Please click on the core curriculum areas at left to view learning objectives for that domain. Click on specific objective to see related enhancements and resources. Each objective will include a section called 'Suggested Use' which provides suggestions as to where enhancements might be incorporated into existing courses.
Symbols are provided that indicate the type of enhancement.
For additional Resources, see PEPI Resources Page.
Collaboration Objective 1: Students will have knowledge about inclusion of children with disabilities in early childhood programs.
Conceptual View of Inclusion: This PowerPoint presentation with audio gives an overview of inclusion as it relates to early childhood care and education and discusses how programs can merge DAP and EI/ECSE practices to meet the needs of all children in the program. (Birth to age 5)
Foundations of Inclusion Birth to Five. (opens new window) Video overview of inclusion, legal and policy foundations and research, the desired results and defining features. Produced by CONNECT: The Center to Mobilize Early Childhood Knowledge. (11 min. 18 sec.) (Birth to age 5)
We All Belong: Documentary film exploring the issues of belonging and diversity in classrooms. Discusses civil, human, and educational rights and best practices, and the struggles of parents to achieve inclusion for their children.
Suggested Use: Use in courses addressing educational philosophy, overviews of special education and inclusion, and/or historical and legal issues. This might include courses such as Introduction to Early Childhood Education, Exploring Our Views, and Children with Special Needs.
Research Synthesis Points on Early Childhood Inclusion: National Professional Development Center on Inclusion. The University of North Carolina.
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.
Collaboration Objective 2: Students will understand the roles and responsibilities of care and education providers serving children with disabilities including related service providers.
Integrated Delivery of Related Services: PowerPoint presentation which includes a series of video interviews with related service providers describing their roles and responsibilities. Learning objectives include an understanding of inclusion and the roles of related services providers and the EI/ECSE Consultant.
(Birth to age 5)
Suggested Use: It is suggested that this enhancement be used in courses addressing overview information on disabilities, professional roles, and/or educational philosophy.
Collaboration Objective 3: Students will be able to effectively communicate with other service providers using effective problem-solving processes and conflict resolution strategies.
CONNECT MODULE 3: Communication for Collaboration (opens new window),
developed by CONNECT: The Center to Mobilize Early Childhood Knowledge. Specific learning objectives include effective practices for communicating with professionals and families and a decision-making process to select communication practices linked to specific purposes. (Birth to age 5)
Easy and Difficult Communications or The Slippery Egg (opens new window): YouTube video and text guide. The outcome is to give the participants an affective understanding of the need to establish relationships with families and colleagues and practice reciprocal conversations as preparation for discussing difficult topics. (Birth to age 5)
Suggested Use: Suggested for courses such as The Professional in Early Childhood Education, Effective Communication with Families, Family and Community Relation, Interpersonal Skills and Professional Issues in ECE.
Resources: 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
Module 9: Development of the Transition Plan developed by the Center for Parent Information and Resources. Learning objectives include why transition planning is important and how, when and by whom a child's transition plan is developed.
Resources: Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education.
Collaboration Objective 5: Students will understand ethical practices related to confidential communication about individuals with disabilities.
People-First Language (opens new window) YouTube video on the use of people first terminology. This video gives an overview of people first language and examples of how it is used (2.31 minutes).
Suggested Use: This video can be used as an introduction to the concept of people first language.
Ethical Practices and issues related to confidentiality and communication about people with disabilities. This is a self-guided review of Confidential Communications that includes ethical guidelines for both the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC).
(Birth to age 5)
Suggested Use: It is suggested that this enhancement be used in courses addressing overview information on professional roles and/or working with families.
Social-Emotional Objective 1: Students will have knowledge of typical and atypical social and emotional development in young children.
Typical and Atypical Social Development is a Prezi presentation that covers typical social development, when a behavior can be considered a problem, temperament, and atypical behaviors.
Suggested Use: This presentation can be used in Child Development courses and Introduction to Early Childhood Education.
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.
CSEFEL - MODULE 3a - Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior. (opens new window) This module was developed by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), a project out of the Head Start and Child Care Bureau, Administration on Children, Youth and Families, U.S. Department of Health and Human Services. File is large (195 MB) and in a zipped format.
