Children working on art project with teacher. One child has an assistive deviceLinks to information, tools, websites and other resources that support the development, management and sustainability of inclusive practices in early care and education settings are found in this area.

In the News!

10 Keys to Successful Inclusion (PDF)

A brief by Gary Bunch.

This brief paper focuses on 10 keys to inclusion and success based on my experiences in Canada. All of Canada, by no means, has embraced inclusive education wholly and warmly. The traditional special education model is the model of choice across most of the land, particularly for educators and governments.

21 Chrome Extensions for Struggling Students and Special Needs

Technology can be a powerful tool to assist students with special needs or any sort of learning challenge. In particular the Chrome web browser allows users to install a wide variety of web extensions that provide tools that can help all learners, regardless of ability level.


AblePlay™ is a toy rating system and website that provides comprehensive information on toys for children with special needs so parents, special educators, therapist and others can make the best choices for the children in their lives with disabilities. Developed by the National Lekotek Center, a nonprofit authority on play for children with disabilities, AblePlay™ will provide parents, and the professionals who work with them, access to the most useful, product-specific information about the top play and learning products and toys for children with disabilities.

Phone: 773-276-5164

Administration for Children and Families (ACF)

The Administration for Children and Families (ACF) is a division of the Department of Health & Human Services. We promote the economic and social well-being of families, children, individuals and communities.

  • Birth to 5: Help Me Thrive Initiative of the US Department of Health and Human Services
    This initiative draws heavily on previous developmental and behavioral screening efforts by consolidating materials from a wide array of federal agencies and their non-federal partners. As part of this initiative, they have published a compendium of research-based developmental screening tools appropriate for use across a wide range of settings and tailored guides for use with the screening tools geared toward nine different audiences including early care and education providers, early intervention providers, home visitors and families. The guides address the importance of developmental and behavioral screening, how to talk to parents, where to go for help, and how to select the most appropriate screening tool for the population served as well as the provider implementing the screening.
  • Tips for Early Care and Education Providers: Simple Concepts to Embed in Everyday Routines (PDF)
    Researchers from around the country offer helpful tips that you can practice to help the young children in your care grow and learn. The tips are based on concepts of learning and development that can be worked into everyday routines. Each tip describes a concept, why the concept is important, and a step-by-step description of how to put the concept into action. We hope these concepts are useful in supporting all the children in your care.
  • Autism Awareness and Acceptance in Early Childhood Education
    Autism Spectrum Disorder (ASD) affects about 1 in 68 children in the U.S. (CDC, 2014), with more children being identified than ever before. The early childhood community has a unique opportunity to touch the lives of these children and their families in ways that can make a real difference.

All About Me (PDF)

This “get to know me” guide for children and students with dis/abilities was developed through a partnership of the Louisiana Parent Training and Information Center and the Mississippi Parent Training and Information Center. The nine-page booklet offers prompts for information from parents, teachers, and other people who work with the child to provide personal insight into the child’s likes and dislikes, motivators, how s/he learns best and other important information about health and medical needs. It’s a great tool for back-to-school!

An Administrator’s Guide to Preschool Inclusion (PDF)

This guide is for administrators who are responsible for setting up, monitoring, supporting, and maintaining inclusive programs for preschool children. Topics include: quality, collaboration, staff development, costs and financing, family-centered inclusion, and systems change.

Wolery, R.A., & Odom, S.L. Chapel Hill, NC: University of North Carolina, FPG Child Development Institute. (2000)

Assistive Technology and Early Start

Assistive technology is any kind of technology and/or tool that can be used to enhance the functional independence of a person with a disability. Often, for people with disabilities, accomplishing daily tasks such as communicating with others, going to school or work, or participating in activities can be a challenge. Assistive Technology (AT) devices are tools to help overcome those challenges and enable people living with disabilities to enhance and have access to a quality of life, that may otherwise not be known, and lead more independent lives. This area of the website provides an introduction to technology for infants and toddlers eligible for early intervention in California.

Blended Practices for Teaching Young Children in Inclusive Settings

Bridging the gap between special and general education, Blended Practices for Teaching Young Children in Inclusive Settings integrates knowledge about effective practices for teaching young children with and without disabilities into one comprehensive approach, giving teachers the explicit guidance. Early childhood teachers will use this as a reference for years to come as they blend best practices from special and general education, develop effective curricula for inclusive classrooms, and improve outcomes for all children.

Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K. Baltimore, MD: Paul H. Brookes Publishing Co. (2005)


100 of the Best Picture Books with Image Descriptions of All Time selected by Readers of the School Library Journal Bookshare’s library of over 370,000 digital accessible ebooks can helpt o facilitate lifelong learning and better inclusion for children with disabilities.

Brookes Publishing: The Inclusion Lab

Building Blocks for Teaching Preschoolers with Special Needs

This easy-to-use guidebook offers strategies for teaching children with special needs in an inclusive classroom, tailoring activities to individual needs, and working on a child’s IEP goals. At the heart of the book is the authors’ Building Blocks model, three practical methods teachers can use to include young children with disabilities in the classroom: curriculum modifications that allow all children to participate, embedded learning opportunities that are used within typical classroom activities, and child-focused instructional strategies that help children achieve individual learning objectives.

Sandall, S.R., & Schwartz, I.S. Baltimore, MD: Paul Brookes. (2002)

Building Inclusive Child Care (BICC) Universal Design for Learning

Link for video download found under “Related Links”
Inclusive child care seeks the full integration of children with disabilities into the child care and pre-school setting. Accomplishing this goal requires the use of Universal Design for Learning (UDL) principles as well as working closely with families. The BICC Universal Design for Learning video and accompanying checklist is funded by the Pennsylvania Developmental Disabilities Council and administered by Northampton Community College in Bethlehem, Pennsylvania.

California Parent Organizations

This California Department of Education, Special Education Division website contains a list of California agencies providing resources for families of children with disabilities.

CARA‘S KIT Creating Adaptations for Routines and Activities

Promote the participation of all children in the full early childhood curriculum. This kit provides guidance for how to make adaptations for daily activities and routines so that children ages 3-6 with disabilities and other special needs can successfully participate in all classroom activities. Contains a CD with resources and a booklet about adaptations. From the Division for Early Childhood of the Council for Exceptional Children.

Milbourne, S. A., & Campbell, P.H., Philadelphia, PA: Child and Family Research Programs, Thomas Jefferson University. (2007).

  • Cara’s Kit Mini Posters (PDF)
    There are literally thousands of possible adaptations. Think of the adaptations in CARA’s Kit as a starting point. This tool provides you with two resources you may use when finding adaptations. These are:

    • General adaptations: These adaptations may be implemented throughout the classroom on a regular basis.
    • Adaptations specific to classroom learning areas: Adaptations are provided for the following learning areas: language and literacy; arts and creative expression; science and nature; water and sand; math and manipulatives; dramatic play; block play; music; and active learning and movement. In each case, the adaptations are presented as a mini-poster you can hang in the particular classroom area. In both resources, adaptations are organized according to CARA’s Adaptation Continuum, from least intrusive to most intrusive.

Center for Early Literacy Learning (CELL)

The goal of the Center for Early Literacy Learning (CELL) is to promote the adoption and sustained use of evidence-based early literacy learning practices. This site has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

  • Spanish Practice Guides for Use with Parents
    Parents who speak Spanish may use these products to provide their infants, toddlers, or preschoolers with fun and exciting literacy learning experiences. Practitioners working with parents who speak Spanish may also find these helpful.
  • CELL Videos
    CELL videos are designed for the teacher, parent, trainer, coach and home visitor. Each video introduces and illustrates a key component of the CELL Early Literacy Learning Model.

Center for Inclusive Child Care (CICC)

Toll-free: 866-948-2222
Telephone: 719-687-0735
Fax: 719-687-8114

The mission of the Center for Inclusive Child Care is to create, promote and support pathways to successful inclusive care for all children. The project is a comprehensive resource network for promoting and supporting inclusive early childhood and school-age programs and providers. We provide leadership, administrative support, training, and consultation to early care and education providers, school-age care providers, parents, and the professionals who support providers and parents of children with special needs. The Center for Inclusive Child care envisions weaving the common threads of knowledge, respect and sensitivity to create and sustain opportunities for high quality, culturally responsive inclusive care in which children and their families are supported and nurtured.

