Project PEPI Enhancement Resources
Collaboration | Social Emotional | Families | Specialized Instruction | Oregon Resources | National Resources
Oregon's Quality Rating and Improvement System (QRIS) is a program that raises the quality and consistency of child care and early learning programs across the state. It helps ensure children in QRIS programs are ready for kindergarten by connecting programs and providers with free tools, financial incentives and professional advice that they can put into practice with confidence.
The Central Coordination of Child Care Resource and Referral (CCR&R) provides leadership and technical assistance for 13 CCR&R programs serving all counties in Oregon. Our mission includes supporting families and early childhood child care and education providers in meaningful and responsive ways.
Collaboration Resources
Collaboration Objective 1: Students will have knowledge about inclusion of children with disabilities in early childhood programs.
Research Synthesis Points on Early Childhood Inclusion: National Professional Development Center on Inclusion. The University of North Carolina
DEC/NAEYC Position on Early Childhood Inclusion Full version - Summary
Friendship, Inclusion, and Learning (Runtime: 7:25) Video showing a beautiful friendship that blossomed between two young girls in a preschool classroom. - See more at: The Results Matter Video Library.
Inclusion in Early Childhood Programs. The U.S. Departments of Education and Health and Human Services hosted a February 11th Google Hangout for a discussion about inclusion in early childhood programs and why it matters to states, early childhood programs, families, and young children with and without disabilities.
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs (September 14, 2015), from the U.S. Department of Health and Human Services, U.S. Department of Education.
Collaboration Objective 3: Students will be able to effectively communicate with other service providers using effective problem-solving processes and conflict resolution strategies.
Working on Common Cross-cultural Communication Challenges: by Oregon Public Broadcasting - covers patterns of cultural difference, respecting differences, and guidelines for multicultural collaboration.
Cultural Barriers to Effective Communication, by the University of Colorado.
Collaboration Objective 4: Students will understand the process, roles and responsibilities involved when a child is transitioned from one educational setting to another.
CONNECT Module 2: Transition Learning Objectives This module by Project CONNECTwill explain what is meant by intentional activities to support planning before, during and after the transition, and how to use a decision-making process to help a child and family be prepared for and adjust to a new environment.
Foundations of Transition. This 8-minute video from Project CONNECT provides an overview of the desirable outcomes of transition, research identifying effective transition practices, as well as the legal requirements of early childhood transition (running time: 8 min. 19 sec.)
Collaboration Objective 5: Students will understand ethical practices related to confidential communication about individuals with disabilities.
NAEYC Code of Ethical Conduct and Statement of Commitment (revised 2005)
DEC Code of Ethics (revised 2009)
ODE Procedural Safeguards - English, Spanish, and more languages.
Social Emotional Resources
Social Emotional Objective 1: Students will have knowledge of typical and atypical social and emotional development in young children.
Understanding Temperament in Infants and Toddlers by Lindsey T. Allard and Amy Hunter
Examples of Thomas and Chess's Temperament Dimensions
The Development of Social-Emotional Skills - Promoting Social Emotional Development (Zero to Three)
Research Synthesis on Screening and Assessing Social-Emotional Competence
Social Emotional Objective 2: Students will be able to analyze children's behavior to determine its function.
What is Functional Behavior Assessment (FBA)? by the ASD Toddles Initiative Project, UNC at Chapel Hill.
This learning module includes step-by-step guidance on how to set target behaviors and collect baseline data prior to developing a hypothesis, or best guess, and creating an intervention plan. The module also includes examples of specific strategies for gathering needed information and offers guidance for using data to determine the behavior hypothesis and creating an intervention plan.
Social Emotional Objective 3: Student will have skills to implement child-focused interventions to support the social and emotional development of children of diverse abilities.
Practical Strategies for Teachers/Caregivers - CSEFEL
What Works Training Kits - CSEFEL
Early Childhood Behavior Management: Developing and Teaching Rules - The Iris Center
619 Policy Brief
Social Emotional Objective 4: Student will have knowledge of general principles of
positive behavior supports and intervention strategies for meeting the
individual needs of a child with challenging behaviors.
Response to Intervention and the Pyramid Model by Lise Fox, Judith Carta, Phil Strain, Glen Dunlap, & Mary Louise Hemmeter from TACSEI
Recommended Practices: Identifying and monitoring Outcomes Related to Children's Social-Emotional Development
PBS Teachers Website Resource
Early Childhood PBIS (OSEP Technical Assistance Center on PBIS Website)
Families Resources
Families Objective 1: Students will have knowledge of family centered services.
