Video Library – Topic: Interactions, Interventions and Instruction

Accommodations, Modifications and Adaptations

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
I Built My Son A Custom Wheelchair So He Can Play With Other Kids | Invented

A dad, with a child with Spina Bifida and Spinal Cord Atrophy, creates two mobility devices so his son can interact with his environment and be eye-to-eye with his peers.

Channel 4 Documentaries. (2020, May 29). I Built My Son A Custom Wheelchair So He Can Play With Other Kids/Invented [Video]. YouTube. 5:37 6.5 E5
Go Baby Go at Oregon State University

The Go Baby Go project offers children with disabilities under the age of 3 the means to explore their environment through powered mobility. Off-the-shelf motorized cars are modified with an adaptive button and seating which enables children to be independently mobile. Families express what their child's independent mobility means and as they support their children drive around a gymnasium.

College of Public Health and Human Services. (n.d.). Go Baby Go [Video]. Oregon State University. 4:01 6.6 E5
Early Childhood Inclusion: Environmental Adaptations

Webinar reviews what environmental adaptations are and how teachers can make changes to their environment to create an inclusive classroom.

DC Special Education Cooperative. (2021, January 15). Early Childhood Inclusion: Environmental Adaptations [Webinar]. YouTube. 28:01

Begin at 4:07

5.2 E2
Kaylee Getting Around

Kaylee, a preschooler, uses a walker to move around her classroom and outside.

Desired Results Access Projects. (2017). Kaylee Getting Around [Video]. California Department of Education, Special Education Division. 3:31 6.6 INS4
Nelcy Takes a Walk

Illustrates how video peer modeling was used to support two and a half year old Nelcy to start using a walker and ultimately walk without it.

Edelman, L. & Malia, J. (2015). Nelcy Takes a Walk [Video]. Desired Results Access Project. 3:48 6.6 INS4
Getting Kids Involved: Creating Opportunities for Learning

Illustrates ways that adaptations can be used to promote the active participation of infants, toddlers, and preschoolers in everyday literacy activities. Examples of adaptations in home and classroom environments, activities, materials, and/or instructions are shown.

Embler, D. (Director). (2011). Getting Kids Involved: Creating Opportunities for Learning [Video]. Center for Early Literacy Learning. 12:13 5.2 E2
CONNECT Video 1.14: Routine in a Program - Expanded Block Play

Austin's first uses a communication board posted on the wall to decide what he wants to build. His occupational therapist created a picture template to support him build a block structure. Austin places the blocks directly on the visual aid and builds a garage for his car with minimal assistance. Later, a peer is enlisted as a helper to create a door for his garage.

McWilliam, R. (Producer). (2010). CONNECT Video 1.14: Routine in a Program - Expanded Block Play[Video]. Division for Early Childhood. 3:08 6.3 INS4
Everyday Learning at Home: Promoting Child Participation in Learning Activities

Illustrates children being active participants in everyday activities with the support of assistive technology.

Puckett Institute. (2017). Everyday Learning at Home: Promoting Child Participation in Learning Activities [Slideshow]. Early Childhood Technical Assistance Center. 2:59 6.6 INS4
Supporting Your Child's Learning

Illustrates children being active participants in everyday activities with the support of assistive technology.

Puckett Institute. (2017). Supporting Your Child's Learning [Video]. Early Childhood Technical Assistance Center. 1:59 6.6 INS4
Laelia's New Power Chair! Day One!

Laelia, a young girl born with Halls Contractures-arthrogryposis multiple congenita, tries out her power chair for the first time. During the video, learning cues are provided by adults, as well as the mom's comments about safety.

Recordsky. (2011. May 16). Laelia's New Power Chair! Day One! [Video]. YouTube. 3:10 6.6 E5
Using Switches to Facilitate Environmental Access

Children use switch adapted toys within an early childhood setting while the narrator discusses the importance of switch adapted toys in supporting children's play, play with peers, and skill building.

