Ruth Gallucci serves as the National Association of State Directors of Special Education (NASDSE) 619 Affinity Group Liaison as well as a Technical Assistance Consultant for the Early Childhood Technical Assistance Center (ECTA) and the Center for IDEA Early Childhood Data Systems... Read More →
Tuesday May 7, 2024 9:00am - 12:00pm EDT
Bellflower
Research has shown that the primary challenge to early childhood inclusion rests within our own attitudes and beliefs. Therefore, in order to move the needle on inclusion, we all must understand the meaning of the term ableism and how it shows up in early learning programs. Join us to consider alternatives to the common definition of disability and how this alternative way of thinking can impact our programs and practices. Together we will explore personal attitudes and beliefs about disability, learn about personal experiences with ableism through storytelling and reflection, and co-create an alternative approach for supporting children with disabilities to foster change and create solutions. Together we can confront ableism in our field and find solutions!
Research Associate Professor, University of Denver
Jackie Joseph is a Research Associate Professor at the University of Denver Positive Early Learning Experiences Center, where her work promotes high-quality inclusion across the early care and education system. She specifically focuses on family partnerships and evidence-based strategies... Read More →
Released in June 2022:Every Child Can Fly: An Early Childhood Educator's Guide to Inclusion: https://www.gryphonhouse.com/books/details/every-child-can-fly-an-early-childhood-educators-guide-to-inclusionComing Soon! To be released in June 2024:Empowering Your Child to Fly: A Family's... Read More →
Inclusion Lead, National Center on Early Childhood Development, Teaching, and Learning
Dr. Jennifer Fung is an educator, trainer, consultant, and researcher who has dedicated her career to ensuring that all young children, especially those with disabilities, have a strong start to their educational journeys. Jennifer is a senior content specialist at Cultivate Learning... Read More →
In this session, we will discuss how there is need for continued support for early childhood educators so that as we work to eliminate practices such as suspension and expulsion, we provide early childhood educators with a toolkit of inclusive, proactive, and preventative strategies they can use in its place to promote social emotional competence. We will also address how exclusionary discipline disproportionately impacts young children of color and young children with disabilities. We will provide strategies to facilitate the meaningful inclusion of all young children. This includes strategies on how to seek additional support for children with disabilities who may have behavior viewed as challenging.
Through the use of the ECEE Indicators, this workshop will share strategies and practices providers can use to support inclusion and belonging in their setting. The ECEE Assessment Tool supports the development of an action plan that immediately recognizes what providers are doing to support inclusion and belonging and aids the provider in planning next steps to enhance inclusive practices. Participants will explore how practices can be embedded into the context of daily early childhood routines.
Ben began his early childhood experience as a Head Start teacher, coach, and trainer. He is on staff at both the National Center for Pyramid Model Innovations and the Early Childhood Technical Assistance Center, where he supports high fidelity program-wide implementation of the Pyramid Model with families of diverse backgrounds in Denver, Colorado. His previous work includes the Colorado Center for Social Emotional Competence and Inclusion, where he supported communities in their efforts to embed evi... Read More →
This session will focus on ways in which to build the capacity for early childhood educators to recognize, create, implement, evaluate, and advocate for high-quality inclusive learning and development opportunities for young children. Tools and strategies that help promote emphasis on the full participation of each and every child and their family will be highlighted. Presenters will share examples of how to bring an inclusive lens to any course or professional development offering. Focused tabletop discussions will provide opportunities for participants to follow their interests and learning priorities.
Camille Catlett is a scientist at the University of North Carolina's Frank Porter Graham Child Development Institute. She has helped over 30 states to organize collaborative professional development efforts that support the full participation of each young child and his or her family... Read More →
Instructor - Early Childhood Education, Cincinnati State Technical and Community College
I am a new tenure track faculty member in the early childhood education program. Prior to this position, I had 23 years of experience in preschool as a teacher and administrator, and 15 years as an adjunct at various colleges. I completed my PhD last August, which was a great rel... Read More →
Consultant, Early Intervention Technical Assistance
I am technical assistance consultant with Pennsylvania Early Intervention Technical Assistance. I work on inclusion, social emotional, and family engagement initiatives throughout the state. I am also the chair of the DEC Family Committee and the parent of two young children who have... Read More →
Sharon Little, Ed.D is Higher Education Liaison with CCSA, with thirty-eight years of experience in the field of early education and adult learning. Sharon is a former Program Lead and Community College Faculty in Early Childhood Education, a recipient of SCRIPT-NC during her program... Read More →
Assistant Professor, Community College of Allegheny County
Michele Napierkowski, M.Ed., serves as an Assistant Professor of Early Education and Child Development at the Community College of Allegheny County. With over a decade of experience in early intervention and child development, Michele has specialized in serving children and families... Read More →
I am the E.D. of an Early Intervention program that provides services to infants, toddlers, their families, and early childhood educators. I live & work in southeastern Pennsylvania and have spent my entire career in Early Intervention. I'm a practitioner at heart and dabble in... Read More →
Children innately engage in STEM learning from infancy as explorers and problem solvers using scientific thinking in their play. Yet, these skills are often not supported or given space to grow in early childhood education settings (Clements, et al., 2021). Children with disabilities, and from marginalized backgrounds lack access and demonstrate lower levels of achievement in STEM, (Clements, et al., 2021), creating a STEM opportunity gap. The Nest, the early learning environment for infants and toddlers at Kidzu Children’s Museum, and the STEM Innovation for Inclusion in Early Education Center are partnering to address barriers to STEM learning. The team is collaborating to create STEM learning opportunities through inclusive playgroups in The Nest, to create resources to support STEM learning for all children, and to offer adaptive play opportunities in Kidzu for older children.
Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Dr. Jessica Amsbary is an adjunct clinical assistant professor and the Coordinator of the Early Childhood Intervention and Family Support program at UNC-Chapel Hill. She also is a postdoctoral research associate at the Frank Porter Graham Child Development Institute where she engages... Read More →
Belonging is a fundamental basic human need and desire. Promoting children’s development and belonging is a widely held value among early care and education professionals and our society (DEC & NAEYC, 2009). This interactive experience will explore: What is Belonging? What are key principles of Belonging? Are Culture, Belonging, and Social Identity the same? How do we open space and create cultures of Belonging for children with special needs and their families? How does Belonging advance diversity, inclusion, equity, and social justice?
