This video highlights the Special Quest vision for including infants and toddlers with disabilities and their families in early care and education programs with early intervention and other community supports. Families' and service providers' perspectives on inclusion are discussed.

Reviews the importance of using evidence-based practices to support inclusion; specific instructional practices and strategies for maximizing learning and development for children with or suspected of having a disability; and accessing free professional development resources.

Features an inclusive play group designed so that toddlers with and without disabilities and their families have fun together.

This webinar introduces augmentative and alternative communication systems.

A 3-year-old boy with language delays communicates with his mother about a trip to the grocery store using a voice output device.

Behavior Analyst, Jennifer Rymanowki shares the work she does with child with autism spectrum disorder.

Demonstration of five calming strategies including Five Finger Breathing, Bubble Breathing, Pretend You're a Giraffe, Pretend You're a Tortoise, and Make Lemonade.

The FIT Video Library includes multiple videos that share information with early intervention practitioners and families by providing illustrations of evidence-based and recommended early intervention practices in New Mexico.

Grayson’s parents, Niki, and Matt, describe their experience with mobile coaching from their initial reluctance to their wholehearted acceptance of the approach with their EI provider Jenny. This short video shares their family’s story and focuses on how the pandemic impacted their lives and their supports to their family including Grayson.

This is a series of seven videos for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. These characteristics can be applied to a number of early childhood settings.

This video shows Yvonnie, an early interventionist, using coaching skills to support a mother during an EI visit.

Play in early childhood is an effective way of supporting three core principles that can guide what society needs to do to help children and families thrive. In this video, learn more about how play can foster children’s resilience to hardship, and how the complex interactions involved when children play help build their brains.

This video Illustrates how literacy learning opportunities can be found in everyday places, in everyday activities.

This video describes shared reading, an interactive style of adult-child reading for 4 to 5-year-olds.

This video is part of the following article: Jacobi-Vessels, J. L. (2018). Playing to learn: The essential role of play in early childhood instruction. Imagine (9), 16-21.

Young children develop their social skills through the six stages of play, all of which are important for their development. All of the stages of play involve exploring, being creative, and having fun.

Five different positions for placing a baby on their tummy for interaction and play are shown. The narrator explains the positions and the importance of tummy time for overall development.

The array of resources needed to support the inclusion of a child with a disability is identified. Through the story of Drew's family, viewers also consider the influence of a parent's own disability on the collaborative process of inclusion.

Provides the rationale for inclusion from the perspective of professionals and families. Benefits for the classroom staff and children are discussed.

Preschool Inclusion Success: Illustrates successful inclusion and what is necessary to provide collaborative services to preschoolers with disabilities and their families in early care and education environments.

Preschool Inclusion Success (Option 2): Aspects of the successful inclusion of Samantha in a Head Start preschool classroom are discussed. Her Dad, who speaks Spanish, discusses his goals for Samantha in this inclusive preschool.

Renowned educator and author Vivian Paley explains the importance of supporting the development of children's empathy and sense of justice from their earliest days.

Learn about features of the physical and social classroom environment that maximize young children's engagement and learning.

A deaf 6-year-old girl named Libby lives in a world of silence until a caring teacher gives her the gift of communication.

Video 1 of 2: Lydia Rose's experience illustrates a range of topics including inclusion, collaboration and teamwork between general and special educators, family-centered early intervention in natural environments, coaching, embedded instruction, family leadership, and more.

A teacher combines several embedded interventions into circle time to support Jacob's learning and participation.

The administrator of a childcare program in which Luke, a three year old boy with developmental delays, has recently enrolled, shares her perspective. She discusses her attitudes and challenges to support the use of embedded interventions in the classroom.

Laelia helps her adopted bother, Roland, walk by taking his hand. Both children have Halls Contractures-arthrogryposis multiple congenita.

A classmate, Ava, is paired with Luke to introduce him to a new activity in water play. With the prompting of the teacher, Ava takes Luke’s hand and leads him through the sprinkler. Ava was chosen for this peer support strategy as she is a gentle, easy going classmate and she and Luke get along well.

Jack watches and imitates a classmate making motions during a song. He has the opportunity to play a game with a friend and to work on motor skills throughout the song. Watch how the teacher encourages and facilitates the interaction between these peers.