Suggested Use: Although the entire module is very informative, it is suggested that you minimally use:
Module Script sections IV to XVI (beginning page 9)
Presenter Presentation - PowerPoint slides 22 to 84.
Videos - Observation Vignettes 1-6
CSEFEL Training Kit 9: (opens new window) and What Works Brief #9: What are Children Trying to Tell Us? Assessing the Function of Their Behavior. CSEFEL training kits include presenter's PowerPoint with note pages, participant handouts, and activity ideas.
Suggested Use: It is suggested that this enhancement be used as a precursor to lessons on developing behavioral interventions.
The Process of Positive Behavior Support (opens new window) PBS Step Three: Functional Behavioral Assessment
This on-line tutorial was developed by the Technical Assistance Center on Social Emotional Intervention for Young Children, a project funded by the US Office of Special Education Programs (OSEP).
Suggested Use: The tutorial is broken down into 6 steps. It is recommended that steps 3 and 4 be used for this learning objective. Resources include forms, information sheets worksheets, websites and references that are related to the activities involved in each step.
What is Functional Behavior Assessment (FBA)? by the ASD Toddles Initiative Project, UNC at Chapel Hill.
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.
CSEFEL Module 2: (opens new window) Social Emotional Teaching Strategies (PowerPoint, handouts, videos and activities. The file is large (639 MB) and is in a zipped format
Suggested Use: This resource addresses intentional teaching of social emotional skills.(friendship skills, emotional literacy, controlling anger, and problem solving).
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. (new window) (11 minute Flash-video). This presentation provides a comprehensive overview of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children.
Suggested Use: Use as a precursor to lessons on developing behavioral interventions. The text transcript and slides can be used to reinforce the presentation during class time.
Practical Strategies for Teaching Social Emotional Skills (new window) Video produced by CSEFEL (24:48 minutes)
Suggested Use: Use in meeting learning objectives related to challenging behavior, the teaching pyramid model, evidence-based strategies for prevention, promotion, and intervention in the area of social and emotional competence, and effective practices to improve social, emotional and behavioral outcomes for young children.
Practical Strategies for Teachers/Caregivers - CSEFEL
What Works Training Kits - CSEFEL
Early Childhood Behavior Management: Developing and Teaching Rules - The Iris Center
619 Policy Brief619 Policy Brief
Social-Emotional Objective 4: Student will have knowledge of principles of positive behavior supports and intervention strategies to meet individual needs of a child with challenging behaviors.
Using a Response to Intervention Framework to Promote Young Children's Social Development: The Teaching Pyramid Model Webinar produced by TACSEI provides an overview of RTI, the Pyramid Model, and using screening and monitoring child progress to make programming changes.
CSEFEL - MODULE 3b: Individualized Intensive Interventions: Developing a Behavior Support Plan (opens new window) (PowerPoint, Module Script and Handouts) The file is large (122 MB) and is in a zipped format
CSEFEL: Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior.
Training Kit 10: Presenter Notes | Handout PPT | Presenter PPT
What Works Brief #10: PDF (English) | HTML | Handout | PDF (Spanish) | Hoja
Suggested Use: It is suggested that the above enhancements be used in courses such as “observing and Guiding Behavior and “guidance and classroom management”
Response to Intervention and the Pyramid Model Produced by Technical Assistance Center on Social Emotional Intervention for Young Children, 2009.
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 Objective 1: Students will have knowledge of family centered services.
CONNECT MODULE 3: Communication for Collaboration, *(opens new window) developed by CONNECT: The Center to Mobilize Early Childhood Knowledge.
Suggested Use: Specific learning objectives include effective practices for communicating with professionals and families and a decision-making process to select communication practices linked to specific purposes.
Mindful Conversations with Families Self-guided activity to learn listening skills and other collaborative conversation techniques. This guide includes sets of questions that can be used as a guide for your conversations with families.
Family Centered Partnerships Checklist
Checklist that can be used by programs to reflect upon their current practices and policies regarding family centered partnerships and make needed changes.
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 2: Students will plan and conduct collaborative conferences with families as partners.