Education Program Specialist, Department of Education, Office of Special Education Programs
Julia Martin Eile is an Education Program Specialist in the Office of Special Education Programs (OSEP) within the Office of Special Education and Rehabilitative Services at the US Department of Education. She is the Technical Assistance and Dissemination Program Lead in the Research... Read More →
Amanda began her Head Start career over 30 years ago as a Disabilities Services and Education Coordinator for five years and then five years as the Director of the Head Start program in Albany, NY. She arrived in Washington, as a National Head Start Fellow in 1998 and never left the... Read More →
Richard Gonzales is the Preschool Development Grant Birth Through Five (PDG B-5) Federal Program Manager in the Office of Early Childhood Development, Policy & Strategy Division within the Department of Health & Human Services/Administration for Children and Families (HHS/ACF).Richard... Read More →
We will look at intersectionality from a tribal perspective and how it fits into the current world we live in. The Medicine Wheel and Seasonal Calendar have historically played a major role in helping define who we are. By looking at how the wheel and calendar define intersectionality among AIAN communities we hope to bring about a better understanding of the uniqueness in working with tribal communities.
Unfortunately, this session has been canceled due to an emergency. In this session, attendees will learn about the barriers that young, Black autistic children face, the historical and systemic factors that shape how we understand and interpret autism characteristics in young children, and the short and long-term implications of systemic disparities. Then, attendees will learn about culturally-responsive tools they can employ to facilitate positive family-professional partnerships with Black families of young autistic children. Participants will engage in applied activities to develop family-centered empowerment strategies using a culturally responsive framework.
In this session, we will approach challenging behavior by developing an understanding of children’s motivation. With stories and examples from his own time in the classroom, Dr. Holland will illustrate practical ways to set up a classroom in order to reduce or eliminate challenging behavior and provide strategies for how to handle it when it does pop up. The session will include time for discussion and application as well as opportunities for question and answer.
Research Scientist and Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Adam Holland, PhD, is a technical assistance specialist at Frank Porter Graham Child Development Institute (FPG) at The University of North Carolina at Chapel Hill. His interests include motivation in early childhood, progressions-based pedagogies, and equity. Currently, Dr. Holland... Read More →
As an early childhood professional with a disability, a parent of a child with a disability, and a daughter of a parent with a disability, Jani Kozlowski has spent a lot of time thinking and wondering about relationships between parents and educators. These are powerful partnerships! How we can learn together using these unique perspectives? What are the most important components in the family-educator relationship? What makes for a successful partnership? Those questions and more will be explored in a session meant for families, educators and all early childhood "inclusionists." Join us to share stories, discuss the evidence, and basically just try to figure it out together.
Released in June 2022:Every Child Can Fly: An Early Childhood Educator's Guide to Inclusion: https://www.gryphonhouse.com/books/details/every-child-can-fly-an-early-childhood-educators-guide-to-inclusionComing Soon! To be released in June 2024:Empowering Your Child to Fly: A Family's... Read More →
I am a very expressive individual as a YouTuber📹, Writer✍ , Singer🎤, Speak Life Coach🗣️, Non-Traditional Model👗, Parent Advocate 🤱🏾, & Empowerment Speaker🔊 just to name a few.
This session will support participants to discover new content resources and instructional approaches for preparing learners to be responsive to family diversity, support family engagement and reciprocity, and promote authentic approaches that link families with their communities. Consideration will be given to families who are diverse in their life experiences, including refugee families. Presenters will offer effective examples for engaging, preparing, and supporting family members to play a variety of roles in preservice education and PD.
Camille Catlett is a scientist at the University of North Carolina's Frank Porter Graham Child Development Institute. She has helped over 30 states to organize collaborative professional development efforts that support the full participation of each young child and his or her family... Read More →
Consultant, Early Intervention Technical Assistance
I am technical assistance consultant with Pennsylvania Early Intervention Technical Assistance. I work on inclusion, social emotional, and family engagement initiatives throughout the state. I am also the chair of the DEC Family Committee and the parent of two young children who have... Read More →
Assistant Professor, Community College of Allegheny County
Michele Napierkowski, M.Ed., serves as an Assistant Professor of Early Education and Child Development at the Community College of Allegheny County. With over a decade of experience in early intervention and child development, Michele has specialized in serving children and families... Read More →
Children with disabilities and their families who live in rural or more remote areas of a country often face numerous barriers in accessing early intervention and early childhood special education services. This session will explore innovations to dismantle barriers in service deserts within Ghana, Greece, and Taiwan so that children with disabilities and their families can access services.
Elena P. Soukakou is an Honorary Research Fellow in the School Education, University of Roehampton, United Kingdom. Dr. Soukakou has been working in the field of early childhood inclusion and special education for over 15 years as a researcher, early intervention specialist, and consultant... Read More →
Wednesday May 8, 2024 8:30am - 10:00am EDT
Redbud A, Zoom
How does the Itinerant Early Childhood Special Educator (ECSE) support our youngest learners in the early childhood programs they would participate in if they did not have a disability? We understand the importance of allowing all young children to learn alongside their peers, but how do itinerant teachers ensure they provide the proper support to meet high expectations? This session will touch upon how itinerant services meet the needs of young children, describe the role of the itinerant ECSE teacher, as well as the role of the general early childhood teacher. We will then look at a vehicle for embedding instruction through collaboration between educators and families, giving participants a hands-on opportunity to try the tool. We will end with discussing the important first steps for new itinerants. Join us as we delve into the effective practices that empower our youngest learners to reach their full potential.
Ruth Gallucci serves as the National Association of State Directors of Special Education (NASDSE) 619 Affinity Group Liaison as well as a Technical Assistance Consultant for the Early Childhood Technical Assistance Center (ECTA) and the Center for IDEA Early Childhood Data Systems... Read More →
In this session we will hear from colleagues in NM, TX and VA on state initiatives to promote the inclusion of infants and toddlers with disabilities in community settings. Presenters will share the benefits of these efforts to families, programs and communities. They will also provide information about the leverage points that made these initiatives a reality, and the plans they have on the horizon. Participants will engage with one another in small groups to explore opporunities within their own systems and learn additional examples from others.
