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Including Children with Disabilities in Child Care

Children with physical, developmental, mental, emotional, behavioral, or medical disabilities may require a different level of care than most children their age. Including children with disabilities in an inclusive child care environment provides them with important personal and social experiences. It also allows their peers to benefit through increased social skills and understanding of others. In addition, Federal legislation such as the American with Disabilities Act and the Individuals with Disabilities Education Act requires that children and parents with disabilities must have an equal opportunity to participate in the child care programs and services in the least restrictive environment. The following is a sample of Federal agencies, national organizations, and publications that provide information about strategies for including children with disabilities in child care settings.

Federal Agencies and Federally Funded Projects

  • The Access Board
    The Architectural and Transportation Barriers Compliance Board
    800-872-2253
    Email: info@access-board.gov
    World Wide Web: www.access-board.gov

    The Access Board is an independent Federal agency devoted to ensuring accessibility for people with disabilities. Key responsibilities include developing and maintaining accessibility requirements for the built environment, transit vehicles, telecommunications equipment, and for electronic and information technology; providing technical assistance and training on these guidelines and standards; and enforcing accessibility standards for federally funded facilities.

  • Administration on Developmental Disabilities (ADD)
    U.S. Department of Health and Human Services
    202-690-6590
    World Wide Web: www.acf.hhs.gov/programs/add/index.htm

    ADD ensures that individuals with developmental disabilities and their families participate in the design of and have access to culturally competent services, supports, and other assistance and opportunities that promote independence, productivity, and integration and inclusion into the community.

  • Americans with Disabilities Act (ADA) Home Page
    Civil Rights Division, Disability Rights Section
    U.S. Department of Justice
    800-514-0301
    World Wide Web: www.usdoj.gov/crt/ada/adahom1.htm

    The ADA Home Page contains information about how to comply with ADA. ADA specialists are available to answer questions through a toll-free hotline; Services are also available in Spanish. This Web site contains information about ADA requirements; enforcement procedures and how to file complaints; available technical assistance; settlement information; the ADA Mediation Program; new or proposed regulations; and technical assistance materials.

  • The Center for Early Literacy Learning (CELL)
    World Wide Web: www.earlyliteracylearning.org

    CELL is a research-to-practice technical assistance project funded by the Office of Special Education Programs (OSEP), U.S. Department of Education. The main goal of CELL is to promote the adoption and sustained use of evidence-based early literacy learning practices. CELL targets its services to early childhood intervention practitioners, parents, and other caregivers of young children, birth to5 years of age, who have identified disabilities, developmental delays, and/or are at-risk for poor outcomes.

  • Center for Evidence-Based Practice: Young Children with Challenging Behavior
    813-974-4602
    World Wide Web: http://challengingbehavior.fmhi.usf.edu/index.html

    The Center for Evidence-Based Practice: Young Children with Challenging Behavior raises the awareness and implementation of positive, evidence-based practices, and to build an enhanced database to support those practices. The Center identifies evidence-based practices, develops partnerships with national early childhood organizations, develops materials and implementation strategies for personnel preparation, and implements a national research program to address critical issues for young children and their families affected by challenging behaviors. The Center for Evidence-Based Practice: Young Children with Challenging Behavior is funded by OSEP, U.S. Department of Education.

  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
    877-275-3227
    World Wide Web: www.vanderbilt.edu/csefel/

    CSEFEL is a national center that develops and disseminates evidence-based, user-friendly information to help early childhood educators meet the needs of the growing number of children with challenging behaviors and mental health needs in child care and Head Start programs. It also focuses on promoting the social and emotional development of children as a means of preventing challenging behaviors; collaborates with training/technical assistance (T/TA) providers in the implementation and sustainability of practices at the local level; and engages in a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities. It also provides ongoing identification of training needs and preferred delivery formats of local programs and T/TA providers, and disseminates evidence-based practices. CSEFEL is funded by the Office of Head Start and the Child Care Bureau in the U.S. Department of Health and Human Services.

