Resources

  • Evidence-Based Practices - The resources provided here are supported by research and evidence. Topics include assessment, child development, curriculum & instruction, family involvement, inclusion, and transition.
  • Superintendent's memo - This page provides superintendent memos specific to Early Childhood Special Education (ECSE) Administrators and individuals responsible for administrative oversight of local ECSE programs.
  • State/Federal Organizations - This page provides national and state level initiatives and organizations relevant to early childhood special education.
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Showing Results 1 - 50 of 261
Description: The Inclusive Classroom Profile (ICP) complements the Pre-K CLASS by providing a more in-depth look at the strategies that support young children with disabilities in inclusive settings. This document shares the correlation between ICP and CLASS areas, providing examples of what it looks like in the classroom.
Description: In this course, you will learn about building trusting family-professional partnerships when working with families of young children by: Describing effective practices for developing trusting family-professional partnerships in early care and education programs. Using a decision-making process to select partnership-oriented practices linked to developing an initial friendly relationship, making shared decisions, and developing a trusting partnership with families to address challenging issues....
Description: IECMHC is a prevention-based approach that pairs a mental health consultant with adults who work with infants and young children in the different settings where they learn and grow, such as child care, preschool, home visiting, early intervention and their home. Mental health consultation is not about “fixing kids.” Nor is it therapy. Mental health consultation equips caregivers to facilitate children’s healthy social and emotional development.
Description: Early Childhood Recommended Practice Modules (RPMs) are free modules developed for early care and education, early intervention, and early childhood special education faculty and professional development providers. The modules support the implementation of the Division for Early Childhood (DEC) Recommended Practices. In Module 6 on Instruction, you will learn effective instructional practices and why intentional and systematic instruction is crucial for children with disabilities.
Description: Early Childhood Recommended Practice Modules (RPMs) are free modules developed for early care and education, early intervention, and early childhood special education faculty and professional development providers. The modules support the implementation of the Division for Early Childhood (DEC) Recommended Practices. In Module 1 on Interaction, you will learn to support children’s learning and development through quality adult-child and child-child interactions.
Description: Instructional practices are a cornerstone of early intervention and early childhood special education. Teachers, other practitioners, family members, and other caregivers use instructional practices to maximize learning and improve developmental and functional outcomes for young children who have or are at risk for developmental delays/disabilities. Included on this page are "Instruction Checklists"  and "Instruction Practice Guides for Practitioners" for Naturalistic Instruction, Embedded...
Description: Sensitive and responsive interactional practices are the foundation for promoting the development of a childs language and cognitive and emotional competence. These interactional practices are the basis for fostering all childrens learning. For children who have or are at risk for developmental delays/disabilities, they represent a critical set of strategies for fostering childrens social-emotional competence, communication, cognitive development, problem-solving, autonomy, and persistence. This...
Description: Young children who have or are at risk for developmental delays/disabilities learn, play, and engage with adults and peers within a multitude of environments such as home, school, child care, and the neighborhood. Environmental practices refer to aspects of the space, materials (toys, books, etc.), equipment, routines, and activities that practitioners and families can intentionally alter to support each child's learning across developmental domains. This page include Practice Checklists,...
Description: Early Childhood Recommended Practice Modules (RPMs) are free modules developed for early care and education, early intervention, and early childhood special education faculty and professional development providers. The modules support the implementation of the Division for Early Childhood (DEC) Recommended Practices. In Module 3 on Environment, you will learn the components of a child’s natural and inclusive environment and why attending to the environment is crucial for children with...
Description: The purpose of this resource document is to assist school division leaders who are implementing or planning to implement an evidence-based curriculum in early childhood programs for young children, including those with developmental delays or disabilities. Early childhood educators may need assistance as they engage young children and provide access to the classroom curriculum. This document may be used as a tool for professional development and training around the curriculum. Preschool children...
Description: The three child outcomes, measured by early intervention and early childhood special education systems, encompass functional skills and behaviors meaningful for a child's participation in everyday routines. The infographic, developed by ECTA and DaSy, displays the breadth of these outcomes and provides a visual framework for describing and consistently measuring children's functional skills and behaviors across settings and situations. The outcomes cut across developmental domains to represent...
Description: All young children (Birth to 5) with and without disabilities have the right to experience settings, relationships, and interactions that will support and futher their development and learning. This infographic from VCPD helps families to understand the importance and value of inclusion in early childhood.