Center for Parent Information and Resources (CPIR)

The Center for Parent Information and Resources (CPIR), produced under the US Department of Education Office of Special Education, serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities. The site provides resources by topic area, some in English and Spanish and when available, by state.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national resource center for disseminating research and evidence-based practices to early childhood programs across the country.

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. To support this goal, we have developed a conceptual model of evidence-based practices for promoting young children’s social-emotional competence and preventing and addressing challenging behavior.

  • Sitio en Español (Site in Spanish)
  • How Do I Decide? Series of Guidelines
    The first two installments in this new series provide guidelines on: How to Choose a Social-Emotional Curriculum and When to Seek Outside Help for Children’s Problem Behavior.
  • Online Videos
    Two CSEFEL videos, Promoting Social Emotional Competence and Practical Strategies for Teaching Social Emotional Skills, can now be viewed online in their entirety.
  • Home Visiting Training Package
    One of the last products developed by TACSEI was a three-day training package for professionals who provide home visiting services (e.g., Part C, Early Head Start). They are not posted on the CSEFEL website for download, but you can order them for the cost of production $20.

Child Care Plus+

The Center on Inclusion in Early Childhood is dedicated to sharing knowledge, fostering skills, and encouraging attitudes that promote inclusion as a core component of excellence in early childhood. The website offers a variety of products, informational newsletters and links to help teach individuals more about inclusion. The organization conducts a variety of trainings and studies, all of which are described on the website.


From Frank Porter Graham at the University of North Carolina the Connect Modules provide training on practices to solve dilemmas in early childhood settings with videos, activities and narratives to guide you through a process to learn about serving children with disabilities effectively. Modules include PowerPoints, videos, activities and reflective questions for use in providing in-service or pre-service training. Also available are online training modules. See the link below.


ConnectAbility is a Canadian website and virtual community dedicated to lifelong learning and support for people who have an intellectual disability, their families and support networks. The core of our community is accessible, self-directed access to valuable information and tools, ready on demand. Unique features include “Tip Sheets,” “Workshops” and “Radio Shows.”

DEC Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education

Updated: Oct 2014
A DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.

Disability Is Natural

Toll-free: 866-948-2222
Telephone: 719-687-0735
Fax: 719-687-8114

This Web site created by Kathie Snow includes her widely used article on “people-first language” and other resources to support inclusion. She challenges outdated ways of thinking and helps parents, people with disabilities, and professionals acquire new perceptions and attitudes—the first rung on the ladder of change.

Disability Social History Project

People with disabilities have an exciting and rich history that should be shared with the world. This website is dedicated to sharing this history. Features include a timeline of disability history, a list of famous people with disabilities, bibliographies of specific disability areas, and a section of website links.

Division for Early Childhood (DEC)

The Division for Early Childhood (DEC) is an organization designed for individuals who work with—or on behalf of—children with special needs, birth through age eight, and their families. DEC, a subdivision of the Council for Exceptional Children (CEC), is dedicated to promoting policies and practices that support families and enhance the optimal development of children. Children with special needs include those who have disabilities or developmental delays, are gifted/talented, or are at risk of future developmental problems.

Early Intervention Strategies for Success

Early Intervention Strategies for Success is a blog produced by the Virginia Early Intervention Professional Development Center. It offers practical articles and discussions about implementing early intervention supports and strategies. Tips and strategies useful when working with families of infants and toddlers with special needs within the context of their everyday routines are provided along with best practices, follow-up from professional development activities, and other topics relevant to early interventionists in Virginia. The strategies are relevant to home visitors and early interventionists from any state.

Early Intervention Video Library

Looking for videos about Early Intervention? You’ve come to the right place!There is nothing as powerful as seeing early intervention (EI) in action or hearing about the impact of intervention from families and service providers! This video library is designed to be a central resource for EI videos which can be used for professional development, preservice preparation, public awareness, and individual study. These videos address a variety of topics and represent EI as provided in a variety of states. All videos embedded in this site are available as free resources. This video library is a collaborative project of the Early intervention-Early Childhood Professional Development Community of Practice (EI-EC PD CoP) and the Virginia Early Intervention Professional Development Center.


Edutopia is dedicated to transforming kindergarten through 12th-grade (K-12) education so all students can thrive in their studies, careers, and adult lives. We are focused on practices and programs that help students acquire and effectively apply the knowledge, attitudes, skills and beliefs to achieve their full potential.