Austin first uses a communication board posted on the wall to decide what he wants to build. Then his therapist introduces a template to assist in the building process. Later, a peer is enlisted as a helper to create a door for his garage. In just 5 minutes, 3 different embedded interventions were used to help Austin successfully participate in this activity.

Jack, a preschooler, plays a game of red light green light with his classmates. He starts off sitting on his teacher’s lap in the top left of screen, using a voice output switch to lead the game. Then he takes a turn scooting across the floor starting in the lower left of the screen next to the other teacher.

Alisa, a toddler with multiple disabilities has joined a newly inclusive childcare setting. A practitioner helps Jalisa get into her special chair and helps Jalisa use a spoon. Jalisa’s team –Head Start practitioners, therapists, and the family – work together on planning and implementing embedded interventions

A preschool teacher facilitates a game of peek-a-boo between two boys with special needs. She embeds learning by encouraging communication with signs and turn-taking.

Luke demonstrates how he is able to participate in a family trip to the grocery store with using his voice output device. He uses some sign language to communicate, but is unable to learn many signs due to a lack of fine motor skills. This voice output device is able to speak hundreds of words for him that he would otherwise be unable to express. Here he makes requests for different foods, and tells his dad when he is ready to go home.

A teacher reads to a group of children using dialogic reading practices.

A teacher shows how to prepare a book for dialogic reading using the CROWD prompts and sticky notes.

A university instructor shows a class how to read a book to a group of children using the CROWD prompts and dialogic reading practices.

A teacher introduces a book to a group of young children using dialogic reading practices.

A teacher reads to a group of young children using dialogic reading practices.

After finishing a book, a teacher closes the book with some questions for the children to keep them engaged.

A teacher reviews the classroom rules with the children during whole group time.

A teacher reads a book to a group of children to review different types of emotion to enhance their emotional literacy skills.

After seeing some children arguing while putting on a puppet show, a teacher helps children use a technique called the Turtle Technique as a way to calm down and think of a better solution.

A teacher uses a series of picture cards on the wall to help the children solve their conflict in the block area.

A teacher uses an incentive system with a child who needs some additional behavior support.

A teacher works with a small group of children to reinforce the concept of words that rhyme using a rolling ball game.

A teacher uses an embedded learning activity during center time with a small group of children to help them learn to identify letters.

A teacher uses a series of pictures to help scaffold a child’s learning during an activity in the dramatic play area.

A teacher is playing a game of Bingo with some children and encourages the children to help one another.

Michelle, a childcare teacher, shares a dilemma about whether to use tiered instruction to improve children’s academic learning in language and literacy.

A framework for tiered instruction that can be used in early childhood settings is discussed.

This video clip is of a child with disabilities and describes how the adults in his life build positive relationships with him and each other.

This video shows an example of a classroom environment and how it is organized and arranged to help children feel connected and safe.

Emily, a pre-K teacher, shares a dilemma about whether to use tiered instruction to promote children’s social-emotional development and address challenging behaviors.

Often the best peers to provide support are siblings. A sister leads and plays with her brother around a community park.

Adaptations that facilitate children accessing materials and activities within their daily environments are illustrated.

This vignette illustrates how a speech-language pathologist worked with 18- 18-month-old Evan’s family at home and the teacher at childcare to embed his feeding and communication outcomes into daily routines.

Review (1) the importance of knowing about using evidence-based practices that support inclusion; (2) the specific evidence-based practices for enhancing children's interactions with adults and peers; and (3) where to access free professional development resources.

Alia's mother, Phally, describes the challenges and joys of supporting her daughter with an IEP to participate fully in remote and in-class preschool.

Webinar introduces the IEP, discusses the relationship between the IEP and instruction in an inclusive classroom, and describes how the IEP should be used to provide a high quality program for children with disabilities.

High-quality, inclusive, and culturally responsive early childhood environments are crucial to young children's healthy physical and mental development and life-long well-being. The Early Childhood Collaborative Research Centre at Mount Saint Vincent University (MSVU), directed by Dr. Jessie-Lee McIsaac, Tier II Canada Research Chair in Early Childhood: Diversity and Transitions and Assistant Professor in the Faculty of Education, Department of Child and Youth Study at MSVU, whose research focuses on high-quality, inclusive, and culturally responsive early childhood environments.

Describes how to best understand and implement inclusionary practices into the early childhood classroom that will help young children with disabilities participate successfully alongside their peers.