  • Consortium for Appropriate Dispute Resolution in Special Education (CADRE)
    541-686-5060
    World Wide Web: www.directionservice.org/cadre

    CADRE provides technical assistance to State departments of education about the implementation of the mediation requirements under the Individuals with Disabilities Education Act (IDEA). CADRE also helps parents, educators, and administrators benefit from the full continuum of dispute resolution options. CADRE is funded by OSEP, U.S. Department of Education.

  • Consortium for Children and Youth with Disabilities and Special Health Care Needs
    Georgetown University Center for Child and Human Development
    202-687-8617
    Email: NRRTC@georgetown.edu
    World Wide Web: www3.georgetown.edu/research/gucchd/consortium/

    The Consortium, a national rehabilitation research and training center, works to improve rehabilitation outcomes for children and youth with disabilities and special health care needs by increasing the effectiveness of service systems. It is a partnership among Georgetown University’s Center for Child and Human Development, The Heller School at Brandeis University, the Institute for Child Health Policy at the University of Florida, and Family Voices. The Consortium is funded by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education.

  • Early Childhood Outcomes (ECO) Center
    785-395-0829
    Email: staff@the-ECO-center.org
    World Wide Web: www.fpg.unc.edu/~eco/index.cfm

    The ECO Center promotes the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. These measures can be used in local, State, and national accountability systems. The ECO Center is funded by OSEP, U.S. Department of Education.

  • IDEAdata.org
    World Wide Web: www.ideadata.org

    This Web site presents the most recent state-reported data collected by OSEP, U.S. Department of Education, as required under Section 619 of IDEA.

  • Learn the Signs. Act Early
    National Center on Birth Defects and Developmental Disabilities
    Center for Disease Control and Prevention(CDC)
    World Wide Web in English: www.cdc.gov/ncbddd/autism/actearly/default.htm
    World Wide Web in Spanish: www.cdc.gov/ncbddd/autism/actearly/spanish/default.htm

    Learn the Signs. Act Early has information about childhood milestones, and developmental screening and disabilities, including autism. An interactive tool allows parents to view how a developmental milestone category (social and emotional, cognitive, or language) changes as a child grows.

  • The National Professional Development Center on Inclusion (NPDCI)
    World Wide Web: www.fpg.unc.edu/~npdci/

    NPDCI is working with States to create a system of high-quality, cross-agency, accessible professional development for early childhood personnel. While NPDCI will serve as a resource to all States, the center will select 8 states for more intense collaboration. NPDCI is funded by the Office of Special Education and Rehabilitative Services, U.S. Department of Education.

  • The Regional Resource and Federal Centers (RRFC) Network
    World Wide Web: www.rrfcnetwork.org/

    The RRFC Network is made up of the six Regional Resource Centers for Special Education (RRC) and the Federal Resource Center (FRC). The six RRCs and the FRC assist State education agencies in the systemic improvement of education programs, practices, and policies that affect children and youth with disabilities. These centers offer consultation, information services, technical assistance, training, and product development. The six RRCs and the FRC are funded by OSEP, U.S. Department of Education.

  • The Research and Training Center on Early Childhood Development (RTC)
    828-255-0470
    Email: tmasiello@puckett.org
    World Wide Web: http://researchtopractice.info

    RTC implements a coordinated and advanced program of applied research about knowledge and practice that improves interventions associated with the healthy mental, behavioral, communication, preliteracy, social-emotional, and interpersonal development of infants, toddlers, and preschoolers with or at risk for developmental disabilities. The RTC is an initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute. It is funded by the Research-to-Practice Division, OSEP, U.S. Department of Education.

National and State Organizations for Policy-makers and Practitioners

  • Child Care Law Center (CCLC)
    415-394-7144
    Email: info@childcarelaw.org
    World Wide Web: www.childcarelaw.org

    CCLC is a national nonprofit legal services organization. Its primary objective is to use legal tools to foster the development of high-quality, affordable child care. One of the key issues CCLC addresses is children with disabilities. Additional information is available on the Web at www.childcarelaw.org/pubs-issue.shtml#disabilities.

  • Child Care Plus+: The Center on Inclusion in Early Childhood
    The University of Montana Rural Institute
    800-235-4122 or 406-243-6355
    World Wide Web: www.ccplus.org

    Child Care Plus+ offers support and resources for inclusion of young children with disabilities in early childhood programs. The organization also offers products, technical assistance and outreach, and in-service training about inclusion for early childhood providers in their local areas. Tip sheets about topics related to inclusion are available on the Web at www.ccplus.org/TipSheet.html.