First Signs

With developmental, behavioral, and learning disabilities on the rise, there is much that remains poorly understood, from cause to cure. However, there is one widely-accepted fact: early and intensive intervention can have a profound impact on the quality of life for children at risk and their families. The key is early detection. But recognizing the early signs can be a challenge for parents and healthcare professionals alike. The First Signs website provides a wealth of vital resources, covering a range of issues: from monitoring development, to concerns about a child; from the screening and referral process, to sharing concerns. We invite you to explore our website in your search for answers.

Frank Porter Graham Child Development Institute

The Professional Development Center at FPG (PDC@FPG) provides people and organizations with opportunities to expand capacity, knowledge, and skills in areas related to child development and learning. PDC offerings are based on evidence-based content and strategies for supporting adult learners. Professional development options include: Institutes and Intensive Workshops, Online Learning, Technical Assistance Services, and Study Visits.

  • Select link to show Frank Porter Graham Child Development Institute Resources

    Healthy Mind, Healthy Body

    • Resources Within Reason
      Compiled by Camille Catlett and Erin E. Barton, this one page resource gives you easy access to the definition of inclusion, benefits of inclusion, research findings and access to essential examples of inclusion.
    • Mindfulness Helps Adults Overcome Childhood Adversity
      With significant implications for early childhood education, new research reveals that a mindful disposition is associated with alleviating lasting physical and emotional effects of childhood adversity. A team of scientists from Temple University, UNC’s Frank Porter Graham Child Development Institute (FPG), Child Trends, and the Rockefeller University conducted the groundbreaking study—the first to examine relationships between childhood adversity, mindfulness, and adult health.
    • Teachers Play a Key Role in Program to Fight Childhood Obesity
      An innovative physical activities guide developed at the Frank Porter Graham Child Development Institute (FPG) is helping North Carolina fight childhood obesity. New research shows that when teachers direct these physical activities, young children become more active and less sedentary. A sample of activities from the Be Active Kids Guide to Early Childhood Physical Activity is available for download.

    Inclusive Practice

    • Baby Talk
      Resources to Support the People Who Work with Infants and Toddlers is a free newsletter by Camille Catlett, distributed monthly. Each issue features resources that are high quality and readily available at no cost.

    • Resources Within Reason
      Compiled by Camille Catlett and Erin E. Barton, this one page resource gives you easy access to the definition of inclusion, benefits of inclusion, research findings and access to essential examples of inclusion.
    • National Center on Early childhood Development, Teaching, and Learning (ECDTL) Webinar Series on High Quality Inclusion
      • Webinar #1 Partnerships for Inclusion
      • Webinar #2 Supporting Participation for All Children: Essential Features of High-quality Inclusion
      • Webinar #3 Partnerships for Inclusion: Supports that Ensure High-Quality Inclusion

    Training & Technical Assistance

    • More Than Baby Talk 10 Ways to Promote The Language and Communication Skills of Infants and Toddlers This brief guide describes ten practices that early childhood teachers can use to foster language and communication skills among infants and toddlers. The guidelines are based upon the latest research findings on optimal adult-child interactions for promoting strong language and communication skills among young children.
    • AFIRM Autism Focused Intervention Resources and Training Modules-How to use Visual Supports
      AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based-practices with learners with autism spectrum disorder from birth to 22 years of age. Supplemental materials and handouts are available for download.
    • Online Courses on Inclusion for CEUs
      “Foundations of Inclusion” module is free all other course are priced at $30 per participant.
    • Dual Language Learners: Strategies for Successful Opportunities in ECE- 2016 Free Training Module
      This free module provides an overview of the cognitive, social-emotional, and language development of dual language learners (DLLs) as well as examples of how early childhood professionals can support children. Through the content, videos, and reflection assignments, professionals will begin to identify ways to support DLLs in their own care settings.

Friendship Circle

Friendship Circle of Michigan is a non-profit organization that provides programs and support to the families of individuals with special needs. With over 75,000 visitors a month, the Friendship Circle Special Needs Resource blog is one of the biggest special needs blogs in the world. Currently the blog has over 500 articles on special needs topics including: parenting, special education, products, therapy tips, videos and more.