The COVID-19 pandemic required that professionals in early intervention and preschool special education programs conduct assessments remotely. Interviews and focus groups with administrators, practitioners, and families - along with a literature review and scan of professional organizations - were used to develop tools and frameworks to support states and local programs in making informed decisions about the use of technology in assessment. This session will present findings around what facilitates successful remote assessment and its benefits, obstacles to remote assessment and how they may be overcome, and recommendations for states and local programs interested in utilizing remote assessment.
In this session, you will come to a deeper understanding of the importance of nurturing parent-teacher relationships outside of the IEP meeting. Presenters will walk you through how to effectively communicate and collaborate informally outside of meetings so that time spent inside the meeting is the most efficient. You will learn to notice your own emotions during these interactions that may become barriers to collaboration and how to set effective boundaries that foster trust between all perspectives involved. Presenters will share experiences and lessons learned from the hundreds of IEP meetings they have attended as well as the countless hours both have spent collaborating with educators, parents, and clinicians. You will leave this session feeling excited by the impact you already have every day through nurturing relationships that cultivate student success.
I am a small town girl from Ridgeway, VA who recently just bought a farm in Youngsville, NC where children can dream and families can fill up with hope! Families have often referred to me as "the child whisperer", but I just love people and differently wired brains! I earned my... Read More →
Dr. Emily King is a Child Psychologist and former School Psychologist who has worked with neurodivergent children and teens for the last 20 years. She received her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill where she worked on various research... Read More →
In this session, we will focus on applying the lessons learned in session one to create a seamless classroom practice that promotes positive relationships and understanding of children's needs and motivations. Content will include practical tips for building classroom community, teaching social skills, and preventing challenging behavior before it starts. Time will be allotted for planning as well as questions.
Research Scientist and Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Adam Holland, PhD, is a technical assistance specialist at Frank Porter Graham Child Development Institute (FPG) at The University of North Carolina at Chapel Hill. His interests include motivation in early childhood, progressions-based pedagogies, and equity. Currently, Dr. Holland... Read More →
How do we change our organizational processes, decision-making, and communication so that we are intentionally centering racial equity and inclusion? Come join in a discussion about ways your organizations or agencies may be working on becoming more intentional and transparent in aligning your values and principles with organizational practices related to equity and inclusion. Learn why and how DEC embarked on a journey with a work group of volunteers representative of practitioners, agencies, families, higher education faculty and researchers to develop the Racial Equity Point of View (RE POV), and the impact on the organization thus far.
Assistant Professor, University of Massachusetts Boston
Dr. Acar is an assistant professor at the University of Massachusetts Boston. Her research includes culturally and linguistically responsive assessment practices in early intervention/early childhood special education.
Executive Director, Division for Early Childhood (DEC)
Welcome! Thank you for attending DEC 2023! Please introduce yourself if we are in sessions together and tell me a bit about your work/dreams for DEC/questions/concerns! - Peggy
Collaboration is essential to effective inclusion but can be difficult for adults. Join us to reframe collaboration challenges as relationship building opportunities that result in effective practices for young children, families, and staff! In this session, participants will discuss the benefits of collaboration on personnel retention, and identify strategies for building collaborative relationships.
Released in June 2022:Every Child Can Fly: An Early Childhood Educator's Guide to Inclusion: https://www.gryphonhouse.com/books/details/every-child-can-fly-an-early-childhood-educators-guide-to-inclusionComing Soon! To be released in June 2024:Empowering Your Child to Fly: A Family's... Read More →
All children have the right to meaningful participation in early care and education environments. Yet, children with disabilities are often excluded from routines and activities within these environments. This session will support practitioners in understanding how to use adaptations to promote participation and belonging within classrooms. This session will also explore several online resources that are available at no-cost to support adults in providing access and meaningful participation for each child.
The ECTA Center supports state IDEA Part C and Part B, Section 619 programs in developing more equitable, effective, and sustainable state and local systems, that support access and full participation for each and every young child with a disability, and their family.
In this session, a team of family presenters will highlight a state’s commitment to inclusion for ALL children in Early Childhood Programs reflected in practices developed in response to state and national policy and position statements on Inclusion. Discover from real life examples the state’s continued efforts to establish inclusive programs, policies, and opportunities to provide access to high quality inclusive experiences to all young children and their families. This session will bring forth lessons learned from the past and inspire you to reimagine inclusion from a cross-setting perspective that includes home, community, educational environment, and everything in between and beyond.
Danielle Hagenbuch is a Quality Engineer with the US Army Combat Capabilities Development Command - Armaments Center. She resides in The Pocono Mountains of Pennsylvania with her husband, her three incredible boys and their very spoiled dog. Danielle is a graduate of Competence... Read More →
Early Childhood Family Lead for Early Childhood Comprehensive Systems, PA Office of Child Development and Early Learning
Sadia Batool, born and raised in Dubai is a physician by qualification with a current focus on supporting families and professionals in the Early Childhood Systems. Her passion for Early Childhood field stems from her personal experience of receiving life-changing Early Intervention... Read More →
Consultant, Early Intervention Technical Assistance
I am technical assistance consultant with Pennsylvania Early Intervention Technical Assistance. I work on inclusion, social emotional, and family engagement initiatives throughout the state. I am also the chair of the DEC Family Committee and the parent of two young children who have... Read More →
By day I work as a Student Assistance Program (SAP) Liaison. I have spent close to twenty years in some capacity in the social service field. My most important role is being a wife and mother to my 22, 19, 14, and 4 year old children. When I was blessed with a special needs child... Read More →
Wednesday May 8, 2024 10:30am - 12:00pm EDT
Azalea
Personas are short stories about a child and family. Each persona offers information about the unique composition of the family, details about the child (name, age, likes, dislikes), and other insights. Since the pandemic, personas have provided “access” to children who are diverse in culture, language, ability, like/dislikes, learning styles, and life circumstances. This session will introduce personas and the many ways in which they may be used. Participants will discover how to use personas to help students to individualize to support each and every child and family. Examples from several countries will underscore how to use personas to support inquiry, reflection, and the use of evidence-based practices.