Beach Center on Disabilities, Foundations for Early Childhood is a searchable database of resources.
Beach Center on Disabilities, Family Research Toolkit containing scales, surveys, checklists, and conversation guides.
Supporting Parent and Caregiver Involvement in Early Literacy Practices with Young Children from Diverse Backgrounds and Abilities Video and presentation materials from the Head Start Center for Inclusion.
Families Objective 3: Students will demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status
and sexual orientation of individuals.
Promoting Cultural & Linguistic Competency Checklist - Georgetown University
Supporting Cultural and Linguistic Diversity in Early Childhood Youtube video.
Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation (Position Paper).
DEC Position Statement:
Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (September, 2010).
Specialized Instruction Resources
Specialized Instruction Objective 1: Students will understand the rationale for and definition of specialized instruction, and have knowledge of disability, IEPs and IFSPs.
IDEA definition of specialized instruction
Pathways.org - Typical/Atypical Development Comparisons - Pathways Videos
Enhancing Recognition of High-Quality,Functional IFSP Outcomes and IEP Goals: A training activity for infant and toddler service providers and ECSE teachers. (NECTAC, 2012)
DEC Recommended Practices 2014: Narrated by Mary McLean, the Chair of the DEC Recommended Practices Commission, this video offers an overview of the new DEC Recommended Practices. Click the play button to find out more. (Time 2:43)
Head Start Center for Inclusion - video inservice. 15 minute video clips of different educational terms and definitions in action, including discrete trial videos, and IEP meeting reenactments.
The ABC’s of IEP by the Head Start Center for Inclusion.
Building the Legacy for Our Youngest Children with Disabilities: A Training Curriculum on IDEA 2004’s Part C from NICHCY.
Here’s a list of the training modules available:
Module 1–Basics of Early Intervention
Module 3–Pre-Referral and Referral Activities new!
Module 4–Screening, Evaluation, and Assessment Procedures new!
Module 5–Procedures for IFSP Development, Review, and Evaluation new!
Module 6–Content of the IFSP new!
Module 8–The Transition Process and Lead Agency Notification
Module 9–Development of the Transition Plan
Module 10–Introduction to Procedural Safeguards new!
Module 12–Access to and Examination of Records new!
Specialized Instruction Objective 2: Students will have knowledge of alterations, modifications and adaptations made to the physical environment to support young children with disabilities.
Examples of Environmental Modifications: In this handout developed by the CONNECT Project, learners will view photo examples of environmental modifications such as changes made to a room setup, modifications made to materials, simplification of activities, and the use of special equipment.
Observation Guide for Initial Class Visit: This handout developed by the CONNECT Project is a guide to assist observers to identify specific ways in which a classroom can be modified to support a child’s engagement and adaptation.
Specialized Instruction Objective 4: Students will be able to use a variety of instructional techniques to support young children with disabilities (embedded instruction, prompts, positive reinforcement, corrective feedback, task analysis, wait time, prompt fading, peer mediated, etc).
Autism Focused Intervention Resources & Modules (AFIRM): to teach the step-by-step process of planning for, using, and monitoring each of several evidence-based practices with learners with autism from birth to age 22.
National Professional Development Center on Autism Spectrum Disorders: Resources and materials that assist teachers and interventionists in implementing evidence-based practices (EBP).
National Consortium On Deaf-Blindness
Oregon Deafblind Project
Tapikeo - App designed to assist with creating social stories
Using Visual Supports with Infants and Toddlers
Individualizing: Just the Right Amount of Help by Susan R. Sandall, PhD, Head Start Center for Inclusion. Includes video, guides and helpful resources.
Embedding Families’ Funds of Knowledge, Daily Routines and Activities into Their Children’s Early Learning Opportunities Across Home and Preschool Contexts Video presentation from the Head Start Center for Inclusion.
Specialized Instruction Objective 5: Students will be able to use assistive technology
and adaptive equipment to support young children with disabilities under
the direction of appropriate professionals and related service
providers.
Examples of Assistive Technology Equipment:
This handout developed by the CONNECT Project is for learners to view examples of different types of assistive technology equipment such as self-help devices, toys and switches and augmentative communication.
AbleData: information about assistive technology products and rehabilitation equipment
Lekotek
Early Childhood Technical Assistance Center (ECTA Center)
Perkins Scout: Emergent Literacy Resources for Braille and Prebraille Skills:
SuperKids Software Review
Specialized Instruction Objective 6: Students will be able to collect meaningful data on child progress and make appropriate programming decisions.
