Resource List on Inclusion

Atmakur, Sruthi. (N.D.). UNICEF. The State of the World’s Children 2013: Children with Disabilities. Focus: Playgrounds of Inclusion. Retrieved from http://www.unicef.org/sowc2013/focus_playgrounds_of_inclusion.html

This UNICEF webpage explores the challenges faced by many children with disabilities when using non-accessible play spaces. The importance of inclusive play spaces is discussed and ideas on how to make all play spaces accessible are shared.

Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Retrieved from http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/Prmtg_Pos_Outcomes_Companion_Paper.pdf (PDF)

This paper is an extension to the 2003 joint position statement, Early Childhood Curriculum, Assessment, and Program Evaluation—Building an Effective, Accountable System in Programs for Children Birth Through Age 8. It provides key recommendations concerning curriculum design and implementation that supports all children, assessment tools and procedures, and how to assess the effectiveness of early childhood programs. Each topic area includes sections pertaining to key recommendations, indicators of effectiveness and frequently asked questions.

Division for Early Childhood, & National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf (summary version) (PDF) http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf (full version) (PDF)

This position statement provides a common definition of early childhood inclusion and details the important components of equal access to programming, meaningful participation in activities, and the use of appropriate supports within inclusive programs.

IRIS Center. (n.d.). Star Legacy Modules. Effective school practices: Promoting collaboration and monitoring students’ academic achievement. Retrieved from http://iris.peabody.vanderbilt.edu/esp/chalcycle.htm

This learning module presents the challenges faced by schools as they are required by law to improve the standardized tests scores of all children, including those with disabilities. Using Wilbur Middle School as a case study, strategies to improve assessments are highlighted and the importance of collaboration between various stakeholders is demonstrated.

IRIS Center. (n.d.). Star Legacy Modules. Universal design for learning: Creating a learning environment that challenges and engages all students. Retrieved from http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm

This learning module presents the challenges faced by schools as they address the needs of an increasingly diverse student body that includes students with disabilities, students that are struggling academically, students who are not challenged and students who are hard to engage. Using Wilbur Middle School as a case study, strategies are shared on how to implement the Universal Design for Learning (UDL) in order to create a classroom environment that addresses all of these needs.

McWilliam, R.A., & Casey, A.M. (2007). Engagement of every child in the preschool classroom. Baltimore, MD: Paul H. Brookes. Available from http://products.brookespublishing.com/Engagement-of-Every-Child-in-the-Preschool-Classroom-P205.aspx

This 192-page book focuses on ways to increase the classroom engagement of preschool children. Strategies discussed include modifying the classroom environment, developing student supports, and monitoring functional goals. Particular attention is given to improving student engagement throughout the classroom as well as ways to increase the engagement of individual children. Ways to measure and record engagement are also provided.

Milbourne, S.A. & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs. Thomas Jefferson University. Available from http://www.naeyc.org/store/node/666

Kit provides a CD with presentations and handouts as well as an interactive booklet about creating adaptations to daily activities and routines for preschool children. The goal of the material is to promote a child’s full participation in early childhood settings.

National Association for the Education of Young Children. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf (PDF)

This position statement provides an evaluation of, recommendations for, and additional resources to the 2003 Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). Information focusing on curriculum, assessment, and program evaluation is put into a historical context and recommendations are provided for each area.

Nemeth, K.N. (2009). Many languages, one classroom: Teaching dual and English language learners. Silver Springs: Gryphon House. Available from http://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=14399

This 96-page book provides teachers with ideas on how to address the needs of English language learners in the preschool classroom. Based on the latest research and developmentally appropriate practices, the author provides numerous strategies to support literacy and language development in the preschool classroom.

Sahlin, Erik. (2012). No Camels – Israeli Innovative News. Friendship Park: A playground for children with disabilities. Available from http://nocamels.com/2012/02/friendship-park-a-playground-for-children-with-disabilities/

This Israeli news site highlights a park that is designed to be accessible and foster interactions between kids with and without disabilities. A video and accompanying article are available.

Shane’s Inspiration. (2013). Shane’s Inspiration. Available from http://www.shanesinspiration.org

This websites shares information on inclusive playgrounds in California built in memory of a child with Spinal Muscular Atrophy. The site discusses the importance of barrier free parks and includes suggestions and supports on how to build inclusive parks.

STARnet Northwest Region I and Central Region III: Center for Best Practices in Early Childhood Education. (2007, February 22). Apples Video Magazine. Tools of inclusion: Assistive technology for young children [Video file]. Retrieved from http://www.wiu.edu/users/starnetv/mov/apples02222007b.mov

A 30-minute video that explains what assistive technology is; discusses the concept of universal design within the preschool classroom providing specific information for creating inclusive reading centers, writing centers, dramatic play centers, science centers, and computer centers. Ends with a discussion of the Illinois Assistive Technology Project which helps parents think about funding issues, how to decide what assistive technology is best for their child, and how to use assistive technology as a tool for inclusion.

STARnet Northwest Region I and Central Region III: Center for Best Practices in Early Childhood Education. (2010, February 18). Apples Video Magazine. Paraeducators at work [Video file]. Retrieved from http://www.wiu.edu/users/starnetv/mov/apples02182010b.mov

This 30-minute video provides supports to paraeducators through discussions about the role and responsibilities of a paraeducator in the classroom. Information is shared about how to better support students in the classroom including specific techniques surrounding communication and collaboration within the classroom, ways paraprofessionals support the instruction of students, and suggestions on how to prompt students for desired outcomes. Handouts for this presentation are available at:http://www.wiu.edu/starnet/newsite/pdf/handouts/168handouts.pdf (PDF)

Winton, P.J., Buysse, V., Turnbull, A., Rous, B. and Hoolingsworth, H. (2010). CONNECT Module 1: Embedded interventions. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge.. Retrieved from http://community.fpg.unc.edu/connect-modules/learners/module-1

This web-based training module provides information about how to use embedded interventions to support children in inclusive settings. Learn more about what inclusive settings look like and how embedded interventions help children succeed in this environment. Participants using the module will work through a case study to fully understand these concepts.

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