care staff, early educators, and after-school providers It is hoped that these resources will support the Map Project purpose of promoting collaboration among early childhood educators and early interventionists/special educators, while also expanding opportunities for inclusion and access to services for children with special needs and their families.


Summary of Changes to Early Start and the Prevention Resource and Referral Services (PDF)

Published: 2012
An article by Cindy Arstein-Kerslake in collaboration with DDS, CDE, FRCNCA and IDA. This article describes the changes to early intervention law resulting from California budget cuts since 2009 and the Prevention Resource and Referral Services provided by local Early Start Family Resource Centers. It emphasized the importance of referral to local Regional Centers for assessment and evaluation for infants and toddlers with developmental delays as well as for those “at risk” of developmental delays.


California Department of Education Relevant Documents


Educational Resource Catalog

Publications and other educational resources from CDE Press, the Department’s publications office.






California Preschool Curriculum Framework, Volume 1 (PDF)

Published: 2010
The California Preschool Curriculum Framework, Volume 1, is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California’s preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.


California Preschool Curriculum Framework, Volume 2 (PDF)

Published: 2011
The California Preschool Curriculum Framework, Volume 2 covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.


California Preschool Curriculum Framework, Volume 3 (PDF)

Published: 2013
The California Preschool Curriculum Framework, Volume 3 covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.


California Preschool English Learners (PDF)

Published: 2009
This resource guide, California Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, offers a user-friendly review of current research on how to support the language development of English learners during the preschool years (ages three to five).


California Preschool Learning Foundations, Volume 1

Published: 2008
Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.



California Preschool Learning Foundations, Volume 3 (PDF)

Published: 2012
Volume 3 of the California Preschool Learning Foundations covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history–social science and science. This edition features a special abbreviated version of the Alignment Document (PDF) (The Alignment of the California Preschool Learning Foundations with Key Early Education Resources) in the appendix.


California Preschool Program Guidelines (PDF)

Published: 2015
The California Preschool Program Guidelines provides the detailed guidance needed by administrators and teachers to offer high-quality preschool programs that prepare children to arrive in kindergarten with the foundational skills necessary for school success.


California’s Best Practices for Young Dual Language Learners (PDF)

Published: 2013
This publication provides early childhood educators with valuable information on the most current research on the development of young dual language learners. This series of research overviews spans the disciplines of neuroscience, cognitive science, developmental psychology, assessment, educational research, family engagement, and special needs.



Family Engagement Framework: A Tool for California School Districts (PDF)

Published: 2014 | Size: 4MB
“This is a tool districts can use to increase the participation of parents, family members, and community members in a child’s education. Research has shown that high levels of parental and community involvement help students succeed in the classroom.” — Tom Torlakson, State Superintendent of Public Instruction


Family Partnerships and Culture (PDF)

Published: 2016 | Size: 9MB
This California Department of Education publication aims to assist early childhood professionals in the development of cultural competence in working with children and families from diverse cultural backgrounds. Specifically, the aims of the publication are to help programs to value families and their contribution to children’s learning; approach cultural diversity with an open mind; apply knowledge gained about families, including their values and beliefs, to teaching and learning.


Guidelines for Early Learning in Child Care Home Settings (PDF)

Published: 2010 | Size: 17MB
Recognizing the importance of home-based child care settings in today’s society, this adaptation of the Prekindergarten Learning and Development Guidelines provides guidance to help home-based child care providers offer high-quality early care and learning experiences to the children and families they serve. The book covers topics such as the roles and relationships involved in home-based child care; how to create safe, inclusive environments that foster early learning and development; ideas for implementing appropriate curriculum; professional development for home-based providers; and things to consider when infants and toddlers receive care in mixed-age group settings.


Infant/Toddler Learning and Development Foundations (PDF)

Published: 2009 | Size: 2MB
The purpose of the California Infant/Toddler Learning and Development Foundations is to describe research and evidence-based expectations for the way most infants and toddlers make progress in the major domains of social-emotional, language, cognitive, and perceptual and motor development. By creating a common language to facilitate communication among families, infant care professionals, community members, and policymakers, the foundations build an understanding about the importance of the early years in children’s learning and development.


Infant/Toddler Learning and Development Program Guidelines (PDF)

Published: 2006 | Size: 9MB
This publication presents information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services to all infants and toddlers.


Reasons for Concern: That your child or a child in your care may need special help (PDF)

Published: 2004 | Size: 7MB
The first five years are very important in a child’s life. The sooner a child is identified, the sooner the child and family can receive specialized services to support growth and development. Parents, family members and caregivers may have concerns about a child’s development and seek help when needed. This brochure developed by the California Department of Education in collaboration with the Department of Developmental Disabilities lists reasons for concern related to risk factors, behaviors, seeing, hearing, moving, communicating and thinking that may indicate that a child may need special help.

Also available in:


The Integrated Nature of Learning (PDF)

Published: 2016
Designed to complement the other resources of the California Department of Education’s Early Learning and Development System, this publication examines how play, learning, and curriculum work together in early education. It describes the relationship context for early learning and the role of the teacher in supporting children’s active engagement in learning. Strategies for guiding young children’s learning taken from the California Infant/Toddler Curriculum Framework and the California Preschool Curriculum Framework, Volumes One, Two, and Three are discussed. This discussion illuminates ways in which learning experiences in one domain may also foster learning in other domains.


US Department of Education Policy Statements and Guidance for Early Childhood

Early Learning and Educational Technology Policy Brief (PDF)

Published: 2016
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.


Joint Statement on Collaboration and Coordination of the MIECHV and IDEA Part C Programs (PDF)

Published: January 2017
This joint statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), provides recommendations to States, territories, and tribal entities to identify and enhance opportunities for collaboration and coordination between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act, Part C Program (IDEA Part C Program).