DEC Position Statement on Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice (September, 2010).
Promoting Cultural & Linguistic Competency Checklist – Georgetown University
National Center on Cultural and Linguistic Responsiveness
Oregon Resources
Family and Community Together (FACT) is a family leadership organization for individuals and their families experiencing developmental disabilities, working collaboratively to facilitate positive change in policies, systems and attitudes, through family support, advocacy and partnerships.
The Inclusive Child Care Program supports access to child care and inclusive child care opportunities for children with diverse abilities and needs
The Northwest Down Syndrome Association (NWDSA) seeks to create and nurture a loving and inclusive community celebrating every person with Down syndrome by empowering and supporting families and individuals who have been touched by Down syndrome. We will work to increase education, promote public understanding and acceptance, work toward full inclusion, and defend the civil rights of individuals with Down syndrome.
Oregon Center for Children and Youth with Special Health Needs (OCCYSHN) has a mission to improve the health, development and well-being of children and youth with special health needs and their families.
Oregon Department of Education: As part of supporting this Collaborative, the Oregon Department of Education has provided funding for The Teaching Research Institute to provide training, consultation and technical assistance to Early Childhood Special Education Providers to develop instructional and consultation skills to support quality inclusion.
Oregon Head Start Pre Kindergarten Program (OHS PreK) is a comprehensive child development program for three and four year old children serving Oregon's lowest income children and their families. Programs are located in every county. Federally-funded Head Start and state-funded HS OPK programs have the same performance standards.
My Oregon Registry Online: myORO is a convenient new professional development tool of the Oregon Registry. If you work in Oregon's childhood care and education field, use myORO to track your training and education, help you to plan for future training and education, and customize your professional development experience.
State Interagency Coordinating Council (SICC) was established to ensure interagency coordination and to support the ongoing development of quality statewide services for young children and their families (by authority of IDEA and ORS 343.499). They advise, advocate, and collaborate on state, local and individual levels to maximize each child's unique potential and ability to participate in society.
National Resources
Council of Exceptional Children: The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
Division for Early Childhood (DEC): The Division for Early Childhood is a division of the Council of Exceptional Children (CEC) which promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities.
Division for Early Childhood (DEC) Recommended Practices: The
DEC Recommended Practices were developed to provide guidance to
practitioners and families about the most effective ways to improve the
learning outcomes and promote the development of young children, birth
through age 5, who have or are at-risk for developmental delays or
disabilities.
Expanding Opportunities is a national Interagency Inclusion Initiative supported by The Child Care Bureau, The Office of Head Start, The Administration on Developmental Disabilities and The Office of Special Education Programs (U.S. Department of Education). Oregon, as one of eight participating states, will receive technical assistance on strategic planning focusing on policies and statewide operations to increase inclusive opportunities for young children with disabilities and their families. Technical assistance will be provided to this Collaborative through one on-site support visit and ongoing phone/e-mail support over the next year.
National Association for the Education of Young Children (NAEYC): The NAEYC is a national organization that is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. There is also a state affiliate Oregon Association for the Education of Young Children (OAEYC) and a number of local or regional chapters around the state.
The National Professional Development Center on Inclusion is funded by the Office of Special Education Programs (U.S. Department of Education) to work with states to create a system of high quality, cross-sector professional development for early childhood personnel to support inclusion. Oregon was awarded the opportunity to participate and this Collaborative will be receiving technical assistance from the center over the next 4 years. Technical assistance will be provided through 3-4 onsite support/facilitation visits as well as ongoing phone/e-mail support.
The Early Childhood Technical Assistance Center - Performance Checklists are intended for practitioners (and leaders where noted) to increase their understanding and use of the DEC Recommended Practices and for self-evaluation of one's use of the practices.Resources and Publications:
Framework for Professional Development for Inclusive Early Childhood Education and Care
Guide to Disability Resources on the Internet Disability Resources is a nonprofit organization that provides information about resources for independent living.
Kids Included Together (KIT) Kids Included Together (KIT) specializes in providing best practices training for community?based organizations committed to including children with and without disabilities into their recreational, child development and youth development programs.6
Research Synthesis Points on Early Childhood Inclusion This document is a summary of key conclusions or synthesis points drawn from a review of the literature or research syntheses on early childhood inclusion.
The contents of this website were developed under a grant from the U.S. Department of Education #H325N100017. However, those contents do not necessarily represent the policy of The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Julia Martin Eile.