Curriculum

The curriculum provides guidance on how to help parents and families support their child with a disability, suspected delay, or other special need. Home visitors and families can adapt learning experiences from the curriculum for a child with a disability or other special need. The curriculum includes suggestions for accommodations to the physical home learning environment and adaptations of learning experiences in the curriculum to meet the learning needs and strengths of children with disabilities, suspected delays, or other special needs. The curriculum also provides suggestions for how home visitors can provide resources and referrals to families as needed.

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  • Four star rating graphic Full Evidence
  • Three star rating graphic Moderate Evidence
  • Two star rating graphic Minimal Evidence
  • One star rating graphic No Evidence

Curriculum

Rating

Review

Growing Great Kids™ for Preschoolers

Full Review & Ratings
Two star rating graphicMinimal Evidence

Resources and Referrals: The curriculum offers minimal guidance for home visitors to connect families of a child with a disability, suspected delay, or other special need to resources in the community. Growing Great Families mentions the importance of connecting families with resources in the community, if needed (e.g., Advice for home visitors: "You can best support parents by ... partnering with community-based agencies/early intervention services."). The curriculum does not provide specific guidance for home visitors on how to identify resources or how to support families in a referral process.

Learning Environment: Growing Great Families and the curriculum manual minimally address accessibility of the home environment or learning materials for a child with a disability, suspected delay, or other special need. The module "Unique Needs: Being a Parent of a Child with Special Needs" offers general suggestions for parents and mentions the importance of making a "home environment safe and developmentally rich" for children with unique needs.

Parenting Practices and Interventions: The curriculum offers minimal guidance in Growing Great Families and the curriculum manual on adapting routines and learning experiences for a child with a disability, suspected delay, or other special need. The modules "Unique Needs: Being a Parent of a Child with Special Needs" and "Including Children with Special Needs" briefly mention the importance of adapting activities in the curriculum (e.g., "We can find and adapt activities that your child's care team feels are important.") and provide one example. However, the suggestions are limited and contained only in these two modules.

Growing Great Kids™: Prenatal–36 Months

Full Review & Ratings
Two star rating graphicMinimal Evidence

Resources and Referrals: The curriculum offers minimal support for home visitors to connect families of a child with a disability, suspected delay, or other special need to resources in the community. In a few places in Growing Great Families, the curriculum mentions the importance of connecting families with resources in the community if needed (e.g., Advice for home visitors: "You can best support parents by ... partnering with community-based agencies/early intervention services."). However, it does not provide specific guidance for home visitors on how to identify resources or how to support families in a referral process.

Learning Environment: Growing Great Families very minimally addresses accessibility of the home environment or learning materials for a child with a disability, suspected delay, or other special need. The module "Unique Needs: Being a Parent of a Child with Special Needs" offers general suggestions for parents and mentions the importance of making a "home environment safe and developmentally rich" for children with unique needs.

Parenting Practices and Interventions: The curriculum offers minimal guidance in Growing Great Families on adapting routines and learning experiences for a child with a disability, suspected delay, or other special need. The module "Unique Needs: Being a Parent of a Child with Special Needs" includes a brief mention of the importance of adapting activities in the curriculum. The prompt says, "We can find and adapt activities that your child's care team feels are important," and provides one example. However, the information provided is vague and contained in the one section of the curriculum. Throughout the manuals, there is no information included on how specific activities can be adapted for a child with a disability, suspected delay, or other special need.

Parents as Teachers Foundational Curriculum: Prenatal to 3

Full Review & Ratings
Three star rating graphicModerate Evidence

Resources and Referrals: Parents as Teachers provides specific guidance on referring families with a child with a disability, suspected delay, or other special need to resources in the community. "Difference and Delays in Development" describes the referral process in detail (e.g., gathering observations, screening, referring a child to a health care provider or early intervention system, eligibility for services determined by a "multi-transdisciplinary team"). It also discusses the importance of collaborating with other early intervention professionals if a child has an identified disability.

Learning Environment: The curriculum provides limited guidance on ensuring that the home environment and learning materials are accessible to children with disabilities, suspected delays, or other special needs. "The Benefits of Activity Pages" briefly mentions the importance of appropriate materials for a child with a disability, but no guidance is provided on adapting the home learning environment within this curriculum. The publisher offers a separate curriculum, Interactions Across Abilities: Supporting Families of Children with Special Needs, with more guidance on individualization for children with disabilities, suspected delays, or other special needs.

Parenting Practices and Interventions: Parents as Teachers offers general guidance on how to adapt the curriculum's learning experiences for a child with a disability, suspected delay, or other special need. "Supporting Learning in the Early Years" includes a section called "Adapting Activities" that provides strategies for how families can adapt activities to a child's developmental level (e.g., "parents might demonstrate different ways to do a new skill, offer other materials, or guide their child's hand or body so she feels successful"). However, many of the activities in the curriculum do not include specific adaptations for a child with a disability, suspected delay, or other special need. The publisher offers a separate curriculum, Interactions Across Abilities: Supporting Families of Children with Special Needs, with more guidance on individualization for children with disabilities, suspected delays, or other special needs.

Partners for a Healthy Baby

Full Review & Ratings
One star rating graphicNo Evidence

Resources and Referrals: The "Watch Me Grow!" handouts throughout the curriculum provide brief information on the importance of referring families with a child with a disability, suspected delay, or other special need to resources in the community (e.g., "Be prepared to share information about Part C services with the family."). The curriculum offers minimal guidance on how to identify resources in the community or how to go through a referral process. 

Learning Environment: The curriculum does not address the accessibility of the home environment or learning materials for a child with a disability, suspected delay, or other special need. 

Parenting Practices and Interventions: The curriculum does not address adaptations to routines or learning experiences for a child with a disability, suspected delay, or other special need.