A 2-year-old girl who is deaf loves to chat with anyone. When her neighbors found out, they came together to learn how to communicate with her.

Illustrates a child neighborhood of a child in a wheelchair create an experiences to ensure everyone is included.

Deb Wallenburg, an occupational therapist describes how the field has changed during her 36 years in the profession - moving from self-contained classrooms to inclusive settings. Deb describes her experiences in the inclusive classroom and the hug benefits of inclusion.

Illustrates three boys, one in a wheel chair, and a teacher exploring ramps and wheels.

Explores what underlying mindsets need to be held for high quality of children with disabilities and their families.

Two speech and language pathologists shares their mindset, schedules, and key take always to providing speech and language services in inclusive classrooms.

A short film with an important message: never underestimate the ability of a person or child with a disability.

Illustration of Henry, a preschooler with a physical disability, completely included with his peers.

Ari, a preschooler with Down Syndrome, eats lunch with her friends.

Illustrates an inclusive preschool program - footage of classroom activities and interviews describe the strong collaboration among children, staff, and parents and highlights the benefits of inclusive preschool settings for all involved.

Illustrates how essential early childhood inclusion is for all children, including those who cannot be in close proximity to other children because of health concerns. In this video, Kate Mathany describes how her daughter Getty virtually attends a preschool classroom every day using a VGo.

Two preschool teachers discuss and illustrate the importance of joy for children and teachers and its relationship to early childhood inclusion.

Getty virtually attends kindergarten every day using the VGo. Getty's mother, Kate Mathany, and her teacher, Pinky Ngo, describe and illustrate the importance of having consistent and high expectations for all children, sound communication strategies, and effective parent-teacher collaboration.

This video offers a story of one program that includes a young child named Jalisa in an early care and education setting. The video offers specific examples of how to plan for this inclusion across a variety of roles.

Tyler is a typical high school student who has cerebral palsy and some other challenges. Tyler's mission is to educate the world about Ability Awareness. He believes that what a person can do is much more important than what he or she cannot.

This series shares the experiences of practitioners and families from across the country, illustrating how the fields of early education and early childhood special education are successfully supporting preschoolers and their families during the COVID-19 pandemic.

This video provides a fascinating analogy between inclusion and bowling and describes the importance of designing a curriculum to reach the children that are hardest to reach - those that need more challenge and those that need more support.

Photojournalist Dan Habib, disability-rights advocate, didn't give much thought to disability — until his son Samuel was born with cerebral palsy. Dan explains his family's fight to ensure an inclusive education for Samuel, and how inclusion benefits not just Samuel and those who are included, but all of us.

This mini documentary highlights one school districts vision where early childhood inclusion is the norm in school and community based programs.

Annie Elainey, a woman with an undiagnosed disability, shares her experience of others' conscious and unconscious judgements.

Kate Mathany shares her experiences using technology to make inclusion possible for her daughter Getty and discusses how embracing inclusion can help teachers become better at what they do.

An animated short inspired by a true story about a boy with cerebral palsy who is determined to build friendships.

So many parents ask what inclusion can look like. Liz Plachta, Ruby's mom, decided to take a sneak peek into what a day of inclusion looks like for Ruby. Liz talks with her teachers, principal and therapists and show what an impact-not only her peers have on her- but how much Ruby herself contributes and brings into the classroom…and life!

Reviews the basics of intersectionality.

This podcast explores the four key practices presented in the brief: embracing an asset orientation, promoting multilingual development, providing frequent interaction with complex texts, and teaching foundational literacy skills. These practices are based on recommendations from the National Academies of Science, Engineering, and Medicine report Promoting the Educational Success of Children and Youth Learning English: Promising Futures.

A teacher supports two boys, one with down syndrome, using glue and wooden blocks.

Cody, a preschooler with down syndrome, engages in writing.

Logan, a preschooler with a visual impairment, makes a pattern using a dowel and various wood shapes. He finds the correct shape through touch.

Explore how to use the DLLPA to promote an integrated approach across management systems and program services. It helps Head Start, childcare, and pre-K programs assess systems and services key to improving practices for children who are DLLs and their families. The tool also supports cultural and linguistic responsiveness and family engagement.

An Early ACCESS early interventionist reflects on her participation in the Iowa Distance Mentoring Model, how she made the shift to using a coaching model, and what she likes about using it.