Head Start Early Childhood Learning & Knowledge Center (ECLKC): Children with Disabilities

Young children vary in their skills, knowledge, backgrounds, and abilities. Effective teaching requires individualized teaching and chances to learn for all children to access, participate, and thrive in early learning settings. Individualizing for children who need more support helps ensure effective teaching for children with disabilities and other special needs across all the Head Start Early Learning Outcomes Framework domains. Using children’s Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) goals is part of effective teaching, individualizing, and creating inclusive environments to support children’s positive outcomes.

Head Start Early Childhood Learning & Knowledge Center (ECLKC): Disabilities Services Newsletters

The Head Start Disabilities Services Newsletter is produced monthly by the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL). It is dedicated to staff working with young children with disabilities and their families. This page provides current and past issues of the newsletter.

  • Classroom Collaborations to Support Inclusion Feb 2018
    Collaboration is essential for the growth, success, and inclusion of every child in the classroom. This is especially true for those with disabilities or suspected delays. Collaboration helps strengthen existing relationships and build new partnerships to ensure that programs and services achieve desired child and family outcomes. In this issue, learn more about effective strategies for collaboration. Find examples of effective communication and explore tips on how to improve team dialog in support of children and families.
  • Supporting Peer Interactions Dec 2017
    Children learn new skills by watching and interacting with other children during play and everyday activities. Peer interactions promote learning and development in language, literacy, and cognition. They also promote motor and social and emotional development. In this issue, learn ways to support and enhance child-to-child interactions at home and in the classroom. The issue includes relevant links to the Head Start Early Learning Outcomes Framework, Division for Early Childhood (DEC) Recommended Practices, planning videos, Child-Child Interaction Checklist, an in-service module on Peer Support and much more!
  • Adapting the Environment to Support Engagement Nov 2017
    Effective, engaging, and accessible environments have age-appropriate equipment, materials, supplies, and physical spaces. They also include developmentally appropriate schedules, lesson plans, and experiences. All of these materials can be adapted by staff and families to support all children, especially those suspected of or diagnosed with disabilities. This issue includes information from DEC Recommended Practices on environment, universal design for learning, assistive technology and video examples.

How to Make A One Page Profile

In this blog post a mom of a preschooler with Down Syndrome explains how to make a one page info-graphic that displays her daughter’s strength’s, what works and what doesn’t work for her and what she is working on. This is a creative school friendly and other family friendly way to introduce a child with special needs to a new class room.

Including All Children

A brochure that provides information on the Americans with Disabilities Education Act and the Individuals with Disabilities Education Act as they relate to early childhood programs, plus a list of resources for technical information.

Together We’re Better. All Means All. Inclusion Means WITH – Not Just IN

Inclusive Schooling

Julie Causton, PhD and Kate MacLeod, M.S.Ed co-founded Inclusive Schooling in order to support administrators, educators and parents who wish to create more caring, creative inclusive schools for all learners. Inclusive Schooling offers live and online courses, workshops, presentations and innovative support focused on creating and supporting more inclusive schools.

Institute for Community Inclusion

ICI is committed to developing resources and supports for people with disabilities and their families, fostering interdependence, productivity, and inclusion in school and community settings. To achieve that goal, the organization’s website offers an impressive array of online publications crucial for individuals with disabilities to understand including those related to transition planning, families, health care, employment, policy. The website also provides an extensive listing of links to other websites of interest to individuals with disabilities.

IRIS Training Module: Early Childhood Environments: Designing Effective Classrooms

This Module offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environment, as well as adaptations to help teachers meet the needs of children with disabilities.

Kids Included Together (KIT)

Telephone: 858-225-5680
Fax: 619-758-0949

KIT stands for Kids Included Together, a registered 501(c)(3) non-profit organization that was founded in San Diego, California in 1997. The mission of Kids Included Together is to support recreational, child development, and youth development programs that include children with and without disabilities. KIT’s goals are to enrich the lives of all who participate and to increase understanding and acceptance of disabilities as a natural part of life. We invite you to explore our site and learn more about our work in San Diego County and across the nation.