  • Circle of Inclusion
    University of Kansas
    Department of Special Education
    785-864-0685
    World Wide Web: http://circleofinclusion.org/

    The Circle of Inclusion offers information about the effective practices of inclusive educational programs for children from birth through age 8. Information about models of successful inclusive programs is available on the Web at http://circleofinclusion.org/english/models/index.html.

  • Council for Exceptional Children (CEC)
    800-224-6830
    World Wide Web: www.cec.sped.org

    CEC is a membership organization dedicated to improving educational outcomes for exceptional individuals. The Division for Early Childhood (DEC) of CEC is a nonprofit organization advocating for individuals who work with or on behalf of children with special needs, birth through age 8, and their families. Children with special needs include those who have disabilities, developmental delays, are gifted/talented, and/or are at risk for future developmental problems. The DEC homepage includes an index for The Journal of Early Intervention and Young Exceptional Children. It also includes information ABOUT publications, position statements, and conferences. For additional information, call DEC at 406-543-0872 or visit the Web at www.dec-sped.org/.

  • National Early Childhood Technical Assistance Center (NECTAC)
    919-962-2001
    Email: nectac@unc.edu
    World Wide Web: www.nectac.org/

    NECTAC is a national technical assistance effort that supports programs for young children with special needs and their families under IDEA. NECTAC also provides services to selected model early childhood projects sponsored by OSEP, U.S. Department of Education. It also provides services to state-level technical assistance agencies and others working to improve services for young children with special needs and their families.

    The Keys to Natural Environments and Inclusion Web site, sponsored by NECTAC, is designed for the administrators of State agencies responsible for services to young children and their families, including child care, Head Start, education, and early intervention services. This Web site is available at www.nectac.org/topics/inclusion/default.asp.

  • National Early Childhood Transition Center (NECTC)
    World Wide Web: www.ihdi.uky.edu/NECTC/

    NECTC’s mission is to examine factors that promote successful transitions between infant/toddler programs, preschool programs, and public school programs for young children with disabilities and their families. Its primary objective is to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities. Information is available in English and Spanish. Information about issues related to IDEA and early childhood transition is available on the Web at www.ihdi.uky.edu/nectc/idea04.aspx.

  • Recognition & Response
    World Wide Web: www.RecognitionandResponse.org

    The Recognition & Response site offers information and resources to help early educators and parents recognize and respond as early as possible to the needs of young children (3 to 5 years old) who show signs that they may not be learning in an expected manner and may be at risk for learning disabilities.

National Organizations about children with disabilities

  • The Arc
    301-565-3842
    World Wide Web: www.thearc.org

    The Arc has materials about mental retardation and other disabilities, information about where to find help, and other support that may be of interest to parents. The Arc’s Web site includes documents about working with children who have special needs.

  • Easter Seals
    800-221-6827
    World Wide Web: www.easterseals.com

    Easter Seals assists more than one million children and adults with disabilities and their families annually through a nationwide network of more than 450 service sites. Primary Easter Seals services include medical rehabilitation (e.g., early intervention, physical therapy, occupational therapy, and speech and hearing therapy), job training and employment, child care, adult day services, and camping and recreation. Information about Easter Seals child care services is available on the Web at www.easterseals.com/site/PageServer?pagename=ntl_inclusive_child_care&s_esLocation=serv_icc_. Information for parents is available on the Web at www.easterseals.com/site/PageServer?pagename=ntl_early_intervention.

  • Family & Advocates Partnership for Education (FAPE)
    952-838-9000
    Email: fape@fape.org
    World Wide Web: www.fape.org

    FAPE aims to inform and educate families and advocates about IDEA and promising practices. The Web site contains a weekly newsline and IDEA regulations in English and Spanish.

  • Family Village
    Email: familyvillage@waisman.wisc.edu
    World Wide Web: www.familyvillage.wisc.edu/index.htmlx

    The Family Village integrates information, resources, and communication opportunities on the Internet for people with cognitive and other disabilities, their families, and those who provide services and support. It provides informational resources about specific diagnoses, communication connections, adaptive products and technology, adaptive recreational activities, education, health issues, and disability-related media and literature.