Description: This guidance document is designed to assist Virginia’s school divisions and early childhood communities in identifying, developing, and sustaining inclusive opportunities within high-quality early childhood programs for children with disabilities.
Description: In this webinar, learn how staff can monitor individual children and classrooms or programs to ensure that children are making adequate progress toward school readiness. Listen as presenters discuss the benefits and liabilities of two different types of approaches to monitoring progress: observational curriculum approaches and direct general outcomes approaches.
Description: The following three documents are a series of briefs about ongoing assess­ment for individualizing instruction. Prepared for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation “What Does it Mean to use Ongoing Assessment to Individualize Instruction in Early Childhood?” provides a conceptual framework that shows practitioners and researchers how practitioners can use ongoing assessment for...
Description: Practice-based coaching is a cyclical process for guiding practitioners’ use of evidence-based practices for promoting positive child outcomes. Practice-based coaching involves the following components: collaborative partnerships shared goals and action planning focused observation reflection and feedback On this site, we will provide resources for using PBC to promote practitioners’ use of the Pyramid Model Practices. While many of our existing products are designed to support...
Description: This document is part of the Roadmap to Effective Intervention Practices series of syntheses, intended to provide summaries of existing evidence related to assessment and intervention for social-emotional challenges of young children. The purpose of the syntheses is to offer consumers (professionals, other practitioners, administrators, families, etc.) practical information in a useful, concise format and to provide references to more complete descriptions of validated assessment and...
Description: With a foundation in behaviorism and social learning theory, Peer-Mediated Instruction and Intervention (PMII) involves systematically teaching peers without disabilities ways of engaging learners with ASD in positive and meaningful social interactions. The AFIRM model guides the learner through four lessons to facilitate: Learning basic knowledge about peer-mediated instruction and intervention (PMII). Applying PMII in activity based scenarios that promote real-world application. The PMII...
Description: Included in part of the Peer-mediated Instruction and Intervention Module (AFIRM), this document provides step-by-step instructions on how to implement PMII for Early Childhood.  
Description: This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour). In this module, you will learn about several different approaches to instructional scaffolding and how to use them, including Content scaffolding, Task scaffolding, and Material scaffolding.  
Description: Coaching is a promising professional development strategy that can be used to support the implementation fidelity of evidence-based practices by early childhood educators and early interventionists. This document describes the use of practice-based coaching that was developed from the literature on effective coaching elements and has been used with classroom teachers and early intervention personnel (National Center on Quality Teaching and Learning, 2012; Snyder, Hemmeter, and Fox, 2015). What...
Description: The 2017 Learning Lab on Coaching for Practice Change provides a remote learning opportunity to explore how coaching can be supported by states and used within programs to improve implementation of evidence-based practices. The Learning Lab provides information, resources, implementation approaches, and thoughtful discussions with experts and colleagues. Session 1: Implementing Coaching for Practice Change: Innovations for the delivery of coaching Session 2: Coaching for Practice Change:...
Description: Embedded Instruction for Early Learning is based on a recommended instructional practice for preschoolers with or at risk for learning challenges. In embedded instruction, teachers, families, and other caregivers learn how to provide developmentally appropriate, intentional instruction to advance children’s engagement and learning as part of their everyday activities, routines, and transitions.
Description: Develop your expertise on leveraging Embedded Learning Opportunities (ELOs) to support young children's individual goals, with the resources in this training package.
Description: Practice-Based Coaching (PBC) is a professional development strategy that uses a cyclical coaching process. It supports the use of effective, evidence-based teaching practices that lead to positive outcomes for all children. Learn to use PBC practices to ensure the full and effective participation of children with disabilities or suspected delays. Find out how coaches can support specific inclusive practices in their work with teachers, home visitors, and other education staff. Explore ways...
Description: Practice-Based Coaching requires program-level planning and systematic implementation. In a case study, an implementation team from the Community Partnership for Child Development (CPCD) program in Colorado Springs, CO attended a Practice-Based Coaching Implementation Academy. In this video, CPCD staff share how their program is planning for and implementing PBC. Program stakeholders also discuss their roles in and views of the coaching activities.
Description: Practice-Based Coaching (PBC) supports education staff to use effective teaching practices in context. Learn about the basics of PBC and its research basis as a professional development strategy. Find out how PBC connects to the Head Start Program Performance Standards.
Description: Evidence-Based Practices, a three part series, from IRIS Center: Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). Evidence-Based Practices (Part 3):...