  • KIT National Training Center on Inclusion (NTCI)
    NTCI was established to support the overall mission of Kids Included Together through training, technical assistance and resources of the highest quality for staff in out of school time programs at all levels of experience and interest. KIT’s National Training Center on Inclusion utilizes a combination of the latest technology coupled with live presentations by dynamic and experienced trainers and practitioners to support providers like you in welcoming children with disabilities.
  • National Training Center on Inclusion Free Community Trainings

Let’s Participate! Assistive Technology for Young Children

Let’s Participate! is a model demonstration project designed to assist IDEA Part C and Part B preschool programs in implementing and sustaining promising practices in the effective use of assistive technology (AT) by infants, toddlers, and preschool children with disabilities and, as a result, improve their functional outcomes.

National Association for the Education of Young Children (NAEYC)

1313 L Street NW, Suite 500
Washington, DC 20005
Telephone: 202-232-8777 or 800-424-2460
Fax: 202-328-1846

The National Association for the Education of Young Children (NAEYC) is the nation’s largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight. NAEYC’s primary goals are to improve professional practice and working conditions in early childhood education and to build public understanding and support for high-quality early childhood programs.

National Center on Accessible Educational Materials

This website was developed by a cooperative agreement between CAST and the US Department of Education (IDEAs that Work). Accessible educational materials, or AEM, are materials and technologies usable for learning across the widest range of individual variability, regardless of format or features. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM.

  • Quick Starts
    Organized by audience, each Quick Start offers brief answers to the most commonly asked questions about AEM along with links to additional resources for further information.
  • Early Learning Resources

National Center on Universal Design for Learning

Founded in 2009, the National UDL Center supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about UDL basics, advocacy, implementation, research, community and research.

National Professional Development Center on Inclusion (NPDCI)


The National Professional Development Center on Inclusion (NPDCI) is working with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.

  • Select link to show National Professional Development Center on Inclusion Resources
    • Early Childhood Inclusion
      Two major early childhood organizations, DEC and NAEYC, created a joint definition and position statement on early childhood inclusion through a process facilitated by the National Professional Development Center on Inclusion (NPDCI). Return here often to discover new resources and examples for using these resources to improve early childhood services.
    • Foundations of Transition Video
      Today, most families of young children use and move between different types of early childhood services — like Head Start, private child care, public preschool, or kindergarten. Moving between and among these various programs is often referred to as ’transition’.” This 8-minute video provides an overview of the desirable outcomes of transition, research identifying effective transition practices, as well as the legal requirements of early childhood transition (running time: 8 min. 19 sec.)
    • Speaking of Inclusion (Blog)
      Inclusion insights, stories and resources for professional development providers as well as practitioners, policy makers and parents. An informative blog brought to you by the National Professional Development Center on Inclusion. Your comments are invited.
    • Response to Intervention in Early Childhood (RTI-EC)
      The NPCDI facilitated a process with The Division for Early Childhood of the Council for Exceptional Children (DEC), the National Association for the Education of Young Children (NAEYC), and the National Head Start Association (NHSA) to create a reliable source of information on the emerging practice of Response to Intervention in Early Childhood.
    • Quality Inclusive Practices: Resources and Landing Pads
      Provides brief descriptions and supporting references for evidence-based and promising practices that support early childhood inclusion.
    • Building Inclusive Child Care
      Universal Design for Learning rom North Hampton Community College

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!

Position Statement on Inclusion (PDF)

DEC and the National Association for the Education of Young Children (NAEYC) developed a joint position statement on early childhood inclusion (April 2009).

Division for Early Childhood (DEC).

Program for Infant Toddler Care (PITC) Six Essential Program Practices

This series helps promote essential program practices to ensure quality within family child care and center-based programs that serve infants and toddlers. It addresses the following topics:

  1. Continuity of care
  2. Culturally sensitive care
  3. Inclusion
  4. Individualized care
  5. Primary care
  6. Small groups

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.

Response to Intervention in Early Childhood (RTI-EC)

In a matter of a few short years, RTI has become a familiar phrase in the early childhood field. Because RTI is an emerging practice, it is critical that the early childhood field has a reliable source of information as programs begin to define and implement these practices. Three national organizations are working to provide this guidance. The Division for Early Childhood of the Council for Exceptional Children (DEC), the National Association for the Education of Young Children (NAEYC), and the National Head Start Association (NHSA) are working together to develop a joint position statement on RTI in early childhood. The National Professional Development Center on Inclusion (NPDCI) is helping to facilitate the process.