This module describes evidenced-based practices for developing family-professional partnerships in early care and education programs. The module guides the user through a decision-making process to select partnership-oriented practices linked to (a) developing an initial friendly relationship, (b) making shared decisions, and (c) developing a trusting partnership with families. Approximate Amount of Time to deliver: 3 hours (can be divided into 1 hour sessions).
Partnerships with Families: Inclusion from a Parent's Perspective - YouTube video featuring Angela Jarvis-Holland from the All Born (In) NW Down Syndrome Association, Patricia Blasco, from The Research Institute, and Robyn Lopez Melton from The Research Institute Center on Inclusion.
Suggested Use: It is suggested that these enhancements be used in courses addressing working effectively with families of young children. Courses could include: Introduction to Early Childhood Education, Family and Community Relations, and Contemporary American Families.
Families Objective 3: Students will demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status and sexual orientation of individuals.
Becoming A Culturally Responsive Professional: The ABCs of working successfully with Young Children and Families from Culturally and Linguistically Diverse Backgrounds. PowerPoint presentation along with supporting materials for use in courses addressing working effectively with culturally and linguistically diverse families.
PowerPoint with audio featuring Dr. Martha Villegas-Gutiérrez, a licensed psychologist in the Education Evaluation Center at Western Oregon University, reviews recommended practices for working in a responsive way with preschool children who have special needs and families from culturally and linguistically diverse backgrounds.
Suggested Use: Use in courses addressing working effectively with culturally and linguistically diverse families. Courses include: Introduction to Early Childhood Education, Family and Community Relations, Contemporary American Families, and Multicultural Education.
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
Specialized Instruction Objective 1: Students will have knowledge of disability, IFSPs, IEPs, and Specialized Instruction.
Specialized Instruction 1.2 Overview of Family Guided IFSP Development developed by the Kansas Inservice Training System, Kansas University Center on Developmental Disabilities. PDF document gives an overview of the steps in the IFSP process, a description of roles and responsibilities and relevant definitions.
Suggested Use: This enhancement can be used in courses addressing collaboration and Introduction to Early Childhood Special Education.
Specialized Instruction 1.3 Mini-modules developed by the Center on Inclusion at TRI to provide a basic understanding of the needs of children with disabilities and implications for early childhood settings.
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 Series of training modules by NICHCY.
Specialized Instruction Objective 2: Students will have knowledge of alterations, modifications and adaptations made to the physical environment to support young children with disabilities.
Specialized Instruction 2.1
Head Start Center for Inclusion Module: Curriculum Modifications and Adaptations - Description and photo examples of alterations, modifications and adaptations to the physical environment.
This module is part of a series that has been developed to help Head Start teachers do a more effective job of including young children with disabilities and special needs in preschool classrooms.
Suggested Use: It is suggested that this enhancement be used in courses addressing how students can implement specialized instructional strategies including altering, modifying or adapting the physical environment to support children with disabilities.
Examples of Environmental Modifications: In this handout developed by the CONNECT Project, learners will view photo examples of environmental modifications.
Observation Guide for Initial Class Visit: CONNECT Project 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 3: Students will have an understanding of modifications and adaptations to instructional materials for young children with disabilities as directed by appropriate professionals and related service providers.
Specialized Instruction 3.1
Head Start Center for Inclusion Module: Curriculum Modifications and Adaptations - instructional material modification and adaptations. This module is part of a series that has been developed to help Head Start teachers do a more effective job of including young children with disabilities and special needs in preschool classrooms.
Suggested Use: It is suggested that this enhancement be used in courses addressing how students can implement specialized instructional strategies including modifying or adapting instructional materials.
Specialized Instruction 3.2
Anti-bias Environmental Checklist
Suggested Use: The Anti-bias Environmental Checklist is a tool for practitioners in early childhood settings to determine that the environment is inclusive of all young children. This tool could be used in the following courses: Intro to Early Ed and Family Studies; Multicultural Practices: Exploring our Views; Environments and Curriculum in Early Care and Ed I & 11; Environment for Young Children.
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).
Specialized Instruction 4.1
CONNECT Module 1: Embedded Intervention. (opens new window)
CONNECT Module 1: Embedded Interventions. This module is one of a series of modules developed by as part of the CONNECT Project (The Center to Mobilize Early Childhood Knowledge) at the Frank Porter Graham Child Development Institute, University of North Carolina and the University of Kentucky.
