Resource List on Early Intervention, Early Childhood General and Special Education
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.
Bowman, B.T., Donovan, S. and Burns, M.S. (Eds.). (2000). Eager to learn: Educating our preschoolers (page 235-240). Washington DC: The National Academies. Retrieved from http://www.nap.edu/openbook.php?isbn=0309068363
This report includes a research review and synthesis of the components of appropriate curriculum and assessment.
Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Retrieved September 18, 2011 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 September 12, 2011 from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf (summary version)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.
Gateways to Opportunity: Illinois Professional Development System. (2013). Gateways to opportunity. Retrieved from http://www.ilgateways.com/
The Illinois Gateways to Opportunity website includes links to resources and services provided by Gateways to Opportunity. Resources include Credentials, Professional Development Advisors, Great START, Gateways to Opportunity Registry, the Illinois Trainers Network, and Gateways to Opportunity Scholarship Program
Goode, S., Diefendorf, M., & Colgan, S. (2011, July). The importance of early intervention for infants and toddlers with disabilities and their families. Chapel Hill: National Early Childhood Technical Assistance Center. Retrieved September 17, 2011 from http://www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf (** PDF format)
This fact sheet outlines the importance of and need for early intervention services. Numerous statistics and research-based facts are provided to support the efficacy of early intervention and the increasing need for additional services.
Heartland Community College. (n.d.) Child Development Lab. Retrieved from http://www.heartland.edu/cdl
Webpage for the Heartland Community College Child Development Lab. The lab school works in conjunction with the early childhood program.
Hillman, C.B. (2012). The intangibles in the early childhood classroom. Foundations for Children, March/April 2012. Retrieved from https://ccie-catalog.s3.amazonaws.com/library/5020412.pdf (PDF)
This article from www.ChildCareExchange.com addresses the important overarching goals that teachers have for young children to develop healthy habits and attitudes towards learning and being a part of a learning community.
Illinois Department of Children and Family Services. (2010, December 15). Licensing standards for day care centers. Retrieved from ftp://www.ilga.gov/JCAR/AdminCode/089/08900407sections.html (PDF)
Part 407 of Illinois State law pertaining to the licensing of childcare centers in Illinois provides information on such topics as licensing, staffing, program requirements, health and safety, and facility requirements.
Illinois Department of Children and Family Services. (n.d.). Recognizing and reporting child abuse: Training for mandated reporters. Retrieved from https://www.dcfstraining.org/manrep/index.jsp
This tool allows all mandated reporters in Illinois access to a 60-90 minute self-paced course designed to help them understand their critical role in protecting children by recognizing and reporting child abuse.
Illinois Early Learning Project. (n.d.). Questions: Ask Dr. Katz - Archive Question 5. Retrieved from http://illinoisearlylearning.org/ask-dr-katz/question005.htm
This link from the Illinois Early Learning Project provides access to an archive of previously asked questions about early care and education in general and the Project Approach. Dr. Lilian Katz, a world-renowned expert in the field of early childhood education, responds to the questions.
Illinois State Board of Education. (2013). Illinois Report Card. Retrieved from http://www.illinoisreportcard.com
The Illinois Interactive Report Card web site provides test results and other school improvement information for Illinois schools. The site can be searched for individual schools and districts.
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.
Kindergarten Readiness Assessment Stakeholder Committee. (April 2011). A new beginning: The Illinois kindergarten individual development survey (KIDS). Retrieved from http://www.isbe.state.il.us/earlychi/pdf/kindergarten_survey.pdf (PDF)
This is a report to the Illinois State Board of Education from the Kindergarten Readiness Assessment Stakeholder Committee. It outlines the basis for a new initiative in Illinois to assess kindergarten student's readiness for school.
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.
McWilliam, P.A. (2004). Vanderbilt Home Visit Script. Chattanooga: Siskin Children's Institute. . Retrieved from http://www.siskin.org/downloads/Vanderbilt_Home_Visit_Script.pdf
This resource provides support to professionals who are visiting families in a home-based setting. An interview script is provided that is evidence-based and is focused around five areas of emotional support.
