Brault and Chasen

What’s Best for Infants and Young Children?

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 [ Acrobat Required] issue for information and contacts for the Early Intervention and Early Childhood Education System in California.

Children's Inclusive Care Council of Amador and Calaveras.

All Children Are Special: How to Know When a Child Needs Help
[ Acrobat Required]

(2006)

A Manual for Parents and Child Care Providers by the Children’s Inclusive Care Council of Amador and Calaveras Counties.

Division for Early Childhood (DEC).

Position Statement on Inclusion [ Acrobat Required]

DEC and the National Association for the Education of Young Children (NAEYC) are developing a joint position statement on early childhood inclusion. DEC and NAEYC received input from the field on this paper (11/03/08-12/15/08). The input is being reviewed and the paper is in revision. Thank you!

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.

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.

Milbourne, S. A., & Campbell, P.H.

CARA‘S KIT Creating Adaptations for Routines and Activities

Philadelphia, PA: Child and Family Research Programs, Thomas Jefferson University. (2007).

Go to www.dec-sped.org for ordering information.

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.

Snow, K.

People First Language [ Acrobat Required]

www.disabilityisnatural.com (2009)

That old "sticks and stones" saying is wrong: words are powerful and they can hurt! Other civil rights movements generated changes toward more respectful and accurate language and attitudes; the Disability Rights Movement is doing the same, beginning with People First Language. (This is the 4-page version, with examples.)

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 [ Acrobat Required]

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

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

An Administrator’s Guide to Preschool Inclusion
[ Acrobat Required]

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.