Camille Catlett is a scientist at the University of North Carolina's Frank Porter Graham Child Development Institute. She has helped over 30 states to organize collaborative professional development efforts that support the full participation of each young child and his or her family... Read More →
Illinois is using Community Inclusion Teams to build community connections and support inclusive practices in all settings. Creating inclusive supports in community based organizations not just public school settings is the goal of this work. Join us to hear the stories and review the tools and strategies in use to support these teams. The Indicators of High Quality Inclusion are key to the success of the teams!
Ann Kremer is the Project Director for Early CHOICES a preschool inclusion initiative of the Illinois State Board of Education. The mission of Early CHOICES is to increase high quality inclusive opportunities for young children. Ann has a masters of education in early childhood... Read More →
I am an education professional who is deeply committed to advancing inclusive education. Currently, I serve as an Inclusion Specialist at Early CHOICES, where I provide technical assistance and facilitate professional learning around inclusion for teams that support children and families... Read More →
Tammy Wrobbel is an Inclusion Specialist with Early CHOICES. She is also a parent of young adults who are uniquely abled. She holds a Master of Science degree in Developmental Therapy and Bachelor’s degree in Speech Communication.Inclusion is her passion. With over 25 years of experience... Read More →
This session will describe inclusive practices for nurturing positive peer relationships. Using examples from the Inclusive Classroom Practices, we will unpack these practices and explore how these practices are used to support each and every child. Participants will have an opportunity to reflect on how these practices can be used within their own setting. Intentional planning, environmental design, and embedded support will be discussed throughout this presentation.
Presenter, Paul V. Sherlock Center on Disabilities, RIC
Amy Grattan, Ph.D., is the executive director of the Paul V. Sherlock Center on Disabilities. Dr. Grattan works with Brookes Publishing to provide reliability training for the Inclusion Classroom Profile (ICP) and professional development related to the ICP and quality early childhood... Read More →
Elena P. Soukakou is an Honorary Research Fellow in the School Education, University of Roehampton, United Kingdom. Dr. Soukakou has been working in the field of early childhood inclusion and special education for over 15 years as a researcher, early intervention specialist, and consultant... Read More →
Wednesday May 8, 2024 1:00pm - 2:30pm EDT
Windflower
What if you could transform difficult behavior into a desire to learn? What if you might genuinely connect with your most disengaged student? Imagine what a difference you could and will make this coming school year as we uncover the wonder of Conscious Discipline® and how this framework supports the development of safe, connected learning environments where learning can thrive and support the development of higher learning states for ALL students. Kim will share a multitude of successful classroom practices and strategies that address the needs of all children, particularly those with challenging and/or unusual behavior, will be shared. These strategies include activities that promote social relationships, problem-solving, positive self/peer concepts, communication skills and higher-order thinking. Come learn how teacher-child relationships play a significant role in influencing children’s social and emotional development, as well as how to encourage the intrinsic motivators that every child needs to find behavioral and learning success.
Delighted to be with you for this conference, Kim Hughes is a Conscious Discipline® Master Instructor, a mother of two, a gammy to four, and a 30+ year veteran of education as both a former administrator and teacher of children birth through fifth grade. Garnering a passion for ALL... Read More →
In this session, autistic adults and their parents sit side-by-side and discuss their journey from the early years into adulthood. While systems and services have improved over time to a certain degree, there are still many barriers to full inclusion and belonging in society. The panelists will share their stories about challenges, supports, as well as key considerations of what practitioners, families, and communities could do within their spheres of influence to support autistic children to reach their full potential and truly belong wherever they go
Harriet is a Professor of Early Childhood and Special Education at the University of North Carolina at Chapel Hill where she teaches and researches issues regarding family empowerment, ethics, and interprofessional preparation.
Hannah Spitzer was diagnosed as having autism spectrum disorder when she was 14 years old. In her second year of study at Meredith College in Raleigh, North Carolina, Hannah Spitzer fell gravely ill to the point where it affected her ability to continue classes. She was diagnosed... Read More →
Ariella Malkah Kraintz (She/They) is a neurodiverse (Autism/ADHD), queer, Jewish, single mother to an autistic child. Like many neurodivergent girls who grew up in the 80s & 90s, when autism went underdiagnosed in girls and women, she wasn't formally diagnosed with Autism Spectrum... Read More →
This session will highlight the key components of Oregon Early Childhood Inclusion, an Initiative to disrupt systemic inequities for young children experiencing disability birth to five. Oregon state leaders will share how the vision, mission, and values of the initiative have led to innovative actions and activities impacting outcomes for young children and the systems that serve them. Participants will leave the session with an understanding of the importance of collaborative partnerships to advance equitable outcomes. Additionally, participants will review and be able to identify key levers to advance effective implementation of cross-sector professional development and equitably designed resources. Key activities will include reflective questions, small and large group conversations, with a priority on planning for action following the session.
Listen to inclusive trailblazers in African, Asian, and Latin American countries share about their innovative solutions to ensure that children with disabilities and their families are included in their communities. This session will feature interviews with the innovators and videos of their on-the-ground challenges, solutions, and lessons learned. Participants will also reflect on these stories and discuss possible applications to their own settings.
Senior TA Specialist, FPG Child Development Institute
Chih-Ing Lim, Ph.D., is currently Senior Technical Assistance Specialist at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill, USA. Chih-Ing is the Co-Chair of the International Early Childhood Inclusion Institute and serves as... Read More →
Chief Program Officer, Childhood Education International
Dayana is the Chief Program Officer at Childhood Education International. With a career dedicated to elevating the importance of early childhood care and education, she brings a wealth of experience in overseeing and managing education projects, contracts, and grants. Her leadership... Read More →
Yvette Gatilao Murphy is a skilled global education professional who is values-centered and has over 15 years’ experience supporting the learning and growth of children and educators worldwide through classroom teaching, program development, professional learning, and global advocacy... Read More →
For inclusion to work, early intervention/early childhood special education specialists need to work collaboratively with caregivers (parents, teachers, etc.) to find strategies to help children function in their everyday routines. Collaborative consultation, sometimes known as coaching, requires the specialist’s obtaining context before suggesting a strategy. This process stands in contrast to an expert approach, where the specialist makes recommendations with inadequate context. Collaborative inclusion is framed in an equity framework, especially considering the frequent racial, socioeconomic, and educational disparities between specialists and caregivers.
