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.
If you’d like to receive this newsletter, please select the button below. Once on the page, enter your email address and then select "Disabilities Services." You will also be able to subscribe to any other email list to receive periodic news about the Head Start program and early childhood development community.
Hope, efficacy, resilience, and optimism (HERO) are the four critical elements for coping with professional stress and achieving satisfaction, especially in the face of new challenges. Together, they are known as "psychological capital." Psychological capital helps us form positive outlooks and realistic expectations of ourselves. Explore how to nurture each of these elements, reduce stress, increase satisfaction, and feel empowered while tackling new or difficult professional tasks.
Educators can use individualization strategies to make science, technology, engineering, art, and math (STEAM) activities and lessons accessible, engaging, and fun for children with disabilities. When children participate in early science activities, they develop problem-solving skills, positive attitudes about learning, and curiosity about the world around them. Discover strategies for designing inclusive STEAM activities.
Hearing and making music, experimenting with building materials, playing counting games, and participating in hands-on science experiences all promote creativity, spatial awareness, and language skills in young children. Explore strategies for introducing science, technology, engineering, art, and math (STEAM) experiences to all children.
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.
When asked about their greatest need for support, many early childhood educators will refer to addressing behaviors that challenge them. In this issue, explore the use of the intensive individualized interventions in the Pyramid Model's top tier. Children who continue to demonstrate behaviors that challenge adults may benefit from individualized, function-based assessment and intervention.
Some children need extra support to learn these kinds of social and emotional skills. Sometimes these skills become goals in a family's Individualized Family Service Plan (IFSP) or a child's Individualized Education Program (IEP). The Pyramid Model is a framework of evidence-based practices for promoting children's social and emotional development and preventing and addressing behavior that challenges adults.
Sometimes, Head Start educators may find that young children's behaviors feel challenging to address successfully. Staff who experience this may start by understanding that all behavior has meaning and determine what the child is trying to communicate through their behavior. Explore this newsletter to learn how to respond to the behavior and teach new social and emotional skills.
Educators can use a variety of instructional strategies to support positive experiences for children with Autism Spectrum Disorder (ASD). In this newsletter, learn how to match the level of instructional support to the child's needs. It is important that Head Start educators work with the team (e.g., parents, co-educators, education managers, disability services coordinators, and any therapists that work with the child) to identify the child's strengths, interests, and needs.
Infants and toddlers with disabilities need many opportunities to learn and practice new skills. Providing embedded learning opportunities is an effective way to maximize children's learning throughout the day. In this issue, learn how disabilities services coordinators and Early Head Start educators can work together to determine activities and routines that are best suited for embedded learning opportunities.
Topic: Children with Disabilities
National Centers:Early Childhood Development, Teaching and Learning
Audience:Teachers and Caregivers
Last Updated: June 19, 2020