National Association for the Education of Young Children and Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College. (2012). Joint Position Statement on Technology and Interactive Media.. Washington, DC: Author. Retrieved from http://www.naeyc.org/content/technology-and-young-children
This position statement outlines the issues surrounding technology and young children and how to appropriately integrate it into early childhood classrooms. Multiple principles are provided to guide the use of technology with children birth to age 8.
National Association for the Education of Young Children and Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College. (2012). Selected Examples of Effective Classroom Practice Involving Technology Tools and Interactive Media. Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_Examples.pdf (PDF)
This easy to use chart is divided by age groups and provides examples of appropriate uses of technology tools and interactive media for each grouping.
National Association for the Education of Young Children and Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf (PDF)
This 15-page position statement addresses the issues and concerns with using technology and interactive media with young children. The conclusion is made that distinctions need to be made so that usage is limited to intentional use by early childhood educators, within the framework of developmentally appropriate practice.
National Association for the Education of Young Children. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 - Position Statement. Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf
This 32-page position statement summarizes NAEYC's position and provides a clear and useful definition of Developmentally Appropriate Practices.
National Association for the Education of Young Children. (2009). Position Statement on Developmentally Appropriate Practices.Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf(PDF)
This position statement outlines the importance of developmentally appropriate practices in early childhood. First published in 1986 and then periodically revised, this paper provides a framework, based on research, for exemplary practices in early childhood.
National Association for the Education of Young Children. (2009). Where we stand on school readiness. Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf (PDF)
This position statement from NAEYC defines what school readiness is and is not. It also outlines how schools and communities can support school readiness in all children.
National Association for the Education of Young Children. Teaching Young Children. (n.d.). Developmentally Appropriate Practice and Play Video. Washington, DC: Author. Retrieved from www.naeyc.org/store/node/17110
This 12:45 minute video explores how play is a critical element in a child's development. Topics discussed in the video include the characteristics of play and how the teacher can support it.
National Association of Child Care Resource and Referral Agencies. (2006). The after-effects of Hurricane Katrina: Child care providers needed along Gulf Coast so families can return home. ChildCare Aware of America. Retrieved from http://www.naccrra.org/news-room/press-releases/2006/6/the-after-effects-of-hurricane-katrina-child-care-providers-needed-a
This brief press release emphasizes the critical role that child-care plays in family's lives and how much the recovery efforts from Hurricane Katrina depended on the child care industry.
National Association for the Education of Young Children (NAEYC), National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2009). Where We Stand on Curriculum, Assessment, and Program Evaluation.Retrieved from http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf (PDF)
This joint position statement from 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) addresses what and how children should be taught from birth through age 8. It also outlines appropriate assessment practices.
National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2000). STILL unacceptable trends in kindergarten entry and placement: A position statement developed by the National Association of Early Childhood Specialists in State Departments of Education. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Psunacc.pdf (PDF)
This 17-page position statement provides principles for kindergarten entry and placement and calls for equitable and economical public education for all of the nation's kindergarten children.
National Down Syndrome Society. (2012). Down syndrome. Retrieved from http://www.ndss.org/Down-Syndrome/
This web page provides an introduction to Down syndrome and an overview of related facts, myths and truths.
PE Central. (2011). The premier web site for health and physical education. Blacksburg, Virginia: PE Central. Retrieved from http://www.pecentral.org/
This web site provides teachers with developmentally appropriate PE activities for children Pre-K to grade 12. Lesson ideas, bulletin boards, information on best practices and assessment, adaptive PE suggestions, and links to additional websites are included.
Purcell, T. (2007). Differentiating instruction in the preschool classroom: Bridging emergent literacy instruction and developmentally appropriate practice. Retrieved from http://www.stcloudstate.edu/tpi/teachersupport/documents/DifferentiatingInstruction-EarlyChildhood.pdf (PDF)
The article defines differentiated instruction for preschool aged children and clearly explains how the method is based on assessment. The author advocates differentiated instructions specific use in literacy instruction.
