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The Head Start Disabilities Services Newsletter is produced monthly by the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL). It is dedicated to staff working with young children with disabilities and their families. This page provides current and past issues of the newsletter.
In this issue, find resources staff can use to support preschoolers with disabilities or suspected delays as they transition into kindergarten.
Transitions can be difficult for all children, but may be especially difficult for children with disabilities and their families. Explore resources staff can use to support infants and toddlers with disabilities or suspected delays.
Support for infants and toddlers with disabilities or suspected delays and their families can be provided in many ways. In this issue, learn more about how to support infants and toddlers with disabilities or suspected delays and their families at home and in the classroom.
Ensuring the full and effective participation of children who are dual language learners (DLLs) with disabilities or suspected delays is a critical component of inclusion. In this issue, find resources you can use to support these children at home and in the classroom.
Assistive technology increases children's access to chances for learning and social development. This is particularly important for children with disabilities or suspected delays. In this issue, learn more about using assistive technology for supporting children at home and in the classroom.
Strong staff and family partnerships set the stage for planning and goal setting. In this newsletter issue, learn more about effective strategies for engaging families in setting meaningful goals.
A culture of acceptance is one that welcomes and includes all children. Acceptance goes beyond providing access to an early learning setting. It means being included both physically and socially as a part of the group. A culture of acceptance occurs when each child is accepted and welcomed for who they are.
Collaboration is essential for the growth, success, and inclusion of every child. Learn about strategies for collaboration and explore tips on how to improve communication in support of children and families.
The use of data is critical for serving all children, especially children with disabilities or suspected delays. Data is gathered to monitor and document developmental progress, and is collected through ongoing child assessment. In this issue, learn more about how ongoing assessment data guides decisions related to instructional supports.
Children learn new skills by watching and interacting with other children during play and everyday activities. Peer interactions promote learning and development in language, literacy, and cognition. They also promote motor and social and emotional development. In this issue, learn ways to support and enhance child-to-child interactions at home and in the classroom.
Effective, engaging, and accessible environments have age-appropriate equipment, materials, supplies, and physical spaces. They also include developmentally appropriate schedules, lesson plans, and experiences. All of these materials can be adapted by staff and families to support all children, especially those suspected of or diagnosed with disabilities.
Assessments help to guide the development of goals and to monitor children’s progress. They also help to individualize teaching practices and home visiting strategies, and to measure child outcomes. In this issue, learn more about how to use the assessment process to gather information for making decisions and informing interventions. This is a critical component of services for young children who have or are suspected of developmental delays or disabilities and their families.
Resource Type: Newsletter
Audience: Teachers and Caregivers
Last Updated: September 25, 2018