Inclusion Resources / Tip Sheets

This page collects inclusion related resources to help providers and parents learn more about the practice of inclusion and how best to support children with disabilities within early care settings. The resources below are organized by category in hopes of making it easier to find the information you are looking for.

Evidence-Based Practice

Evidence-based practice is the process of pulling together the best available research, knowledge from professional experts, and data from children and their caregivers in order to identify and provide services that are proven to achieve positive outcomes for children.

• DEC Recommended Practices Modules
• Inclusive Classroom Profile (ICP)
• CONNECT Modules: Using Evidence Based Practices
• Evidence-Based Practice - Early Childhood Technical Assistance Center (ECTA)
• Evidence-Based Practices that Support Inclusion
• 10 Effective Developmentally Appropriate Practice (DAP) Teaching Strategies (NAEYC)
• Universal Support Strategies (Erin Barton)
• Playing to Learn Infographics (Erin Barton)
• Inclusion, Diversity and Acceptance - Dignity and Disability (Barton Lab - Vanderbilt Univ.)
• Brain-Building Though Play: Games and Activities for Infants, Toddlers and Children (Center on the Developing Child) 

Social and Emotional / Behavior Supports 

Social and Emotional

• Evidence-Based Practices - Pyramid Model (National Center for Pyramid Model Innovations)
• The Pyramid Model for Promoting Social and Emotional Development
• Fostering Emotional Literacy in Young Children - Head Start ECLKC
• Mindfulness in Early Childhood - Pre-K Teach & Play
• Social Emotional Development/Child Guidance - pdf list of resources from Frank Porter Graham, UNC
• Wisconsin Pyramid Model - Wi-AIMH Webpage

Challenging Behavior

• Building Environments that Encourage Positive Behavior (NAEYC)
• Pyramid Model Behavior Solutions
  • Classroom Kit
  • Home Kit
• Early Childhood Behavior Management (IRIS Center)
• Supporting Children with Challenging Behaviors (Virtual Lab School)
• Understanding and Responding to Children who Bite (NAEYC)
• Toddlers and Biting: Finding the Right Response (Zero to Three)
• Understanding Behavior (Erin Barton) 

Visual Supports

• Visual Solutions for Routines, Schedules, and Transitions (Pyramid Model)
• Create Visual Supports (ConnectABILITY) - Create your own visuals for free
• Visuals Supports - Head Start ECLKC
• Visual Supports for Learning - Teaching Young Children
• Using Visual Schedules (Erin Barton)

Making Accommodations or Adaptations

• CARA's Kit: Creating Adaptations for Routines and Activities  (Mini-Posters) (Purchase)
• How to Adapt Toys for Toddlers (Penfield Children's Center)
• Helping Staff Adapt the Learning Environment - Virtual Lab School
• Rocking and Rolling: Empowering Infants' and Toddlers' Learning Through Scaffolding - NAEYC
• Adapting the Child Care Environment - Childcare Extension
• Making Adaptations to Support a Variety of Needs (DCF Presentation - pdf)
• A Guide to Adaptations (Frank Porter Graham - STEMIE) 

Disability Specific Information

• Special Education Disability Categories - Department of Public Instruction (DPI)
• About Specific Disabilities - Parent Center Hub
• Categories of Disability under IDEA Part B (children 3-21 years)
• Developmental Disabilities - CDC
• Disability and Health Overview - CDC

Federal Policy Statements

Department of Education (DOE) and Department of Health and Human Services (DHHS)

• Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
  This revised policy statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments) builds upon the earlier 2015 policy statement with renewed commitment and urgency as children with disabilities continue to face significant barriers accessing and participating in inclusive early childhood programs.
  