Developer with colleagues of the Routines-Based Model. Founder and director of the Evidence-based International Early Intervention Office (EIEIO) at The University of Alabama.
The presence of young children with IFSPs/IEPs in preschool classrooms often brings specialists and practitioners from different disciplines into those settings. Collaboration between early childhood professionals is critical to ensuring successful, inclusive early childhood classroom practices and optimal participation and learning opportunities for all young children. Preschool classroom teachers and their students benefit most from colleague-to-colleague coaching interactions, shared expertise, and joint planning to address instructional or environmental adaptations. Learn to recognize and support the characteristics of collaborative relationships with outside service providers, ensuring enhanced classroom participation for all young learners.
I am presenting a session at this year's conference titled "What to expect when you are expecting an early intervention provider in your classroom." I work at the Family, Infant and Preschool Program in Morganton, North Carolina. My duties at FIPP include serving as FIPP's associate... Read More →
The child outcomes summary process (COS) is used in many states across the U.S. to measure and report outcomes for children served in early intervention and preschool special education. The COS process is a team decision-making process involving discussion about the child's functioning across settings and situations by those who know the child best. This process has been adapted and implemented in two Asian countries, Singapore and Taiwan, to measure child outcomes and ultimately improve systems and services. Join us as we learn about and discuss the origins and use of the COS process in the U.S. and the journeys underway in Singapore and Taiwan to adapt and implement the process. Participants will have the opportunity to engage in a discussion about challenges and solutions as well as lessons learned across differing contexts.
Principal Speech Therapist, KK Women’s and Children’s Hospital
Teoh Wei Qin (PhD) is a Principal Speech Therapist at the Department of Child Development, KK Women’s & Children’s Hospital (KKH), Singapore. She has more than a decade of experience providing speech, language and feeding early intervention to the young and preschool children... Read More →
Dr Ellen Tay Ghim Hoon is a consultant paediatrician in the Department of Childhood Development in KK Women's and Children's Hospital (KKH). Dr. Tay finds fulfilment in her clinical work, particularly in supporting children with special needs and their families through their journeys... Read More →
Principal Occupational Therapist, KK Women's and Children's Hospital (Singapore)
Dr Lim Chun Yi is a principal occupational therapist who has been working with children with developmental needs and their families at KK Women’s and Children’s Hospital (Department of Child Development). She graduated from McMaster University in Canada with a PhD in Rehabilitation... Read More →
High quality inclusion of preschoolers with disabilities often requires systems-level change, effective leadership, classroom support, and a shared vision and commitment. Coaches and technical assistance providers must examine their own practices to successfully support early childhood professionals committed to inclusion. Technical assistance providers need strategies, tools, and resources to support the multifaceted levels of this work. This presentation will explore various methods, approaches, and efforts that support technical assistance providers and coaches as they empower those working to implement high quality inclusion for all preschoolers.
Ann Kremer is the Project Director for Early CHOICES a preschool inclusion initiative of the Illinois State Board of Education. The mission of Early CHOICES is to increase high quality inclusive opportunities for young children. Ann has a masters of education in early childhood... Read More →
This families led interactive session will provide an opportunity for professional and family leaders to explore ideas, tools, and strategies to inform efforts and policy recommendations to addresses inclusion of young children across settings for success at school and in life. Family leaders will share their lifechanging experiences with family engagement and leadership initiatives that supported them in learning about the state’s Part C and Section 619 programs, advocate for quality inclusion practices, and move into positions of family leadership across maternal and early childhood systems.
Danielle Hagenbuch is a Quality Engineer with the US Army Combat Capabilities Development Command - Armaments Center. She resides in The Pocono Mountains of Pennsylvania with her husband, her three incredible boys and their very spoiled dog. Danielle is a graduate of Competence... Read More →
Early Childhood Family Lead for Early Childhood Comprehensive Systems, PA Office of Child Development and Early Learning
Sadia Batool, born and raised in Dubai is a physician by qualification with a current focus on supporting families and professionals in the Early Childhood Systems. Her passion for Early Childhood field stems from her personal experience of receiving life-changing Early Intervention... Read More →
Consultant, Early Intervention Technical Assistance
I am technical assistance consultant with Pennsylvania Early Intervention Technical Assistance. I work on inclusion, social emotional, and family engagement initiatives throughout the state. I am also the chair of the DEC Family Committee and the parent of two young children who have... Read More →
By day I work as a Student Assistance Program (SAP) Liaison. I have spent close to twenty years in some capacity in the social service field. My most important role is being a wife and mother to my 22, 19, 14, and 4 year old children. When I was blessed with a special needs child... Read More →
Wednesday May 8, 2024 3:00pm - 4:30pm EDT
Windflower
Early childhood expulsions for behavior challenges have reached an all-time high. Parents and early childhood caregivers can use the acronym H-U-G-S to tune in and "hear" their child's behavioral cues, "understand" what the child is trying to communicate with the behavior, "give" the child a clear response, and use the process consistently for the best "success." This session focuses on how to apply the acronym to the child's daily classroom and home routines and activities to improve positive communication between child and caregiver and includes a guide to help participants implement the strategies they learned immediately following the training.
This session will provide an overview of intersectionality and the implications of implicit bias in early childhood. Presenters will share strategies for PD providers and faculty to use to address biases and challenge deficit-based assumptions that limit the practice of meaningful inclusion. Emphasis will be placed on ways to positively impact all children and allow all children to develop a positive sense of belonging and identity.