Seeds of Partnership

Seeds of Partnership provides assistance on behalf of the California Department of Education (CDE) to support the direction, initiatives and focused goals related to requirements of the Individuals with Disabilities Education Act (IDEA), federal reporting/monitoring activities, State Performance Plan (SPP) and Results Driven Accountability initiatives. A mainstay of the project focus is on parent and family engagement in education.

  • High Quality Early Learning Environment (HQELE)
    This comprehensive panoramic virtual tour emphasizes principles of a quality classroom design and incorporates key strategies on how to replicate highlighted elements. Early Childhood Special Education teachers, General Education teachers, and administrators are always looking to enhance their classroom environments to support all students. This tool provides the opportunity to gain valuable ideas to build upon existing philosophical and program practices, wherever a program or classroom may be on the Least Restrictive Environment continuum.

Sibling Support Project

The Sibling Support Project is a national effort dedicated to the life-long concerns of brothers and sisters of people who have special health, developmental, or mental health concerns.

SpecialQuest Multimedia Training Library

The SpecialQuest Multimedia Training Library is an easy–to–use, comprehensive training curriculum for individuals working with young children who have disabilities, birth–five, and their families. The Library is designed for use in a variety of professional development settings.

Summary of the Evidence on Inclusive Education (PDF)

December 2016
In this report we sought to identify research that demonstrates the benefits of inclusive education not only for students with disabilities, but especially for students without disabilities, since evidence of benefits for the former is already widely known. This report is the result of a systematic review of 280 studies from 25 countries. Eighty-nine of the studies provide relevant scientific evidence and were synthesized and summarized below.

Talking is Teaching: Talk, Read, Sing

“Talking is Teaching: Talk, Read, Sing” is a campaign of Too Small to Fail in partnership with various organizations that are dedicated to improving early childhood development. It offers the free downloadable Sesame Street Family Guide: Talking is Teaching available in English and Spanish. It helps caregivers and parents fill each day with words, stories, songs … and love. Inside are tips and activities around talking, reading and singing with children and Milestone Cards to use as the child grows.


TASH supports the inclusion and full participation of children and adults with disabilities in all aspects of their communities as determined by personalized visions of quality of life.

The Preschool Inclusion Tool Box: How to Build and Lead a High Quality Program (Book)

Published: 2015 | Links to Amazon
Inclusion is clearly related to better outcomes for young children—but reports from the US Department of Education show the practice has grown by just 5% over the past 27 years. This is the how-to book preschool administrators, school district leaders, child care directors, and faculty need to step up the progress of early childhood inclusion through big-picture, systems-level change.
Shaped by feedback from a nationwide survey of IDEA Part B Preschool Coordinators and local school district leaders who shared their real-life inclusion challenges, this is your comprehensive toolbox of problem-solving tips, evidence-based practices, and practical checklists and handouts. You’ll learn how to overcome the challenges to a high-quality inclusive preschool program, and you’ll create a solid action plan for building and maintaining a successful program where all children learn and grow together.

2015 Erin E. Barton Ph.D. (Author), Barbara J. Smith Ph.D. (Author), Christina L. Salisbury Ph.D. (Foreword)

Inclusive Strategies and Solutions from a Classroom Teacher

Therapists as Collaborative Team Members for Infants/Toddler Community Services

One of the key features of this website is a preview of a series of training modules that individuals can choose to partake in. These modules cover routines based assessment in natural environments, linking assessment to intervention through team planning, using daily routines as a context for intervention, and involving the care provider in teaching/learning. The website also includes a newsletter, family stories, and internet resources.

Zero to Three

2000 M Street NW, Suite 200
Washington, DC 20036
Telephone: 800-899-4301

Zero to Three is a national, nonprofit organization dedicated solely to advancing the healthy development of babies and young children. Zero to Three disseminates key developmental information, trains providers, promotes model approaches and standards of practice, and works to increase public awareness about the significance of the first three years of life.

Link to WestEd Center for Child & Family Studies website

Working Together for Inclusion & Belonging | 751 Rancheros Drive, Suite 2, San Marcos, CA 92069

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