  The policy statement was written with the input of early learning professionals, families, and other early learning stakeholders. Though it focuses on including young children with disabilities, it is the DOE’s and DHHS’s shared vision that all people be meaningfully included in all facets of society throughout the course of their lives. This begins in early childhood programs and continues into schools, places of employment, and the broader community.
• Policy Statement on Expulsion and Suspension Practices in Early Childhood Settings
  The DOE and DHHS issued this policy statement to assist States and their public and private local early childhood programs in severely limiting and preventing expulsions and suspensions in early learning settings. Recent data indicates that expulsions and suspensions occur with regularity in preschool settings, a serious concern given the well-established research that indicates how these practices can influence a number of adverse outcomes across development, health, and education.
• Policy Statement on Family Engagement: From the Early Years to the Early Grades
  When families and the institutions where children learn partner in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. To further this position, the DOE and DHHS released this policy statement on the implementation of effective family engagement practices in early childhood and learning programs.
• Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs
  It is the vision of the DOE and DHHS that all early childhood programs adequately and appropriately serve the diverse children and families that make up this country. Programs should foster their cognitive, linguistic, social emotional, and physical development and prepare them for success in school and beyond.

Additional Resources

• Joint Interdepartmental Review of All Early Learning Programs for Children Less Than 6 Years of Age
• U.S. Department of Early Learning Web Site 

Position Statements

DEC and NAEYC Joint Position Statement on Early Childhood Inclusion

• Early Childhood Inclusion: A Joint Position Statement of the DEC and National Association for the Education of Young Children (NAEYC)
• La inclusión en la infancia temprana: Declaración de posición conjunta de la División para la Infancia Temprana (Division for Early Childhood, DEC) y la Asociación Nacional para la Educación de Niños menores (National Association for the Education of Young Children, NAEYC)

Division of Early Childhood 

• Position Statements (complete list)

National Association for the Education of Young Children

• Position Statements and Standards

Inclusion Tip Sheets

• Law
  
  • The Americans with Disabilities Act (ADA)

• Child Development
  
  • Helping Young Children Learn About Differences

  • Encouraging Social Interaction Through Play
    

• Behaviors
  
  • Behavior Basics

     

  • Guiding Behavior: Reducing Children's Stress
    

• Environment
  
  • Adapting Toys and Play Materials

       

  • The Environment: Your Teaching Partner
    

       

  • Field Trips for All
    

       

  • Making Your Playground Accessible
    

• Program Strategies
  
  • Be an Inclusive Child Care Provider

       

  • The Language of Inclusion
    

       

  • Power of a Positive Attitude: What's Your Attitude Toward Inclusion?
    

       

  • Problem Solving Strategies
    

       

  • Problem Solving Strategies Checklist
    

• Relationships
  
  • Communication Basics

       

  • Making Connections with Each Child
    

       

  • Making Family Connections
    

       

  • With Families, Together We're Better

Wisconsin Specific Resources

• Department of Health Services (DHS) - Services for Children with Delays or Disabilities
• Department of Public Instruction (DPI) - Special Education
• Wisconsin Wayfinder: Essential Children's Resources
• Wisconsin Alliance for Infant Mental Health (Wi-AIMH) - Wisconsin Pyramid Model
• Wisconsin Early Childhood Collaborating Partners
• Waisman Center - University of Wisconsin, Madison
• University Center for Excellence in Development Disabilities (UCEDD)
  • List of Programs
• Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS)
• Disability Rights Wisconsin - Children with Disabilities Page
• Wisconsin Family Ties - Improving Children's Mental Health
• Great Lakes Inter-Tribal Council - Providing assistance to Native American families of children with special needs

National Resources and Organizations

• Division for Early Childhood (DEC) - Recommended Practices
• National Association for the Education of Young Children (NAEYC)
  • Family Engagement
• Early Childhood Technical Assistance Center (ECTA)
• National Center for Pyramid Model Innovations
• Head Start Early Childhood Learning and Knowledge Center
  • Children with Disabilities
  • National Center of Early Childhood Development, Teaching and Learning (NCECDTL)
• Head Start Center for Inclusion
• Zero To Three
• Frank Porter Graham Child Development Institute
• Colorado Department of Education - Results Matter Video Library
• CDC Developmental Disabilities
  • Developmental Milestones
• Virtual Lab School - Professional Learning
• Parent Center Hub

If you have questions or concerns about a child's development (physical, social-emotional, or cognitive), these resources could help:

• Well Badger Resource Center (formerly First Step Wisconsin)
• Wisconsin Wayfinder - Children's Resource Network
• Early Identification/Screening
• Child Find