Brault and Chasen

What’s Best for Infants and Young Children?

Brennan, E., Bradley, J., Ama, S., and Cawood, N.

Setting the Pace: Model Inclusive Child Care Centers Serving Families of Children with Emotional or Behavioral Challenges
Click for download page.

Portland, OR: Portland State University, Research and Training Center on Family Support and Children’s Mental Health. (2003).

This report by a research team at Portland State University (Research and Training Center on Family Support and Children’s Mental Health) is the results of a national study of nine child care centers, selected for their success in serving families of children with emotional or behavioral challenges. The study is based on more than 90 interviews with parents, directors and staff. Parents of children, with and without challenges, talk about their experiences of inclusive childcare. Directors and staff share the successful practices they have developed, their challenges, and the lessons they have learned about how to provide childcare for this group of families. In the final section of the report, the research team discusses ways to promote inclusion, and provide information on additional resources. An executive summary, individual chapters and resource lists may also be downloaded at this site.

California Department of Education (CDE).

Bridges Newsletter
Click for download page.

Published by the California Department of Education, each newsletter release offers the reader articles on a variety of topics of interest to teachers and administrators of early care and education programs. Click here for the Summer 2005 [, 1MB] issue for information and contacts for the Early Intervention and Early Childhood Education System in California.

Child Care Law Center (CCLC).

Building an Inclusive “Preschool for All” Program
Click to download [, 156KB]

Child Care Law Center. San Francisco, CA: (2004)

Division for Early Childhood (DEC).

Position Statement on Inclusion [, 84kb]

This document captures both the rationale for and the benefits of inclusion. This position statement was endorsed by the National Association for the Education of Young Children (NAEYC).

Gould, P., & Sullivan, J.

The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children

Beltsville, MD: Gryphon House. (1999)

Each chapter of this book describes practical ways to adjust centers and routines for children with special needs. The suggestions will enable diverse learners to stay involved in developmentally appropriate routines and center-based activities. Examples could also be used instructionally to provide students with opportunities to practice adapting environments. Categories of disabilities that are targeted by the suggestions include developmental delays, orthopedic impairments, pervasive developmental disorder (PDD) and autism, attention deficit/hyperactivity disorder (ADHD) and behavioral issues, motor planning problems and visual impairments.

Grisham–Brown, J., Hemmeter, M.L., & Pretti–Frontczak, K.

Blended Practices for Teaching Young Children in Inclusive Settings
Click for ordering information.

Baltimore, MD: Paul H. Brookes Publishing Co. (2005)

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.

Hull, K., Goldhaber, J., & Capone, A.

Opening Doors: An Introduction to Inclusive Early Childhood

Boston, MA: Houghton Mifflin. (2002)

With illustrations and anecdotes that are appropriate for teachers and learners in both "regular" disciplines (e.g., child development, early childhood education) and "special disciplines" (e.g., early childhood special education, allied health), this text explores the essential elements of inclusive, responsive early childhood programs. Designed to promote interaction, reflection and action, Opening Doors offers an extensive field-experience component to help encourage a deeper understanding of bridging the gap between theory and practice.

Kuschner, A., Cranor, L., & Brekken, L. (Eds).

Project EXCEPTIONAL (Exceptional Children: Education in Preschool Techniques for Inclusion, Opportunity-building, Nurturing and Learning)

Sacramento, CA: CA Dept of Education. (1996)

Offering several innovative approaches to training early childhood educators to serve young children with disabilities, this guide: emphasizes interdisciplinary teaming and the training of community providers; highlights the importance of developing successful partnerships with families; incorporates information about the needs of young children with disabilities and their families into quality early childhood practices; highlights the unique geographic, linguistic and culturally diverse needs of children, families, providers, and communities; and provides a value based training model which emphasizes community capacity building, the interactive learning process and hands on training experiences.

National Association for the Education of Young Children (NAEYC).

Including All Children

Published by the National Association for the Education of Young Children.

Sandall, S.R., & Schwartz, I.S.

Building Blocks for Teaching Preschoolers with Special Needs
Click for ordering information.

Baltimore, MD: Paul Brookes. (2002)

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, Hemmeter, Smith and McLean.

DEC Recommended Practices: A comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education
Click for ordering information.

Westley, Patricia W., Dennis, Brenda C., Tyndall and Sabrina T.

Quick Notes: Inclusion Resources for Early Childhood Professionals

QuickNotes is a resource notebook of information sheets covering a broad range of topics related to high quality care of young children in a variety of settings including public and private child care centers and homes, preschool programs, and developmental day programs. The content is organized in 10 modules and applies to a wide audience of early care and education teachers, teaching assistants, administrators, specialists such as therapists and early interventionists, and families. The modules present current information and strategies based on the best available research and professional wisdom from the early childhood field.

QuickNotes was developed in response to two general needs expressed by early childhood technical assistance providers: (1) to be able to answer early care and education professionals' simple questions about inclusion and (2) to provide quick, written resources on a variety of topics related to quality care.

Download a Sample Module []

Chapel Hill, NC: University of North Carolina, FPG Child Development Institute. (2007)

Whaley, Goode and deFosset.

Selected Resources on Financing Early Childhood Systems to Support Inclusive Options for Young Children with Disabilities
Click to download [, 176KB]

Wolery, R.A., & Odom, S.L.

An Administrator’s Guide to Preschool Inclusion
Click to download [, 3.3MB]

Chapel Hill, NC: University of North Carolina, FPG Child Development Institute. (2000)

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, M., & Wilbers, J.S. (Eds).

Including Children with Special Needs In Early Childhood Programs

Washington, DC: NAEYC. (1994)

This book recognizes the strong push and legislative mandate for the inclusion of children with special needs in classrooms with their non-disabled peers. Nine chapters, written by an array of child development specialists, emphasize important issues related to inclusion. Some of these issues are: family-centered services, collaboration among different disciplines, program design and implementation, and intervention practices. This book provides a sound introduction to the philosophy and practicality of inclusion and is well-suited for preservice students in the fields of early childhood education and early childhood special education.