Evidence-based practices (EBPs) have represented our best understanding of how to help autistic individuals, their families, and their communities reach their goals. In this panel, we will discuss these EBPs, their current application, and our evolving understanding of them. Researchers, educators, and autistic individuals will share diverse viewpoints on the topic based on their expertise and lived experiences. Subjects for discussion will include advocacy, what qualifies as an EBP, short- vs. long-term effects, cultural considerations, and guidance from government agencies.
Hannah Spitzer was diagnosed as having autism spectrum disorder when she was 14 years old. In her second year of study at Meredith College in Raleigh, North Carolina, Hannah Spitzer fell gravely ill to the point where it affected her ability to continue classes. She was diagnosed... Read More →
Kenneth Kelty is a Disability Advocacy Specialist at The UNC Carolina Institute for Developmental Disabilities and is an alumnus of The WCU UP Program Class of 2014. Kenneth is an administrative assistant at Triangle Disability and Autism Services.
Kara Hume, PhD, is an Associate Professor and the Richard “Dick” Coop Faculty Scholar in Education in the School of Education, and a Fellow of Frank Porter Graham Child Development Institute at UNC-Chapel Hill. She serves as Principal Investigator (PI) and Co-PI on several studies... Read More →
Research shows that very young children learn best in their natural environment during their everyday routines and activities. Federal law mandates inclusive early education environments such as childcare classrooms, early head start, and other community settings (such as playground, library, children’s museums, etc.). How can Part C work in partnership with these early education environments to support the participation, growth, and belonging of all children in these settings? And how do these collaborations build the caregivers’ confidence and competence in supporting their child in all their family’s natural environments?
The session will illustrative data and select video clips to demonstrate the following: children with the most significant needs can show the greatest outcomes, high quality inclusion can ameliorate developmental delays in so called nondisabled children, preschool inclusion benefits do not last without elementary school inclusion, and administrator behaviors are essential to sustainable high quality.
Phil Strain is the Kennedy Endowed Chair in Urban Education at the University of Denver. He is the developer of the Leap inclusion model, co-developer of the Pyramid Model and the author of over 350 scientific papers in the ecse field.
Wednesday May 8, 2024 3:00pm - 4:30pm EDT
Bellflower
Part B of the IDEA requires that special education and related services and individually determined and placement discussions begin with consideration of regular environments. Research has shown that services and supports provided to children with disabilities in early childhood programs with peers without disabilities, embedded within the context of meaningful everyday routines and activities improve developmental gains and the generalization of skills. In this session, participants will learn how speech and language services can be successfully delivered in classroom settings and integrated into daily routines using fun language-rich activities. Come join the conversation and learn about Hawaii’s successful effort to promote this practice.
This session will begin with a description of interfering behavior that may be observed in toddlers with autism. We will then explain evidence-based approaches and strategies to address toddler behaviors as part of early intervention services, to support early intervention providers working in collaboration with families, caregivers, and early care and education providers. Existing freely available online modules and resources will be highlighted and shared to support addressing interfering behaviors in early intervention practice. Future directions in research and practice will also be discussed.
Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Dr. Jessica Amsbary is an adjunct clinical assistant professor and the Coordinator of the Early Childhood Intervention and Family Support program at UNC-Chapel Hill. She also is a postdoctoral research associate at the Frank Porter Graham Child Development Institute where she engages... Read More →
Ann Sam, PhD, is a senior research scientist,at Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with... Read More →
Effective assignments provide adult learners with opportunities to learn, practice, and apply new knowledge and practices. This session will share tools for examining the efficacy of your assignments and will feature multiple examples of new and engaging ways to incorporate evidence-based practices related to diversity, equity, and inclusion into assignments. Emphasis will be placed on preparing learners to support children of diverse cultures, identities, languages, and abilities and their families AND to use evidence-based practices.
Camille Catlett is a scientist at the University of North Carolina's Frank Porter Graham Child Development Institute. She has helped over 30 states to organize collaborative professional development efforts that support the full participation of each young child and his or her family... Read More →
Sharon Little, Ed.D is Higher Education Liaison with CCSA, with thirty-eight years of experience in the field of early education and adult learning. Sharon is a former Program Lead and Community College Faculty in Early Childhood Education, a recipient of SCRIPT-NC during her program... Read More →
Assistant Professor, Community College of Allegheny County
Michele Napierkowski, M.Ed., serves as an Assistant Professor of Early Education and Child Development at the Community College of Allegheny County. With over a decade of experience in early intervention and child development, Michele has specialized in serving children and families... Read More →
Join us for an insightful exploration of PBS North Carolina's innovative model for fostering genuine and enduring support networks for young learners and families. At the heart of our approach lies a commitment to engaging, equipping, and empowering communities in a sustainable manner. Through this presentation, attendees will gain valuable insights into our proven strategies for community engagement, with a focus on accessibility and inclusion as foundational principles.
Jennelle Lewis is the Early Literacy/Outreach Coordinator for the Partnership for Children of Lenoir and Greene Counties in Kinston, North Carolina. Her work is a fusion of early literacy, community education, and event coordination. She holds a Bachelor of Science degree in Family... Read More →
We all become the best versions of ourselves in spaces where we belong. But, when young children, and especially those with disabilities, communicate with behaviors that challenge themselves, adults, and peers, it can be difficult to ensure they experience a sense of belonging. This session digs into beliefs about children’s behaviors, why belonging matters, and how providers can use a broader lens to understand the hidden messages children’s behaviors might be sending. Providers will consider various perspectives, practical strategies, and an understanding of their importance in creating spaces where every young child belongs and thrives.
Research Associate Professor, University of Denver
Jackie Joseph is a Research Associate Professor at the University of Denver Positive Early Learning Experiences Center, where her work promotes high-quality inclusion across the early care and education system. She specifically focuses on family partnerships and evidence-based strategies... Read More →
In this session, we will introduce free tools and resources from the STEM Innovation for Inclusion in Early Education (STEMIE) to guide early intervention providers in integrating early STEM learning with caregivers as part of their early intervention sessions. Additionally, we will present a case study illustrating how early intervention providers can effectively incorporate individualized family service plan (IFSP) outcomes into early STEM learning opportunities.