  • National Center for Learning Disabilities (NCLD)
    888-575-7373 or 212-545-7510
    World Wide Web: www.ld.org

    NCLD provides leadership in support of children and adults with learning disabilities by offering information, resources, and referral services; developing and supporting innovative educational programs; promoting public awareness; and advocating for more effective policies and legislation to help individuals with learning disabilities.

  • National Dissemination Center for Children with Disabilities
    formerly the National Information Center for Children and Youth with Disabilities (NICHCY)
    800-695-0285
    Email: nichcy@aed.org
    World Wide Web: www.nichcy.org

    The National Dissemination Center provides information and referral services for children and youth with special needs. Services are provided to families, caregivers, professionals, and others for the purpose of improving the educational outcomes of all children and youth. The organization has links to resources in each State as well as a national information line and an Internet site for information exchange.

  • National Network for Child Care (NNCC)
    World Wide Web: www.nncc.org

    NNCC is supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, and the Cooperative Extension System’s Children, Youth, and Family Network. Articles, research summaries, and related links on children with special needs are available on the Web at the NNCC web site.

  • Schwab Foundation for Learning
    650-655-2410
    World Wide Web: www.schwablearning.org/

    Schwab Learning is dedicated to helping kids with learning differences be successful in learning and life. It provides support, resources, publications, and information free of charge to children and to parents of children with learning differences.

Additional Resource for Professionals and Parents

  • Child care resource and referral (CCR&R) agencies are community agencies that can help parents choose high-quality child care that serves their individual needs and meets local regulations and standards. They can help parents find child care services for children who have special needs. CCR&R agencies also provide ongoing professional development opportunities to child care providers and staff. To find a local CCR&R, call Child Care Aware at 800-424-2246 or visit the Web at http://childcareaware.org/.

Canadian Organization

  • SpeciaLink, the National Centre for Child Care Inclusion
    Email: info@specialinkcanada.org
    World Wide Web: www.specialinkcanada.org

    SpeciaLink is a clearinghouse and virtual resource and research center that provides researchers, policy-makers, parents, early childhood educators, and directors with promising t inclusive practices in Canadian child care. It provides personalized responses to specific questions, referrals and links to other organizations, and technical assistance about curriculum development and program evaluation.