National Marfan Foundation. (2012). National Marfan Foundation website. Retrieved from http://www.marfan.org/about/marfan
This webpage provides an introduction to Marfan syndrome and related disorders.
Rous, B. Hallam, R., Turnbull, A., Buysse,V. and Winton, P. (2010).CONNECT Module 2: Transition. 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-2
This web-based training module provides strategies for professionals to help families and children plan for and proceed through the transition from early intervention to early childhood. Information on current research, best practices, and the legal requirements of transition are shared. Participants using the module will work through a case study to fully understand these concepts.
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.
Sandall, S. Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West. Available from http://www.naeyc.org/store/node/682
This 305-page book discusses, in depth, developmentally appropriate practices for children with special needs. Based on research and experience, the authors provide multiple examples and helpful information for professionals, administrators and parents. Also included is a comprehensive annotated bibliography.
Save The Children. (June 2007). Child care: An essential service for disaster recovery. Retrieved from http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/issuebrief3_07.pdf (PDF)
This 4-page article calls for childcare to be identified officially as a critical service during disaster recovery. Goals include available funding during recovery efforts.
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.
Siskin Children's Institute. (2013). Routines-Based Interviews. Retrieved from http://www.siskin.org/www/docs/306/
This brief article explains the purpose and protocol for implementing Routines Based Interviews and addresses research being conducted and needed on the effectiveness of the technique.
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 format)
The Ounce of Prevention Fund. (n.d.). Advocacy and Policy. Advocacy Action Center Ounce of Prevention Fund. Retrieved from http://www.theounce.org/what-we-do/policy-advocacy
This Ounce of Prevention site promotes advocacy for early childhood by explaining state and national issues, keeping legislative information current, and providing contact information for legislators.
UNICEF. (2013). The State of the World's Children 2013: A report about children with disabilities around the world - What needs to happen. . Retrieved from http://www.unicef.org/sowc2013/files/Easy_Read_5_June_SWCR_2013_Amend_1.pdf
This document published by UNICEF is written in a kid-friendly way to share information about children with disabilities, the types of barriers and discrimination they face, and what can be done to improve their lives.
US Consumer Product Safety Commission. (2010). Public playground safety checklist (CPSC Document #327). Retrieved from http://www.cpsc.gov/en/Safety-Education/Safety-Guides/Sports-Fitness-and-Recreation/Playground-Safety/Public-Playground-Safety-Checklist/
This 10-step checklist provides consumers with a way to evaluate the safety of playgrounds.
United States Department of Agriculture. (n.d.). Choose MyPlate. Retrieved from http://www.choosemyplate.gov/index.html
This website provides information on "Choose MyPlate," the U.S. Federal Government's initiative to increase awareness of proper nutrition. Included are public awareness materials, personalized eating plans, weight loss information, details on various food groups and the government's 2010 dietary guidelines for Americans.
University of Illinois College of Education. (2006). Illinois early childhood asset map (IECAM). Retrieved from http://iecam.crc.uiuc.edu/
This website provides comprehensive data on early care and education services in Illinois. Both map and tabular searches can be done for up-to-date demographic information about early childhood programs, state agencies, Head Start, and private sector child care. One link provides snapshots of Illinois counties and provides information about unique characteristics of that area.
Voices for Illinois Children. (2013). Voices for Illinois children. Retrieved from http://www.voices4kids.org/
Website for Voices for Illinois Children, a privately funded advocacy organization working to influence public policy makers by providing information on issues facing children and families
Winton, P., Buysse, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT Module 5: Assistive Technology Interventions [Web-based professional development curriculum]. 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-5
This web-based training provides videos, activities, and narratives about the purpose, use, and potential benefits of using assistive technology for children with disabilities.