Making individualized LRE placement decisions by first considering a regular early childhood program is a requirement under IDEA. You are committed and ready to make inclusion happen, but where do you start? Join the conversation to explore key data, factors, and leveraging points of your state, district and local community to identify: (1) where children are (2) who are key partners (3) which policies influence your actions, (4) how funding sources may be used, and (5) a plan of action to support and expand inclusive opportunities for young children with IEPs. Tools and resources will be shared
The panel will share the processes to build a system in the preschool community to support growth, oral health and developmental surveillance. This will include a tiered approach to supporting children, their parents and teachers, including a parent support network, with hospital and preschool partnership to manage the various touchpoints,. The challenges and benefits of having a multi–disciplinary team to facilitate surveillance and support will be discussed.
Work experience:Zhang Hua is a Nurse Clinician from KK Women’s and Children’s Hospital, Singapore.She has garnered a range of working experience with children and families in different settings, which included paediatric ward, neonatal intensive care unit, department of child... Read More →
Shreen is a speech therapist working in a community-based project at KK Women’s and Children’s Hospital, Singapore.She has previously worked in various community-based settings such as early intervention centres, special schools, mainstream preschools and primary schools. She... Read More →
Dr Mary Lee Lay Choo is a lecturer in the Master of Science (Speech and Language Pathology) Program at National University of Singapore. She supervises graduate students in their research on speech and language development of young children. Dr Lee also works as a psychologist and... Read More →
Dr Chan Yee Pei is an educational psychologist practising at the Department of Child Development, KK Women’s & Children’s Hospital, Singapore. She is currently involved in community projects aimed at integrating both early childhood education and early intervention in preschool... Read More →
Dr Sylvia Choo is a paediatrician practising at the Department of Child Development, KK Women’s & Children’s Hospital, Singapore. She trained at the Centre for Community Child Health at the Royal Children’s Hospital Melbourne in 2003 and was a member of a team that was awarded... Read More →
Dr Fiona Tan is currently a research fellow with the Office of Population Health in KK Women’s and Children’s Hospital, Singapore. She was also a former vice-principal (Singapore), university lecturer (Australia), and an experienced educator of 17 years. Her research interests... Read More →
In this session we will hear from colleagues in NM, TX and VA on state initiatives to promote the inclusion of infants and toddlers with disabilities in community settings. Presenters will share the benefits of these efforts to families, programs and communities. They will also provide information about the leverage points that made these initiatives a reality, and the plans they have on the horizon. Participants will engage with one another in small groups to explore opporunities within their own systems and learn additional examples from others.
VEIPD Center Director, Partnership for People with Disabilities at VCU
I oversee VA's early intervention Comprehensive System of Personnel Develop (CSPD). I am passionate about EI, especially family-centered practices, effective implementation, personal/professional biases, and preservice preparation.
Hi! I'm a Senior TA Specialist and Associate Director of the Early Childhood TA (ECTA) Center within the Trohanis Technical Assistance (TA) Projects at the Frank Porter Graham Child Development Institute and the University of North Carolina Chapel Hill. I provide TA to IDEA Early Intervention/Part C and Preschool Special Education/Part B, Section 619 Coordinators and staff in states supporting system change on topics such as... Read More →
I have been working in Part C in New Mexico since December of 2020. I started my career in Early Intervention in January of 2009 in Virginia, where I worked until 2019 when my family and I relocated to New Mexico. Please feel free to talk to me about what it is like to have experienced... Read More →
I joined Texas Health and Human Services Early Childhood Intervention (Texas ECI) in 2021 after preparing pre-professionals and professionals to serve children and families for almost 20 years in higher education. Improving children's lives by providing better supports and resources... Read More →
Children with disabilities, particularly children of color with disabilities, are suspended and expelled from school at disproportionately higher rates than their peers – a trend that starts during the early childhood years. Many states and local early childhood programs are interested in reducing exclusionary discipline of young children but lack valid and reliable data on the extent to which young children with or at risk for disabilities are being suspended and expelled. Join us to explore a new tool being developed by the Center for IDEA Early Childhood Data Systems (DaSy Center), the National Center for Pyramid Model Innovations (NCPMI), and the Early Childhood Technical Assistance Center (ECTA) to help states, local early childhood programs, and families identify, collect, and use data to better understand exclusionary discipline practices and implement strategies to reduce use of those practices. The tool includes suggestions for: establishing a team of key partners to lead the data inquiry, identifying critical questions programs and families may be interested in understanding, exploring existing data sources, collecting additional data (including qualitative data), and utilizing effective strategies for disseminating findings and taking action.
Principal Senior Early Childhood TA Specialist and Researcher, SRI Education
Jennifer Tschantz, PhD, has 30 years of experience supporting the implementation of evidence-based policies and practices that improve programs and outcomes for young children from birth to age 5 and their families. She has held key early childhood positions in the U.S. Department... Read More →
The newly released Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs from the U.S. Department of Education and the U.S. Department of Health and Human Services was first released in 2015, and Illinois used the rollout as a way to lift up initiatives to foster early childhood inclusion across the state. This updated statement reiterates the expectation for inclusion in high quality early childhood programs, setting the expectation that inclusion continues as children transition into elementary school as well as reinforcing the legal and research foundations for inclusion. In this session, we will dive deeper into the components of this policy statement, explore the ways in which this statement can be a resource, and reflect on how it can reaffirm your program and community’s commitment to inclusion.
I am an education professional who is deeply committed to advancing inclusive education. Currently, I serve as an Inclusion Specialist at Early CHOICES, where I provide technical assistance and facilitate professional learning around inclusion for teams that support children and families... Read More →
Tammy Wrobbel is an Inclusion Specialist with Early CHOICES. She is also a parent of young adults who are uniquely abled. She holds a Master of Science degree in Developmental Therapy and Bachelor’s degree in Speech Communication.Inclusion is her passion. With over 25 years of experience... Read More →
This session will share a practical guide to help 619 coordinators in bringing together a diverse group of stakeholders to strengthen inclusion policies and practices for preschool children. The session will review a newly developed toolkit that includes a curated set of guidance, resources, and state examples. The practical guide and tools are designed to help a state team of early childhood education leaders and advocates come together around a common vision and priorities for inclusion. This interactive session will have many opportunities for attendees to provide feedback and suggest additional resources.