Publications for Policy-makers

  • Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities: Research Synthesis and Recommendations (May 2006), by Mary Ruth Coleman, Virginia Buysse, and Jennifer Neitzel, Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill, describes what is known about the Recognition and Response early intervention system and makes recommendations to policy-makers. Recognition and Response is an emerging early childhood practice designed to help parents and teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or 4 years. This resource is available on the Web at www.fpg.unc.edu/~randr/pdfs/2006FPGSynthesis_RecognitionAndResponse.pdf.
  • Selected Resources on Financing Early Childhood Systems to Support Inclusive Options for Young Children with Disabilities (December 2005), compiled by Kathy Whaley, Susan Goode, and Shelley deFosset, published by the NECTAC Clearinghouse on Early Intervention and Early Childhood Special Education, lists information about special projects, national organizations and centers, and publications with information about financing to support inclusion of young children with disabilities in early care and education programs. This resource is available on the Web at www.nectac.org/~pdfs/pubs/financemini.pdf.
  • Section 619 Profile, 13th Edition (2005), by Joan Danaher, Robert Kraus, Caroline Armijo, and Cherie Hipps, for NECTAC, updates information about State policies, programs, and practices under the Preschool Grants Program (Section 619 of Part B) of the Individuals with Disabilities Education Act (IDEA). The coordinators of State and jurisdictional Section 619 programs supplied updates on the following content areas: program administration, funding, and education reform; interagency coordination; personnel; transition; programming; accreditation and monitoring; performance outcomes; individualized education program, individualized family service plan, and family centered services; eligibility classification and criteria; prekindergarten initiatives and initiatives for special populations; State child count data for 1986–2005; State preschool program data; and contact information for State and jurisdictional program coordination. This resource is available on the Web at http://nectac.org/~pdfs/sec619_2005.pdf.
  • “Opening Doors to Inclusion in Childcare Centers: Lessons from Directors and Staff” (2004), in The 16th Annual Research Conference Proceedings: A System of Care for Children’s Mental Health: Expanding the Research Base, eds. Jennifer R. Bradley, Eileen M. Brennan, and Natalie Cawood, by Connie E. Morrow, April L. Vogel, Amy M. Windham, K. Lori Hanson, and Emmalee S. Bandstra, sponsored by the Research and Training Center for Children’s Mental Health, Louis de la Parte Florida Mental Health Institute, University of South Florida, presents results from the first systematic national study of child care centers. These centers have successfully served families having children with emotional or behavioral disorders in a fully inclusive matter. This resource is available on the Web at www.fmhi.usf.edu/institute/pubs/pdf/cfs/rtc/16thproceedings/16thchap07.htm.
  • Coming Together for Children with Disabilities: State Collaboration to Support Quality, Inclusive Child Care (2003), by Jennifer Mezey, Katherine Beh Neas, and Kate Irish, for the Center for Law and Social Policy (CLASP) and Easter Seals, discusses challenges low-income families with children with disabilities have in finding high-quality, appropriate child care for their children; presents the findings of a survey of administrators of State child care and IDEA programs; explains the importance of collaboration among these programs; and suggests policy recommendations for Federal and State governments. The resource is available on the Web at www.clasp.org/publications/ccdf_idea_rpt.pdf.1. CLASP Policy Brief No. 4, which discusses this resource, is available on the Web at www.clasp.org/publications/ccdf_idea_brf.pdf.
  • Preparing for Success: How Head Start Helps Children with Disabilities and Their Families (2003), by Jennifer Mezey, and Katherine Beh Neas, published by CLASP, provides details about the requirements that Head Start grantees must meet to serve children with disabilities and data about how the programs are meeting the requirements. This resource is available on the Web at www.clasp.org/publications/HS_disabilities.pdf.
  • Special Education: Grant Programs Designed to Serve Children Ages 0-5: GAO Report to the Ranking Minority Member, Subcommittee on Oversight of Government Management, Restructuring and the District of Columbia, U.S. Senate Committee on Government Affairs (2002), by the U.S. General Accounting Office [now the U.S. General Accountability Office], examines the overlap among special education grant programs designed to serve children in early childhood education and care. The report GAO-02-394 is available on the Web at www.gao.gov/new.items/d02394.pdf.
  • Issues Brief: Special Needs Rates: Supporting Inclusion of Children with Disabilities in Child Care Programs (February 1999), by Abby Cohen, for the National Child Care Information Center, lays out the most commonly asked questions about the issue of special needs rates, primarily in the context of the Child Care and Development Fund. This resource is available on the Web at http://nccic.acf.hhs.gov/pubs/specneed.html.