Description: Learn about the practice of embedded interventions to help children participate in a variety of early learning opportunities and environments promoting high quality inclusion.
Description: This module will help you: Describe assistive technology interventions to promote children’s access to and participation in inclusive settings. Use a decision-making process to help integrate various sources of evidence and determine whether assistive technology interventions are appropriate for use within a specific context.
Description: This module, a DEC-recommended resource, 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 environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).
Description: From the ECLKC site: It is important to create a supportive environment for all learners, including children with developmental disabilities or suspected delays. To do so requires adapting practices and environments to ensure that all children from birth to age 5 feel valued and included in your program. In this webinar, explore how to support education staff in implementing effective, evidence-based teaching practices and creating inclusive environments where every child feels safe and has a...
Description: Early CHOICES and the Early Intervention Training Program at the University of Illinois recently launched a new series called Understanding Inclusion. The Understanding Inclusion series contains 6 topics that explore key ideas about inclusion in early childhood. Developed for families with family input, it is just as meaningful and useful for practitioners working with families who have children from birth to 5. In each module topic, a topic guide is available for reflecting and applying what...
Description: This article provides information on the importance of inclusion and how the Pyramid Model might be used in statewide initiatives to increase the use of inclusive practices. Page 4 includes resources and tools related to inclusion.
Description: This page provides resources and materials that include web-based learning opportunities and evidence-based instructional strategies. The goal of the center is to increase the competence, confidence and effectiveness of personnel in Head Start programs to include children with disabilities.
Description: The Advancing Effective Interactions and Instruction (AEII) initiative is all about helping education leaders make data-driven decisions that support teachers and provide high-quality learning experiences for children in Virginia’s early childhood classrooms.
Description: These documents support inclusion in early childhood by demonstrating the benefits to various groups, including children with disabilities, children without disabilities, families, direct service staff, and adminstrators.
Description: DEC offers this resource to those who are planning for or view themselves as stakeholders to decisions on spending the early childhood IDEA funds included in the American Rescue Plan Act (ARP). This document was developed by the DEC Policy Advocacy Committee. DEC will provide additional updates on ARP as more information becomes available.
Description: This article provides a brief overview of evidence-based UDL practices, with a specific focus on the use of engagement strategies for young children.
Description: UDL offers a framework that integrates what we know about the learning brain to inform the design of environments that support all learners. Discover the connections between UDL and the brain in this article.
Description: This page contains previous years, as well as the most recent data, on Indicator 6: Least Restrictive Environment. It is updated on an annual basis.
Description: This chapter from the DEC Recommended Practices Monograph on Environments describes how to promote access and participation by using universal design strategies and making individualized modifications.
Description: This checklist ensures that Early Childhood programs design environments to be responsive to all children’s needs and provide opportunities for growth and development. Equipment, materials, and tools must be selected that are useful to a wide range of abilities and interests, and caters to an ever-diversifying population of children.
Description: This clearly written article provides a great introduction to what UDL is and how it works. It can be a good way to start learning about UDL for teachers and families.
Description: Laura Taylor has been teaching Kindergarten for ages. When she first learned about UDL, she was skeptical that it was anything different than good teaching. Once she dug in, though, she realized she could reach her students in ways she never had before. Listen to the examples of how UDL enabled her to engage her students in new ways and to offer them choices for showing what they know and can do.
Description: The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure...
Description: This document is Virginia's new set of comprehensive early learning and development standards for young children, birth to age five. The new standards focus on five Areas of Development: Approaches to Play and Learning; Social and Emotional Development; Communication, Language, and Literacy Development; Health and Physical Development and Cognitive Development. All birth to five programs are expected to implement the new standards by Fall 2021.
Description: The STEMIE Center recently released three videos on why inclusion is important. Below is the three part series links and the corresponding description. For access to the transcript, watch the video through YouTube.
Description: Included here are guidance, considerations, and resources for state staff and local practitioners who are determining Preschool Special Education eligibility remotely, due in part to COVID-19. To accomplish this, many states are now exploring a variety of approaches such as teleconference, videoconference, and sharing information and video synchronously and asynchronously. Effective state policies, procedures, and practices are important to appropriately identify children eligible for Part B...
Description: Questions and Answers for Educational Environments and Children Birth-Five (Word) – This instructional document provides answers to frequently asked questions regarding Indicator 6. It is designed to assist Local Education Agency personnel in accurately collecting and reporting Indicator 6 data.