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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.

What's Inside

Articles

Welcome to the World

What Do We Mean by "Early Childhood Inclusion?" Finding a Shared Definition

Improving Relationships Between Families and Practitioners During the Early Years

Additional Resources to Help Families and Practitioners (sidebar)

Quality Inclusive Early Childhood Programs: 10 Things to Look For

A Long and Winding Road: One Family's Journey Through the Educational System

What Does the Research Say About Early Childhood Inclusion? (sidebar)

Supporting Inclusion Through New Approaches to Professional Development

How Inclusion is Benefitting One Child Without Disabilities: Dillon's Story

Teaching Value

Promoting the Social Competence of Young Children With Disabilities

Promising Practices to Support Friendships in Inclusive Classrooms

More Resources on Supporting Relationships (sidebar)

Do You Speak My Language? Culturally and Linguistically Diverse Children in ECSE

Universal Design for Learning: The Building Inclusive Child Care Project

Additional Resources for Creating Inclusive Settings (sidebar)

High-Tech Inclusion in Preschool: The KidSmart Young Explorer Project

More Resources on Technology and Young Children (sidebar)

Faith, Tenderness and the Pyramid: Inclusion at Palma Ceia Presbyterian Preschool

Resources for Preschools and Families (sidebar)

Early Childhood Education in the Wilderness: Minnesota's Invest Early Initiative

Supporting Inclusive Early Childhood Literacy in Colorado: El Grupo de Familias

Integrating Early Intervention Supports in Libraries: Baltimore County, Maryland

Resources Supporting Inclusion in Community and School (sidebar)

Nineteen Years of Inclusion Programming: Coralwood School in Decatur, Georgia

Accommodating All Children in the Early Childhood Classroom

Supporting Healthy Social-Emotional Development: St. Paul's ECSE Program

Sustaining Inclusive Care in Minnesota: The Center for Inclusive Child Care

Publication Information

Managing Editor: Vicki Gaylord

Issue Editors:

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.

For additional copies or information contact:

Institute on Community Integration
University of Minnesota
109 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455
612/624-4512
icipub@umn.edu
http://ici.umn.edu

Impact is available in alternative formats upon request.

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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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