Publications for Practitioners

  • Technical Assistance Memo: Moving Toward Americans with Disabilities Act Compliance: A Checklist and Guide for Privately Operated Child Care Program (November 2006), by Abby Cohen, National Child Care information Center (NCCIC), focuses on four major areas in which accommodations may need to be made—admissions; general policies, practices, and procedures; communication methods; and physical accessibility (inside and outside the facility). For each area, the guide identifies areas for review and suggests ways to improve compliance. This resource is available from NCCIC by calling 800-616-2242 or by email at info@nccic.org.
  • Promoting the Inclusion of Infants and Young Children with Disabilities in Child Care: Participant Module: Adaptation & Accommodation (2005), by the Philadelphia Inclusion Network, provides information for child care providers about developing creative and inexpensive adaptations for toys, activities, and learning centers and working on children’s individualized education program and individualized family service plan goals during daily classroom activities. This resource is available on the Web at http://jeffline.jefferson.edu/cfsrp/products/materials/pin/Adaptations_and_Accommodations.pdf.  Additional books in this series are available on the Web at http://jeffline.jefferson.edu/cfsrp/products/materials-pin1.html.
  • 3-4-5 Thrive: A Guide to Providing Educational Opportunities in the Least Restrictive Environment (LRE) for Iowa’s Preschoolers with Disabilities (2004), by the Iowa Department of Education, focuses on IDEA’s definition and implementation of a least restrictive environment and what is needed to ensure that children with disabilities aged 3–5 years flourish in the general education environment. This guide addresses developing sound individualized education programs, seeking appropriate learning environments, obtaining funding, and ensuring implementation. It identifies what the law says, explains what the law intends, and highlights best practices. This resource is available on the Web at www.iowa.gov/educate/index.php?option=com_docman&task=doc_download&gid=1442.
  • Resource Guide: Selected Early Childhood/Early Intervention Training Materials, 12th Edition (2004), eds. Camille Catlett, Pamela J. Winton, and Anna Mitchell, published by the Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill, identifies and describes teaching, training, and staff development materials that are developmentally appropriate, readily available, and inexpensive. Topics and information covered include instructional content, assistive technology, diversity, early care and development, evaluation/assessment, family/professional collaboration, individualized education program and individualized family service plan, inclusion, interagency collaboration, legislation, service coordination, specific populations, State planning and resource development teams, transitions, family participation, and personnel preparation and development. This resource is available on the Web at www.fpg.unc.edu/~scpp/pdfs/rguide.pdf.
  • “Creating an Inclusive Classroom,” (2003), in A World of Difference: Readings on Teaching Young Children in a Diverse Society, ed. Carol Copple, published by the National Association for the Education of Young Children (NAEYC), contains articles about how to address the needs of young children with disabilities. For additional information, call NAEYC at 800-424-2460 or visit the Web at http://sales.naeyc.org/Itemdetail.aspx?Stock_No=261&Category=.
  • Open Hearts, Open Doors: Providing Inclusive Child Care (2003), by the Oregon Inclusive Child Care Project, offers tips and resources to help child care providers care for children with special needs and to comply with ADA. This resource is available in English on the Web at www.ocdd.org/pdfs/openheart_eng.pdf and in Spanish [Corazones Abiertos, Puertas Abiertas: Proporcionando Cuidado de Ninos Inclusivo] at www.ocdd.org/pdfs/2004-OHOD%20_ForWeb.pdf.
  • Questions and Answers About the IDEA and Child Care (2003), by the Child Care Law Center, is available on the Web at www.childcarelaw.org/docs/qanda-ideaandchildcare.pdf.
  • Building Blocks for Teaching Preschoolers with Special Needs (2002), by Susan R. Sandall and Ilene S. Schwartz, published by Paul H. Brookes Publishing Company, describes the Building Blocks model, a set of educational practices that support and enhance the inclusion of young children with disabilities and other special needs in community-based classrooms. Additional information is available on the Web at www.pbrookes.com/store/books/sandall-5761/.
  • Finding Our Way Together: A Resource Guide (2002), by the New Jersey Inclusive Child Care Project, includes resources to support the inclusion of children with special needs in child care centers, family child care settings, and after-school programs. This resource is available on the Web at www.spannj.org/njiccp_resourceguide/.
  • Preschool Inclusion Manual (2002), by Barbara Thompson, Circle of Inclusion, shares strategies for initiating and implementing inclusive programs for young children with disabilities in preschool programs. This resource is available on the Web at http://circleofinclusion.org/english/pim/manual.pdf.
  • Definitions of Protected Groups Under the ADA (July 2002), by Abby Cohen for the National Child Care Information Center, presents commonly asked questions about child care centers and ADA. Topics include coverage, general information, personal services, issues regarding specific disabilities, making child care facilities accessible, tax provisions, the U.S. Department of Justice’s enforcement efforts, and additional resources. The author notes, “Because of the constantly changing nature of the law, please consult with a legal professional to see that the materials remains current when using it as the basis for any legal decision making.” For more information call 800-616-2242, (TTY) 800-516-2242, or visit the Web at http://nccic.acf.hhs.gov.  