Overview of interactive and dialogic reading in preschool. Reviews research regarding language skills and later reading success and strategies to implement interactive and dialogic read-a-louds.

Describes why everyday transitions can be challenging for young children and provides strategies to use to make them go more smoothly.

Webinar identifies what play is; the importance of play; conceptual foundations of play; evidence-based strategies to improve play in children ages birth to three years; and methods of assessment and progress monitoring of play skills.

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Webinar reviews the six Environment RPs; examples of how the Environment RPs are implemented in early intervention settings; and strategies to implement the Environment RPs as an advocacy tool to influence policies and practices. Physical, social and temporal environmental features are explored.

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Webinar reviews the etiology of cerebral/cortical visual impairment, the preparation of the environment as it relates to learning, and the identification of needed supports.

The shared reading of storybooks, an interactive style of adult-child reading, is portrayed with 2 to 3-year-olds.

Two types of interests are reviewed, personal and situational, which can be used to design meaningful learning experiences.

Grayson’s parents, Niki and Matt, describe their experience with mobile coaching from their initial reluctance to their wholehearted acceptance of the approach with their EI provider Jenny. This video shares their family’s story and focuses on how the pandemic impacted their lives and their supports to their family including Grayson.

This video focuses on the specialized activities and accommodations that can, during normal routines, be provided in inclusive settings to serve an infant or toddler with a significant disability.

An eye-opening analogy on how many view children and how to teach children with disabilities.

A physical therapist implements strategies to develop Jake’s motor skills, particularly his ability to roll, surrounded by his friends.

The importance of making eye contact with babies and suggestions for how to incorporate eye contact into daily life.

Children learn about language and literacy skills through play. While playing they practice putting thoughts into words. The role of pretend, dramatic, and make-believe play in children’s development are illustrated.

Laelia, a young girl born with Halls Contractures-arthrogryposis multiple congenita, shows viewers how she has learned to navigate her surroundings and gain independence.

This video demonstrates how to facilitate an interactive read aloud of a story with children in a face-to-face or distance learning environment. The routine is aligned with evidence-based recommendations from the What Works Clearinghouse Practice Guide Improving Reading Comprehension in Kindergarten Through 3rd Grade and may be especially beneficial for children whose home language is not English. The strategies can also be used with preschoolers.

Gloria Ladson-Billings (PhD Stanford ’84) is the Chair of the Department of Curriculum & Instruction where she holds the Kellner Family Endowed Professorship in Urban Education and is Faculty Affiliate in the Departments of Educational Policy Studies and Afro American Studies at the University of Wisconsin-Madison. She briefly discusses 3 characteristics of teachers successful in working with children who are African American based on her research.

A deaf 6-year-old girl named Libby lives in a world of silence until a caring teacher gives her the gift of communication.

This vignette illustrates how an occupational therapist worked with the family to embed some of Blake’s outcomes in shopping trips and make grocery shopping easier for mom.

This vignette illustrates how a physical therapist worked with the family to integrate two-and a half-year-old Jacob’s outcomes into their family routines while he and his younger brother have fun at the playground.

This vignette illustrates how a physical therapist worked with the entire family to address the family’s goal that two-and-a-half-year-old Jenni walks independently.

This video illustrates how Jaime, a speech-language pathologist, makes a virtual home visit from her office to join Beth, her son Liam, and Peggy, a developmental specialist.

This video illustrates how Kate, a physical therapist, makes a virtual home visit from her office to join Tammy, her son Straton, and Peggy, a developmental specialist.

Early Childhood special educators Brittany Behenna Griffith and Tara Hughes share strategies they use to include all children in their virtual classroom and the importance of supporting each other.

In this video, mobile coaching using the SS-OO-PP-RR framework for guiding home visits is discussed. Led by Larry Edelman, Jenny Seuntjens and Juliann Woods address the importance of supporting families during the COVID-19 pandemic.

Early childhood special educators, Brittany Behenna Griffith and Tara Hughes, illustrate how they provide families with engaging asynchronous learning activities and materials and how the families share rich documentation of their children participating in the activities on Seesaw (their classroom platform) to enable authentic assessment.

Early childhood special educators Tara Hughes and Brittany Behenna Griffith illustrate how they use authentic assessment documentation that families share on Seesaw to help inform and differentiate instruction.