Policy Statement on Early Childhood Career Pathways (PDF)

Published: 2016
The Institute of Medicine (IOM) and National Research Council’s (NRC) 2015 report, Transforming the Workforce for Children Birth to Eight, offers recommendations for building a high quality early childhood workforce with the knowledge, competencies, education, and support to promote children’s development and learning. This series of briefs summarizes the findings in the report to inform early childhood programs, states, higher education, and other interested stakeholders to strengthen the support they offer the early childhood workforce.


Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (PDF)

Published: 2016 | Size: 2MB
This Information Memorandum (IM) encourages Lead Agencies to adopt policies set forth in the Policy Statement on Expulsion and Suspension in Early Childhood Settings issued by the U.S. Departments of Health and Human Services and Education. Appendix 1 offers several free, publicly available resources states can use in their efforts.


Policy Statement on Family Engagement (PDF)

Published: 2016 | Size: 1MB
When families and the institutions where children learn partner in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. To further this position, the Departments released a policy statement on the implementation of effective family engagement practices in early childhood and learning programs.


Policy Statement on Inclusion for Children with Disabilities in Early Childhood (PDF)

Published: 2015
The policy statement was written with the input of early learning professionals, families, and other early learning stakeholders. Though it focuses on including young children with disabilities, it is ED’s and HHS’s shared vision that all people be meaningfully included in all facets of society throughout the course of their lives. This begins in early childhood programs and continues into schools, places of employment, and the broader community.


Policy Statement on Supporting the Development of Children Who are Dual Language Learners in Early Childhood Programs (PDF)

Published: 2016
A major challenge facing early childhood education and the k–12 education system in the United States is the fact that as the population changes, the particular needs of children change with it. One of the largest demographic shifts in the last decade is the increase in the number of children who speak English as their second language. The majority of these children are born in the United States and thus from a very young age are acquiring both the language of their family as well as the language of the larger community. These very young children are dual language learners (DLLs).


Policy Statement to Support the Alignment of Health and Early Learning Systems (PDF)

Published: 2016
This statement provides policy and program recommendations from HHS and ED to improve young children’s access to needed services and transform delivery systems to improve health and early learning outcomes for all children.  Coordination and alignment between health systems and early learning systems has the potential to ensure that each child’s needs are identified, referrals to needed services are made and completed, services are not duplicated, and the messages families hear are clear, aligned, and consistently reinforced to ensure that children and families thrive.  

This statement:  

  • Highlights the importance of establishing a solid foundation for school-readiness as well as long-term health for all children
  • Provides recommendations and guidance to States and communities to promote the alignment and coordination of health and early learning system
  • Identifies resources and shares promising practices that inform and support States, communities and families in collaborative efforts to support healthy development and well-being in early childhood.

Policy Statement: Supporting the Development of Young Children in American Indian and Alaska Native Communities Who Are Affected by Alcohol and Substance Exposure (PDF)

Published: 2016
The purpose of this U.S. Department of Health and Human Services (HHS) policy statement is to support early childhood programs and tribal communities by providing recommendations that promote the early development of American Indian and Alaska Native (AI/AN) children, prenatal to age eight, who have been exposed to alcohol or substances during pregnancy, or who are affected by parent or caregiver substance misuse during early childhood.


Resource Guide to Trauma-Informed Human Services

Published: January 2017
The guide is intended to provide an introduction to the topic of trauma, a discussion of why understanding and addressing trauma is important for human services programs, and a “road map” to find relevant resources. It includes Concept Papers, Guiding Questions and Answers on key topics and Trauma Resources for Specific Human Services Programs or Populations. Samples of these are below:


Resource Guide: Building a Bright Future for All (PDF)

Published: January 2017
The guide was developed to enhance State and local efforts to support immigrant children from birth through the elementary grades. The first half provides tips for educators in early learning programs and elementary schools as well as schools, districts, and States to: (1) facilitate school enrollment by immigrant families; (2) promote healthy child development in the school setting; (3) encourage caregiver engagement in their children’s education; and (4) build staff knowledge about immigrant children and their educational needs. The second half provides tips for parents and guardians on how to facilitate children’s learning and education starting at birth.


Significant Disproportionality: Essential Questions and Answers (PDF)

Published: March 2017

The Office of Special Education and Rehabilitative Services (OSERS) has released Significant Disproportionality: Essential Questions and Answers (PDF) (March 2017), which provides guidance on the Equity in IDEA Final Regulation released in December 2016. OSERS has also released a Model State Timeline (PDF) outlining different streams of work and the timelines that states should consider as they implement the new rule.


Other Useful Documents


People First Language

For too long, people who happen to have conditions we call “disabilities” have been subjected to devaluation, marginalization, prejudice, and more. And the first way to devalue someone is through language, by using words or labels to identify a person/group as “less-than,” as “the other,” “not like us,” and so forth. Once a person/group has been identified this way, it makes it easier to justify prejudice and discrimination. Our language shapes our attitudes; our attitudes shape our language; they’re intertwined. And our attitudes and language drive our actions!


Preschool Inclusion: Key Findings from Research and Implications for Policy

This April 2016 Brief from the National Center for Children in Poverty highlights research on preschool inclusion relevant to the following three questions:

  1. What are the effects of inclusive preschool on children’s early learning and development?
  2. What is known about the quality of inclusive preschool programs?
  3. What is known about how to improve the quality of inclusive preschool?

Quality Indicators of Inclusive Early Childhood Programs/Practices: A Compilation of Selected Resources (PDF)

Published: 2010
Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage further examination via links to more complete information. National and state-developed resources contained within this document have been designed for a variety of audiences, and may be useful for families, practitioners, program administrators, technical assistance personnel, researchers, and state administrators.