StepUpAT Project. (2019, August 21). Using Switches to Facilitate Environmental Access [Video].YouTube. 1:05 6.6 INS4
CONNECT Video 5.4: Perl Using a Switch and Stander

The teacher uses two adaptations, a switch device, and a box to help a preschool aged child to participate in a game with another child.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 5.4: Perl Using a Switch and Stander [Video]. Division for Early Childhood. 3:20 6.6 INS4
CONNECT Video 5.5: Max Using a Walker

A teacher helps preschooler, Max, use a walker to get from the classroom to the playground.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 5.5: Max Using a Walker [Video]. Division for Early Childhood. 2:19 6.6 INS4
CONNECT Video 5.6: Using an Adapted Tricycle

Joshua, a child with Pfeiffer Syndrome, peddles an adapted tricycle alongside his physical therapist. The PT discusses the importance of peer engagement to foster socialization and provide peer modeling.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 5.6: Using an Adapted Triangle [Video]. Division for Early Childhood. 3:18 6.6 INS4
CONNECT Video 5.7: Communicating at Breakfast

An adult uses a child’s communication board to show him how to ask for more cereal at breakfast.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 5.7: Communicating at Breakfast [Video]. Division for Early Childhood. 0:46 6.6 INS4
CONNECT Video 5.9: Dress Up Time

A preschool aged child uses pictures and symbols to communicate with a teacher about the clothes and toys she wants in the dramatic play area.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 5.9: Dress Up Time [Video]. Division for Early Childhood. 1:11 6.6 INS4
Making Sense of Universal Design for Learning

This video provides a rationale for UDL, discusses the principles of UDL, and identifies aspects of the curriculum and environment to be addressed.

Your Alberta. (2018, April 10). Making Sense of Universal Design for Learning [Video]. YouTube. 3:52 5.2 E2
Assistive Technology for Developmental Delays - Part 1

Describes developmental delays in young children, defines Assistive Technology, and suggests assistive technology tools to use with children with physical developmental delays.

Rachel Hope. (2015, February 20). Assistive Technology for Developmental Delays - Part 1 [Video]. Youtube. 4:32 6.4 n/a
Assistive Technology for Developmental Delays - Part 2

Suggests assistive technology tools to use with children with communication, cognitive, and social and emotional delays.

Rachel Hope. (2015, February 21). Assistive Technology for Developmental Delays - Part 2 [Video]. Youtube. 5:05 6.4 n/a
Move to Include: Mobile Pediatric Stander Benefits Children

Describes the benefits of mobile pediatric standers for children as an adaptive technology. Showcases preschoolers using mobile standers.

Move to Include. (n.d.). Move to Include: Mobile Pediatric Stander Benefits Children [Video]. PBS Learning Media. 3:00 6.6 INS4
CONNECT Video 1:20: Routine in a Program - Eating Lunch

Luke uses a communication device to comment and make a request at lunch. His teacher encourages and praises him.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.20: Routine in a Program - Eating Lunch [Video]. Division for Early Childhood. 2:02 6.6 INS4
Move to Include: Speech Pathologist

Describes the work speech pathologists do and how they support children with communicative delays and disorders.

WXXI Public Broadcasting. (n.d.). Move to Include: Speech Pathologists [Video]. PBS Learning Media. 2:25 6.6 INS4
How One Man's Trip to Toys 'R' Us Brought Mobility to Hundreds of Disabled Kids

Creator of the Go Baby Go, Cole Galloway, links mobility to social interactions and other areas of development. Out of frustration that there were no powered chairs for children under the age of three, Galloway began modifying off-the-shelf motorized cars, custom designing some to provide individualized physical therapy for their drivers. This video showcases how new found mobility by way of a custom 4x4, changes one child's interactions with his peers on the playground.

NationSwell. (2014, February 5, 2014). How One Man's Trip to Toys 'R' Us Brought Mobility to Hundreds of Disabled Kids [Video]. YouTube. 4:49 6.6 E5

Application of Curriculum Frameworks

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Including Infants and Toddlers with Disabilities: Session 1: Creating Bright Futures (Including Infants and Toddlers with Disabilities and Their Families)

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.