  • Widening the Circle: Including Children with Disabilities in Preschool Programs (2002), ed. Samuel L. Odom, published by Teachers College Press, explores the barriers to and influences on inclusive education settings for young children. This information is based on a 5-year research study conducted by the Early Childhood Research Institute on Inclusion and covers individualized instruction, family perceptions of inclusion, and cultural and linguistic diversity. Information about this resource is available on the Web at http://store.tcpress.com/product660.html.
  • Barriers to Inclusive Child Care: Executive Summary of Research Study Findings and Recommendations (2001), by Pam Shaw, Sarita Santos, Abby Cohen, Cheri Araki, Elissa Provance, and Virginia Reynolds, for WestEd Center for Prevention and Early Intervention, identifies barriers to child care for children with disabilities and other special needs, reviews current policies and effective practices for successful inclusion, and develops recommendations to improve both access to and success in child care for children with disabilities and other special needs and their families. This resource is available on the Web at www.wested.org/cs/cpei/print/docs/339.
  • Caring for Children with Chronic Conditions: Training Guides for the Head Start Learning Community (January 2001), by James Brown Associates for the Head Start Information and Publication Center, has information about providing a safe and welcoming place for children with chronic conditions and their families, and creating a framework for individual planning to meet the special health needs of children with chronic conditions. This resource is available on the Web at www.headstartinfo.org/publications/children_cc/ccccont.htm.
  • Early Intervention in Everyday Routines, Activities, and Places: Guidelines for Indiana (2001), by Elizabeth Traub, Michael Conn-Powers, Darla Cohen, and Stephan Viehweg, for the First Steps Early Intervention System, Division of Family and Children, Bureau of Child Development, Indiana Family and Social Services Administration, provides information and guidelines for designing and delivering early intervention services in everyday routines, activities, and places that comprise natural environments. Additional resources and references, as well as policy statements and position papers, are included. This resource is available on the Web at www.in.gov/fssa/first_step/pubs/nebooklet5a.pdf.
  • Understanding Inclusion and the Americans with Disabilities Act (ADA) (2001), by the Florida Children’s Forum, addresses the benefits of inclusive child care, common misconceptions, resources for children with special needs and their families, national organizations, acronyms and abbreviations, a list of medical conditions and disorders, and a dictionary of terms used in special education. This resource is available on the Web at www.centraldirectory.org/uploads/inclusion.pdf.
  • Including Children with Significant Disabilities: Training Guides for the Head Start Learning Community (1998), distributed by the Head Start Information and Publication Center, offers strategies for effectively working with early intervention and other specialized agencies to better reach and serve children and families. This resource is available on the Web at www.headstartinfo.org/pdf/children_significant/childrensignificant.pdf.
  • Translating the IEP into Everyday Practice: Training Guides for the Head Start Learning Community (January 1998), distributed by the Head Start Information and Publication Center, helps staff analyze and adapt classroom routines, activities, and rules to accommodate children with disabilities so they can display their varying abilities alongside their peers. It also explores effective ways to collaborate with families, other specialists, and community agencies. This resource is available on the Web at www.headstartinfo.org/publications/iep/index.htm.
  • Commonly Asked Questions About Child Care and the ADA (October 1997) by the U.S. Department of Justice, Civil Rights Division, Disability Rights Section, is available on the Web at www.usdoj.gov/crt/ada/childq&a.htm.
  • Passages to Inclusion: Creating Systems of Care for All Children: Monograph for State, Territorial and Tribal Care Administrators (1997), by the National Child Care Information Center, presents a synthesis of the solutions and strategies generated during a June 1995 national forum of State, Territorial, and tribal child care administrators on the inclusion of children with disabilities in community-based child care settings. The monograph is organized into sections focused on the five major issue areas discussed at the forum. These are staffing, facilities and environments, administration of inclusive practices, financing, and community resources. This resource is available on the Web at http://nccic.acf.hhs.gov/pubs/passages/index.html.

Publication for Parents

  • Choosing Quality Child Care for a Child with Special Needs (2001), by Child Care Aware, is brochure for parents that describes how to select a high-quality child care program for a child with special needs. It suggests what to look for and ask about when visiting possible child care programs. This brochure is available in English on the Web at www.childcareaware.org/docs/pubs/102e.pdf and in Spanish [Cómo elegir cuidado de niños de alta calidad para un niño con necesidades especiales] at www.childcareaware.org/docs/pubs/102s.pdf.

Updated July 2007