All children benefit from individualized learning opportunities that intentionally center and include their relevant racial, ethnic, cultural, linguistic, gender and gender expression, and ability identities. However, some children may require more specialized support to access and participate in learning and social experiences and activities. This includes children with identified disabilities or who are at risk for developmental delays. Specialized supports may occur in a variety of ways, such as:
- Specific teaching practices and ways of interacting with children
- Adaptations to daily schedules and the learning environment
- Use of assistive technology (e.g., static or dynamic communication systems, visuals, timers, etc.)
- Other strategies that meet individual children’s need
- Use of multiple modalities to optimize their development and learning
Equity Indicators
To ensure children with disabilities or suspected delays, and children experiencing challenges (e.g., trauma, behavior), receive instruction that is tailored to their needs, it is important to provide them with highly individualized instruction that centers, values, and responds to their cultural, linguistic, and learning needs. This individualized instruction also includes centering the unique lived experiences of Black, Latino, Indigenous, Asian, and other children of color, including those with disabilities and suspected delays.
| Indicators | Examples | HSPPS | MCPs |
|---|---|---|---|
Environments, including all written and verbal language are free from racial, linguistic, gender bias, and microaggressions. Materials in the environment are accessible to children with disabilities. Policies and practices respect family cultural and individual parenting preferences (e.g., feeding practices, toileting). Adult-planned and spontaneous learning experiences, activities, and materials communicate to Black, Latino, Indigenous, Asian, other children of color, and children with disabilities or suspected delays, how their identities are sources of brilliance and joy. Programs incorporate families’ knowledge and expertise into children’s learning experiences. Adult-child interactions, learning experiences, and the environment affirm children’s home language, language style, and expression of culture. | Teachers and family child care (FCC) staff provide visuals, gestures, and objects for children with identified disabilities or suspected delays to enhance their understanding of vocabulary, stories, directions, and basic concepts. Home visitors work with parents to create and use visuals at home. Disability services coordinators and other program staff coordinate services so children who are dual language learners (DLLs) with disabilities or suspected delays receive support to progress bilingually and developmentally. Education staff embed children’s cultural, language, and ability backgrounds in all visuals and communication devices used with the children. Education staff leverage children’s unique learning needs by incorporating multiple modalities (e.g., visual, auditory, objects, etc.) during learning opportunities. Teachers and FCC providers embed highly individualized instruction in learning experiences and daily routines in their group care settings. Home visitors work with parents to embed highly individualized instruction in learning experiences and daily routines at home. Teachers and FCC providers modify the environment, curriculum, and materials to support the learning of children with disabilities or suspected delays. Home visitors work with families to modify home and group socialization spaces and implement children's Individualized Family Service Plans (IFSPs) or Individualized Education Programs (IEPs). Teachers and FCC providers use assistive technology to support the communication and learning of children with disabilities. Home visitors work with parents to create and use assistive technology at home and during group socializations. Education staff use ongoing assessment to identify strengths and areas of growth for children with suspected delays to create individualized plans for instruction. Education staff help families of children with suspected delays understand the process of eligibility, identification, their rights, early intervention, and special education. Education staff help families of children with disabilities understand IEPs and IFSPs and offer information in families’ home language when relevant. | Suspension and expulsion, 45 CFR §1302.17 Teaching and the learning environment, 45 CFR §1302.31(a),(d) Education in home-based programs, 45 CFR §1302.35(b)(4) Full participation in program services and activities, 45 CFR §1302.60 | Child and family-specific cultural knowledge is essential. A first step to culturally sustaining programming is for educators to learn about the cultures of each family enrolled in the program and confront stereotypes. Culture is an asset. Each person’s racial, linguistic, and cultural identity is a strength to be developed and sustained while they acquire the skills they need to function in our diverse society. Dual language instruction supports young learners. Effective programs promote the continued development of languages spoken in the home, while facilitating the acquisition of English. Inclusive systems help adults and children thrive. Including culturally sustaining programming and practices into all systems and services promotes well-being for everyone. |
Resources
- Big 5 for All and Children with Disabilities Who Are DLLs This resource helps education staff create high-quality inclusion environments that promote a sense of belonging for all children.
- Partnering with IDEA Watch this three-part webinar series to learn strategies for Head Start staff to build, support, and maintain collaborative relationships with Individuals with Disabilities Education Act (IDEA) partners, what effective partnership agreements look like and how to create one, and hear from programs that have formed successful collaborative relationships with their IDEA partners.
- IDEA 101: Partnering with Service Providers to Support Effective Inclusion In Head Start programs, children with disabilities and their families have a team of people working with them to support their full access, participation, and learning success. This team empowers families to be advocates and coordinates programming and partnerships to provide each child with a pathway to thrive. IDEA service providers, such as school districts or early intervention, are important partners in this process. This webinar discusses strategies for Head Start staff to build, support, and maintain collaborative relationships with IDEA partners.
- Partnering with IDEA Providers to Support Inclusion: Part 1 Developing and maintaining agreements between Head Start programs and IDEA agencies and service providers leads to productive relationships. This webinar discusses what effective partnership agreements look like and how to create one.
- Partnering with IDEA Providers to Support Inclusion: Part 2 What should ongoing collaboration with IDEA partners look like and what are the roles of each partner in the relationship? Hear from programs that have formed successful collaborative relationships with their IDEA partners and explore the innovative and effective activities these partners are engaging in.
- Inclusive Learning Environments for Infants and Toddlers Learn strategies to modify or enhance the learning environment to ensure full and effective participation for all children, and especially children with suspected delays or identified disabilities.
- Inclusive Learning Environments for Preschoolers Explore ways to create spaces in the home and classroom that support learning and development for all preschoolers. Listen to the presenters talk about the importance of inclusion and belonging in the preschool learning environment.
- Infants and Toddlers with Disabilities This resource collection is focused on understanding and using highly individualized teaching strategies to meet the unique learning needs of infants and toddlers with disabilities.
- Social Stories The Social Story™ is an example of an individualized practice to support a child’s social and emotional learning.
- Individualized Instructional Strategies The six short videos in this series focus on key instructional teaching strategies to use with a child who needs extra help to learn a particular skill or concept.
- Supporting Social and Emotional Learning for Children with Disabilities This webinar explores effective teaching practices to support the social and emotional skills of children with disabilities or suspected delays such as following rules, and routines, and learning how to calm down.
- Preventing Suspension and Expulsion Find effective practices and guidance to support children who may need additional social and emotional development support.
- Why Assistive Technology Matters Learn about the TIKES Project, which helps parents and providers use assistive technology with children and students with disabilities ages birth to 5.
- Examples of Assistive Technology for Young Children Explore examples of assistive technology that can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.
- Early Care and Education Environment Indicators and Elements of High-quality Inclusion The indicators detail the key elements that are necessary for implementing high-quality inclusive practices in early childhood settings. They are designed to assist personnel in providing effective supports and services to young children with disabilities.
- Equity for Children with Disabilities Get to know federal policy recommendations from the Alliance for IDEA Policy Initiative and their national partners to promote equity and inclusion for young children with disabilities and developmental delays throughout the early childhood system.
- Suspension and Expulsion in Early Childhood Use this resource to find ways to reduce or eliminate suspension and expulsion by reducing implicit bias and enhancing the implementation of culturally responsive practices embedded in the Pyramid Model.
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Resource Type: Article
National Centers: Early Childhood Development, Teaching and Learning
Last Updated: May 20, 2024