Hilton/Early Head Start Foundation Training Program & Gary Christian Film & Video. (Producers). (2007). Including Infants and Toddlers with Disabilities: Session 1: Creating Bright Futures: (Including Infants and Toddlers with Disabilities and Their Families) [Video]. Head Start Early Childhood Learning and Knowledge Center. 11:20 5.2 E2
Instructional Practices to Support Individualization

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.

Office of Head Start. (2018 June 19). Instructional Practices to Support Individualization [Video]. Head Start Early Childhood Leaning and Knowledge Center. 53:14 6.1 INS6
Inclusion in Action: Patty's Play Group

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

Partnership for People with Disabilities at Virginia Commonwealth University. (2012). Inclusion in Action: Patty's Play Group [Video]. Virginia Early Intervention Professional Development Center. 6:20 5.2 E2

Augmentative and Alternative Communication

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Don’t Wait to Communicate! Augmentative and Alternative Communication (AAC) - Webinar

This webinar introduces augmentative and alternative communication systems.

Hess, Jacqueline. (2016, May 17). Don't Wait to Communicate! Augmentative and Alternative Communication (AAC) [Webinar]. Early Hearing Detection and Intervention, National Technical Resource Center. 46:32 6.6 INT4
Routine in the Community – Going to the Store

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

The Center to Mobilize Early Childhood Education (2010). Routine in the Community - Going to the Store [Video]. Division for Early Childhood. 1:06 6.6 INS4

Behavior

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Move to Include: Behavioral Analysis

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

WXXI Public Broadcasting. (n.d.). Move to Include: Behavioral Analysis [Video]. PBS Learning Media. 2:19 6.1 INS6
Autism Calming Strategies

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

Wandsworth Local Offer. (2020, June 15). Autism Calming Strategies [Video]. YouTube. 4:30 6.4 INT1

Coaching

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
ECLN - FIT Video Library – Coaching in Early Intervention

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.

ECLN -FIT Video Library [Video Library]. (n.d.). University of New Mexico Center for Development and Disability. varies 6.6 n/a
Supporting Grayson’s Family

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.

Edelman, L., Woods, J., & Seuntjens, J. (Producers). (2020). Supporting Grayson's Family[Video]. Early Childhood Technical Assistance Center. 10:34 6.6 INS5
Foundations for Coaching in Early Childhood: Partnering with Parents and Professionals (Video Series)

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.

RESC Alliance, Connecticut Office of Early Childhood, UConn University Center for Excellence in Developmental Disabilities, EASTCONN, All Our Kin, & Connecticut Head Start Association. (n.d.). Foundations for Coaching in Early Childhood: Partnering with Parents and Professionals [Video]. Hartford Foundation for Public Giving. varies 6.6 n/a
Coaching in Action

This video features Robin, a speech-language pathologist, coaching a mother during an early intervention visit. Robin uses observation, practice, reflection, feedback, and joint planning during this activity to help the mother learn intervention strategies she can use with her son.

Virginia Early Intervention Professional Development Center. (2015). Coaching in Action [Video]. Virginia Early Intervention Professional Development Center. 11:28 6.6 INS5

Developmentally Appropriate Practice

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Play in Early Childhood: The Role of Play in Any Setting

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.

Center on the Developing Child Harvard University. (2019). Play in Early Childhood: The Role of Play in Any Setting [Video]. Center on the Developing Child Harvard University. 8:11 6.5 n/a
Pathways to Literacy

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

Embler, D. (Director). (2008). Pathways to Literacy [Video]. The Center for Early Literacy Learning. 4:02 6.3 n/a
Ready, Set, Read: Early Literacy Learning for Preschoolers

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

Embler, D. (Director). (2008). Ready, Set, Read: Early Literacy Learning for Preschoolers [Video]. Center for Early Literacy Learning. 16:32 6.1 INS6
Parten’s Social Stages of Play

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.