The module includes activities, handouts, video and audio.
Suggested Use: It is suggested that this enhancement be used in courses addressing how students can embed interventions and instruction to support young children with disabilities.
Specialized Instruction 4.2
Head Start Center for Inclusion Module: Embedded Learning Opportunities.
Embedded learning opportunities are used to create teachable moments within ongoing classroom activities, routines, and transitions. Embedded learning opportunities are ways to provide special instruction and support to young children with disabilities during every day learning activities.
Suggested Use: It is suggested that this enhancement be used in courses addressing how students can implement specialized instructional strategies including embedding instruction.
Specialized Instruction 4.3
Head Start Center for Inclusion Module: Curriculum Modifications and Adaptations.
Module covers eight types of modifications and adaptations that can be used inclusive settings: environmental supports, materials modification, simplify the activity, special equipment, peer support, adult support, child preferences, and invisible support. PowerPoint slides are included that show example of the strategies. The module is also available in Spanish. (Time to complete varies from 30 minutes to 2 hours)
Suggested Use: This enhancement can be used in courses such as Introduction to Early Childhood Education, Inclusion of Children with Special Needs, Special Needs and Mainstreaming, and Inclusion in the Classroom. The instructor may choose to use the module as is in totality, or may select to use parts of the module. The instructor may also want to use the module in the classroom or may want to have the students complete the module as part of a homework assignment.
Specialized Instruction 4.4
Head Start Center for Inclusion Module: Planned Instructional Sequence Module. (opens new window)
The Planned Instructional Sequence PINS is a strategy using short teaching interactions to teach a child a specific skill. It is a four step process including;
On completion of the module, learners will be able to:
Specialized Instruction 4.5
This PowerPoint presentation will address the following objectives:
Suggested Use: This enhancement can be used in courses It is suggested that these enhancements be used in courses addressing how students can implement specialized instructional strategies.
Specialized Instruction 4.6
This online module developed by the Autism Focused Intervention Resources and Modules (AFIRM) consists of four lessons addressing basic knowledge about visual supports and applying these supports.
Specialized Instruction 4.7
Peer-Mediated Instruction and Intervention
This online module developed by the Autism Focused Intervention Resources and Modules (AFIRM) guides the learner through four lessons to facilitate basic knowledge about peer-mediated instruction and intervention and applying this knowledge.
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.
Specialized Instruction 5.1
CONNECT Module 5: Assistive Technology developed by CONNECT: The Center to Mobilize Early Childhood Knowledge. The module prepares students to use assistive technology interventions to promote children’s access to and participation in inclusive settings and to 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.
Specialized Instruction 5.2
The Use of Assistive Technology in Early Intervention: The webinar, presented by the Association of University Centers on Disabilities, provides information about how Assistive Technology is used with infants and toddlers in inclusive settings based on research studies done under the auspices of Tots-N-Tech. This webinar also includes information on resources available to help providers or caregivers increase children's learning and participation. There were demonstrations of the Tots-N-Tech web-based Help Desk, the EZ-AT booklet for families, and other related resources.
AbleData: information about assistive technology products and rehabilitation equipment
Early Childhood Technical Assistance Center (ECTA Center)
Perkins Scout: Emergent Literacy Resources for Braille and Prebraille Skills:
SuperKids Software Review
Examples of Assistive Technology Equipment: CONNECT Project examples of types of assistive technology equipment such as self-help devices, toys and switches and augmentative communication.
Specialized Instruction Objective 6:
Students will be able to collect meaningful data on child progress and make appropriate programming decisions.
Specialized Instruction 6.1
Presentation on collecting data and making programming decisions. (This enhancement is currently under development).
Specialized Instruction 6.2
Culturally Responsive Screening and Assessment: tools for working with families. This webinar provides information on evidenced-based practice in screening and assessment that are culturally responsive for all children.
Suggested Use: It is suggested that this enhancement be used in courses addressing working effectively with families of young children. Courses could include: Introduction to Early Childhood Education, Typical and Atypical Development, and Inclusion in the Classroom, and Early Childhood Measurement.
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
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