In the tech world, the phrase “garbage in, garbage out,” is the idea that the quality of output is always determined by the quality of input (Market Business News, 2023). If data is entered incorrectly into a system, the output is unreliable. An example of “garbage” input would be an early childhood special education (ECSE) teacher entering… Read More Three Ways ECSE Leaders Can Improve Data Quality
Small Tweaks to Move Inclusive Mountains in Preschool
Regardless of your position in the decision making hierarchy or efforts to improve inclusion to-date, building the momentum necessary for change can begin with you. Collectively, from the top-down and bottom-up, small tweaks create the enabling context to move Virginia’s preschool inclusion needle in the right direction. The Inclusion Opportunity Jump to: The Placed vs… Read More Small Tweaks to Move Inclusive Mountains in Preschool
Does Your Early Childhood Program Have the Foundation to Implement Inclusive Practices?
As Virginia continues to build a unified early childhood system, additional opportunities exist for children with disabilities to attend regular early childhood classrooms. When building inclusive classrooms, Early Childhood (EC) and Early Childhood Special Education (ECSE) practitioners must combine efforts to provide access, participation, and support to all children. In this context, “support” refers to the system-level… Read More Does Your Early Childhood Program Have the Foundation to Implement Inclusive Practices?
Early Childhood Learning & Knowledge Center
At the Early Childhood Learning and Knowledge Center, the Office of Head Start provides a Series of Simulations for effectively engaging families from the start. The series explores the practice of everyday strategies to develop Positive Goal-Oriented Relationships with a family. These relationships are key to our work with children and families, including the journey… Read More Early Childhood Learning & Knowledge Center
Five Questions to Develop Meaningful IEPs in ECSE
Developing meaningful and high quality IEPs for young children with disabilities requires teams collect data from multiple sources as authentically as possible (using familiar environments, people, and materials). In summarizing this data and developing annual goals, teams should consider how each area of need or skill deficit identified impacts the child’s progress in the general… Read More Five Questions to Develop Meaningful IEPs in ECSE
Lemonade from Non-Standard Lemons: Virtual Administration of Early Childhood Assessments
Many assessment teams and educators have found creative and flexible methods for completing evaluation components virtually. These include adopting new measures that allow for the flexibility required in virtual administration and working collaboratively with Part C programs to share data and observations as children transition between programs. Norm-Referenced Assessment Tools for Children Birth to Age Five Years with… Read More Lemonade from Non-Standard Lemons: Virtual Administration of Early Childhood Assessments
5 Tele-Intervention Tips for Supporting Families of Young Children with Disabilities
Tele-intervention is a new term for many educators. While its use varies across school divisions, the concept and mindset shift required present a unique opportunity. Building relationships with families, by following their lead and offering strategies and support, grows a confidence and competence that will last far beyond the preschool years. Jump to: What is… Read More 5 Tele-Intervention Tips for Supporting Families of Young Children with Disabilities