Fred Rogers Productions build upon the legacy of its namesake, Fred Rogers, with a mission to inspire a lifetime of learning for families everywhere. Known for beloved brands including Daniel Tiger's Neighborhood, Donkey Hodie, and Alma's Way, FRP strives to create series, digital games, websites, and more that are accessible for all children through work with experts in child development. Hear from Mallory Mbalia, director of learning and education, and Melanie Harke, interactive producer, as they discuss the thoughtfulness and process behind the organization's offerings as well as how the resources can be used both at home and in the classroom.
Director of Learning and Education, Fred Rogers Productions
As Director of Learning and Education at Fred Rogers Productions, Mallory Mbalia advises and collaborates with colleagues to further realize the organization’s educational mission for children and families. She previously served as Director of Education at PBS North Carolina in... Read More →
Thursday May 9, 2024 10:15am - 11:45am EDT
Bellflower
This session will describe and demonstrate innovative resources and professional development activities for simultaneously addressing language, literacy, family engagement, social-emotional development, and inclusion. Drawing on evidence-based teaching practices, the presenters will specifically address ways in which to cultivate playful STEM learning and identity affirming inclusive experiences as part of coursework and professional development.
Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Dr. Jessica Amsbary is an adjunct clinical assistant professor and the Coordinator of the Early Childhood Intervention and Family Support program at UNC-Chapel Hill. She also is a postdoctoral research associate at the Frank Porter Graham Child Development Institute where she engages... Read More →
Ann Sam, PhD, is a senior research scientist,at Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with... Read More →
This session will highlight evidence-based strategies for conducting early childhood assessments with culturally, linguistically, and racially/ethnically diverse young children with and without disabilities and their families. We will discuss the cultural and linguistic factors that should be considered throughout the assessment and evaluation process. We will also address guidelines and share tips for working with interpreters when doing assessments with diverse young children and their families.
Assistant Professor, University of Massachusetts Boston
Dr. Acar is an assistant professor at the University of Massachusetts Boston. Her research includes culturally and linguistically responsive assessment practices in early intervention/early childhood special education.
IEP teams have the unique opportunity to foster environments that celebrate each child's competence and ensure their rightful presence in care and education environments. Guided by the principles of presumed competence and rightful presence, this session empowers teams to champion inclusion and belonging in IDEA processes.
Research Associate Professor, University of Denver
Jackie Joseph is a Research Associate Professor at the University of Denver Positive Early Learning Experiences Center, where her work promotes high-quality inclusion across the early care and education system. She specifically focuses on family partnerships and evidence-based strategies... Read More →
Director of Development and Technical Assistance, University of Denver, PELE Center
Sally began working in early childhood education and children’s mental health in 2001. As a family therapist, an early childhood education behavior consultant and early childhood program administrator, Sally blended the mental health framework with an educational approach to fully... Read More →
This session features stories of how different communities around the world implement home-based service models to ensure early intervention services including screening and early identification are accessible for families in various geographical areas of the country. Participants will have an opportunity to learn about the different models and discuss lessons learned and applications to their exisiting efforts to dismantle barriers to home-based early intervention services.
Chief Program Officer, Childhood Education International
Dayana is the Chief Program Officer at Childhood Education International. With a career dedicated to elevating the importance of early childhood care and education, she brings a wealth of experience in overseeing and managing education projects, contracts, and grants. Her leadership... Read More →
Yvette Gatilao Murphy is a skilled global education professional who is values-centered and has over 15 years’ experience supporting the learning and growth of children and educators worldwide through classroom teaching, program development, professional learning, and global advocacy... Read More →
Thursday May 9, 2024 10:15am - 11:45am EDT
Redbud A, Zoom
The Abecedarian Approach has a rich history, promoting positive development in children and improved long-term outcomes for over 50 years. In this session, we will discuss the Abecedarian Approach's four main components: Language Priority, Enriched Caregiving, Conversational Reading, and Interaction Games. The session will include extensive time for professionals to practice the techniques and ask questions about how to adapt them for children of different ages and various settings.
Research Scientist and Technical Assistance Specialist, Frank Porter Graham Child Development Institute
Adam Holland, PhD, is a technical assistance specialist at Frank Porter Graham Child Development Institute (FPG) at The University of North Carolina at Chapel Hill. His interests include motivation in early childhood, progressions-based pedagogies, and equity. Currently, Dr. Holland... Read More →
This session will share strategies to use the Inclusive Classroom Profile (ICP) to support inclusive change in programs. We will share how we use the ICP data and practices to help coaches and teams reflect on practice and create plans for improving inclusive practices. We will allow time for participants to join in and share their experiences and review the supports we use.
Ann Kremer is the Project Director for Early CHOICES a preschool inclusion initiative of the Illinois State Board of Education. The mission of Early CHOICES is to increase high quality inclusive opportunities for young children. Ann has a masters of education in early childhood... Read More →
In this session, participants will discuss how to integrate family-centered principles and cultural humility into their work with Hispanic/Latine families of young autistic children with communication needs. Based on evidence-based research and true case examples of families’ lived experiences, participants will discuss: building trust and empowerment in families, including when communicating through an interpreter; cultural and linguistic variations across Hispanic cultures that intersect with the identification and treatment of autism; and collaborating as a team with families to support the communication development of young autistic children. The session will also review resources that are available for practitioners and families in Spanish.
Jessica Kinard, PhD CCC-SLP, is a bilingual speech-language pathologist and researcher at the Carolina Institute for Developmental Disabilities at UNC Chapel Hill. She received her doctoral degree in Speech and Hearing Sciences from UNC Chapel Hill, followed by a T32 postdoctoral... Read More →
We welcome all our participants, virtual or in-person, to reflect on the Inclusion Institute. Setting intentions is a powerful way to move new learning into our work. We invite you to share your favorite resources and big takeaways on our Padlet. Thank you!
Thursday May 9, 2024 11:45am - 12:45pm EDT
Trillium
