We may not be able to control the spread of the virus, the changing mandates, or the inequities and social justice issues intensified by the pandemic, but we can control how much our children feel loved by us.
Partnering with families is key to developmentally appropriate practice, with two-way, respectful, and collaborative communication at the heart of the partnerships between families of children with ASD and schools.
Melissa A. Sreckovic Tia R. Schultz Christine K. Kenney Kelly Crenshaw
When planned, implemented, and individualized to meet children’s strengths and needs, inclusive practices can lead to positive outcomes for all children in the form of increased access, membership, participation, friendships, and support.
To create inclusive environments for every young child, early childhood educators must intentionally design and adapt the learning environment based on children’s diverse and unique assets, strengths, abilities, and needs.
Alissa Rausch Jaclyn Joseph Phillip S. Strain Elizabeth A. Steed
To be effective, individualized teaching includes a child’s entire educational team—teachers, specialists, and other professionals who collect assessment information, identify learning outcomes, use instructional strategies, and monitor progress.
Christan G. Coogle Emily R. Lakey Jennifer R. Ottley Jennifer A. Brown Mollie K. Romano
Individuality and Inclusive Practices for Early Childhood
This cluster of Young Children articles takes up that call by digging deeper into the core consideration of individuality and guidelines related to inclusion and offering in-depth descriptions of approaches to meet each child where they are.