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Feature Issue on Early Childhood Education and Children with Disabilities
Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota Volume 22 Number 1 Summer/Fall 2009
From the Editors
How can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That's the question posed in this Impact issue. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children – what was helpful, what was not, and lessons learned from the experience. Researchers and practitioners discuss practical strategies for supporting quality early education experiences for young children with disabilities, as well as the necessity and benefits of inclusion for all students. Innovative inclusive early childhood programs from around the country talk about what they're doing and the outcomes. And complementing the stories and strategies are listings of a wide range of resources that may be of use to families and professionals who are parenting or working with young children with disabilities.
Our hope for this issue is that it will be a valued resource for those who are navigating the early childhood years with their children or students, and will support the continuing expansion of quality early childhood programs that bring together children with and without disabilities.
Resources for Preschools and Families (sidebar)
Managing Editor: Vicki Gaylord
Camille Catlett FPG Child Development Institute, University of North Carolina, Chapel Hill
Marty Smith Minnesota Department of Education
Ann Bailey North Central Regional Resource Center, Institute on Community Integration, University of Minnesota
Impact is published by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living and Employment, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0654 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B080005 from the National Institute on Disability and Rehabilitation Research, US Department of Education. Additional support was provided by the North Central Regional Resource Center through Grant #H326R090008 from the Office of Special Education and Rehabilitative Services, US Department of Education.
The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Centers or University. The content does not necessarily represent the policy of the US Department of Education or the US Department of Health and Human Services, and endorsement by the Federal Government should not be assumed.
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Impact is available in alternative formats upon request.
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/221). Citation: Catlett, C., Smith, M. Bailey, A. & Gaylord, V. (Eds.). (Summer/Fall 2009). Impact: Feature Issue on Early Childhood Education and Children with Disabilities, 22(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
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