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Showing Results 1 - 35 of 35
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: 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: 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: 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 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: 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: 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: 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: 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: 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: This document offers guidance, suggestions, and resources for sustaining inclusionary practices for students with disabilities through continuous learning opportunities using a virtual platform. It is our intention that this guidance document will help you as you refine and continuously improve existing instructional practices and develop new plans over time, as we navigate through this truly unprecedented time in educating our students with disabilities.
Description: The ICP is a classroom observation measure for assessing the quality of inclusive classroom practices that support the developmental needs of children with disabilities, 2 ½ -5 years of age, in early childhood settings. This training is series of online modules that provide an overview of the ICP provided through the Frank Porter Graham Child Development Institute.
Description: This manual was developed by the Virginia Department of Education and the state system of Training and Technical Assistance Centers to help local school divisions meet federal and state mandates that children with disabilities be educated in the Least Restrictive Environment (LRE). The manual contains 8 modules and extensive resources which provide critical information for understanding, building, supporting, and sustaining inclusive placement opportunities for young children with...
Description: This Information Memorandum (IM) highlights requirements in the Head Start Program Performance Standards (HSPPS) related to the inclusion of children with disabilities and delays. It includes a list of free resources for grantees' use in implementation efforts.
Description: The VCPD Inclusive Practices Task Force has compiled a list of state and national resources in support of inclusive practices for young children birth to age five. The "VCPD Inclusive Practices State and National Resources November 2019" includes awareness and rationale, evaluation of inclusive programs, high quality inclusive practices, and systems level supports. Websites, books, and technical assistance center resources are described. If you cannot locate it through the link below, search for...
Description: Preschool refers to the time before a child is old enough to go to kindergarten or elementary school.  In Virginia, preschoolers who are eligible for special education and related services are entitled to placement in the Least Restrictive Environment (LRE) alongside their peers without disabilities with supplementary aids and services.  Inclusion in early childhood programs is supported through years of research and reinforced by a strong legal foundation and can set a trajectory for...
Description: According to Regulations Governing Special Education Programs for Children  with Disabilities in Virginia, Least Restrictive Environment (LRE) means that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when...
Description: The Communities of Learning (CoL) will deliver targeted technical assistance and professional development to leaders in early childhood education programs. The online CoL will focus on building and maintaining high-quality early childhood inclusive programs. Specifically, participants will: Describe factors that lead to high-quality inclusive preschool programs; Discuss key challenges to implementing inclusive programs; Describe successful division and program strategies, including service...
Description: Virginia Family Special Education Connection provides a one-stop-shop for parents, families and caregivers of children with special needs to: Access local school system contacts and disability services in your community Explore an abundance of resources, including assistive technology and behavioral supports to help your child succeed. Learn about and plan your child's educational program Understand your legal rights and responsibilities POWER (Parent Organizer with Educational Resources)...
Description: FPG's Early Childhood Technical Assistance Center and the National Center on Early Development, Teaching, and Learning partnered to host a 4 part webinar series titled "Partnerships for Inclusion: Ensuring Access to High Quality Evaluations and Services." Webinars include: Webinar #1 Partnerships for Inclusion: Ensuring Access to High Quality Evaluations and Services. Webinar #2 Supporting Participation for All Children: Essential Features of High Quality Inclusion. Webinar #3 Collaboration With...
Description: Many collaborative strategies, sample interagency agreements, planning tools, and funding sources exist to assist states and communities in providing inclusive preschool special education services. Included within the Preschool Inclusion Finance Toolkit 2018 are the following: Early Childhood Programs Comparison Worksheet Determining Costs Inclusive Worksheet Braiding Funds: How Districts Can Create Inclusive Placement Opportunities for Young Children with Disabilities
Description: This webpage hosted by ECTA, provides a variety of webinars on inclusion: Webinar: Preparing a High-Quality Workforce to Support Inclusion in Early Childhood Programs - 2015-2016 Inclusion of Young Children with Disabilities Webinar Series Kickoff: Inclusion in Early Childhood Programs Preschool Inclusion: What's the Evidence, What Gets in the Way, and What do High-Quality Programs Look Like? Early Childhood Inclusion: Implementation of the State Recommendations 2014-2015...
Description: A new technical assistance report, Braiding, Blending, and Layering Funding Sources to Increase Access to Quality Preschool (2017), discusses a number of strategies for braiding, blending or layering various funding sources to provide comprehensive, inclusive early learning programs for young children and their families. It includes interviews with local school district, Head Start, and child care administrators discussing how they are making it work in their programs.
Description: This position statement jointly created by the National Association for the Education of Young Children (NAEYC) and the Division for Early Childood (DEC) of the Council for Exceptional Children (CEC) was published in 2009. It defines early childhood inclusion and clarifies what is meant by access, participation, and supports.  Look for "Inclusion (April 2009) to find the position statement in English and Spanish as well as an executive summary. 
Description: The POWER (Parent Organizer With Educational Resources) web app provides parents and families with online resources to answer questions about child development, disabilities, community services, Special Education, diploma options in Virginia and transition to life after high school.  The questions and potential resources are separated into age levels: Early Childhood, Elementary School, Middle School and High School. This project is a collaborative effort between the Parent Resource...
Description: The Office of Special Education Programs (OSEP) has released a Dear Colleague Letter (DCL) related to Preschool Least Restrictive Environment. The letter reaffirms the position of the U.S. Department of Education (ED or Department) that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to enable them to meet high expectations. The guidance provided in the DCL covers:...
Description: The reauthorization of the Individuals with Disabilities Education Improvement Act, December 3, 2004, (IDEA ’04) and its implementing federal regulations, October 13, 2006, prompted the need to revise Virginia’s special education regulations. These regulations are effective January 25, 2010. 
Description: The Every Student Succeeds Act  of 2015 (ESSA) was signed into law on December 10, 2015. ESSA amends the Elementary and Secondary Education Act and replaces No Child Left Behind. The Board of Education approved its plan to implement ESSA at its July 2017 business meeting. The final version was approved by the U.S. Department of Education in May, 2018.
Description: NPDCI has developed a document, Research Synthesis Points on Quality Inclusive Practices that provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood inclusion. These practices are organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in Early Childhood inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National...
Description: This 3 min video describes inclusion as a basic human right. Speakers focus on the importance of all children, from infancy on through adulthood, being fully included in all aspects of family and community life. This video was developed by VA's Integrated Training Collaborative at the Partnership for People with Disabilities at VCU as a project of the VA SpecialQuest Birth-5 Project.
Description: Welcome to the U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website, which brings together IDEA information and resources from the Department and our grantees. Whether you are a student, parent, educator, service provider, or grantee, you are here because you care about children with disabilities and their families and want to find information and explore resources on infants, toddlers, children, and youth with disabilities.
Description: The National Professional Development Center on Inclusion (NPDCI) is working with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers. The Web site provides resources, training modules, news, and a blog for discussions related to inclusive practices. (Inclusion)