Imaginevideogallery. (2018, August 21). Parten's Social Stages of Play [Video]. YouTube. 1:00 6.5 INT4
Parents’ Guide to the Stages of Play

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.

Pathways. (2017). Parents' Guide to the Stages of Play [Video]. Pathways.org. 1:30 6.5 INS7
Five Essential Tummy Time Moves, How To Do Tummy Time

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.

Pathways. (n.d.). Five Essential Tummy Time Moves, How to Do Tummy Time [Video]. Pathways.org. 4:15 6.4 INS2
Preschool Inclusion Series: Session 3: Samantha's Story: Preschool Inclusion Success (Option 2)

Aspects of successful inclusion of Samantha in a Head Start preschool classroom are discussed. Her Dad, speaking Spanish, discusses his goals for Samantha in this inclusive preschool.

Porter, J. & Gary Christian Film & Video (Producers). (2009). Preschool Inclusion Series: Session 3: Samantha's Story: Preschool Inclusion Success (Option 2) [Video]. Head Start Early Childhood Learning. 10:14 5.2 E1
Preschool Inclusion Series: Session 4: Drew's Family Story of Inclusion

The array of resources needed to support the inclusion of a child with a disability are 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.

Porter, J. & Gary Christian Film & Video. (Producers). (2009). Preschool Inclusion Series: Session 4: Drew's Family Story of Inclusion [Video]. Head Start Early Childhood Learning and Knowledge Center. 6:09 5.2 E1
Preschool Inclusion Series: Session 1: Preschool Inclusion: Laying the Groundwork for Success

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

Porter, J. & Gary Christian Film & Video. (Producers). (2009). Preschool Inclusion Series: Session 1: Preschool Inclusion: Laying the Groundwork for Success [Video]. Head Start Early Childhood Learning and Knowledge Center. 18:09 5.2 E1
Preschool Inclusion Series: Session 2: Samantha's Story

Preschool Inclusion Success (Option 1): Illustrates successful inclusion and what is necessary to provide collaborative services to preschoolers with disabilities and their families in early care and education environments.

SpecialQuest Birth-Five. (2009). Preschool Inclusion Series: Session 2: Samantha's Story [Video]. Head Start Early Childhood Learning and Knowledge. 10:14 5.2 E1
Helping Children Develop Empathy and a Sense of Justice

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.

The Center for Early Childhood Education. (2021). Helping Children Develop Empathy and a Sense of Justice [Video]. Eastern Connecticut State University. 3:22 6.4 INT2
Designing Environments

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

National Center on Quality Teaching and Learning Media Team (Producer). (n.d.). Designing Environments [Video]. Head Start Early Childhood Learning and Knowledge Center. 4:47 5.2 E2

 

Disability Specific

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
The Silent Child — Oscar® Winning Short Film

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

NITV Shorts. (2020 November 20). The Silent Child - Oscar Winning Short Film [Video]. YouTube. 20:03 1.2 F4

Embedded Instruction

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Team Lydia Rose: Supporting Inclusion Every Day In Every Way

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.

Edelman, L. (Producer). (2015). Team Lydia Rose: Supporting Inclusion Every Day In Every Way [Video]. Desired Results Access Project. 16:18 1.3 F7
CONNECT Video 1.16: Routine in a Program - Reading at Circle Time

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

McWilliam, R. (Producer). (2010). CONNECT Video 1.16: Routine in a Program - Reading at Circle Time[Video]. Division for Early Childhood. 1:24 6.3 INS5
CONNECT Audio 1.3: Maggie's Perspective (Program Administrator)

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Audio 1.3: Maggie's Perspective (Program Administrator)[Audio file]. Center to Mobilize Early Childhood Education. 2:10 7.3 n/a

Everyday Learning Opportunities

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Roland Decides to Walk Independently with No Prodding! (After a bit of help from Laelia)

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

recordsky. (2013, February 23). Roland Decides to Walk Independently with No Prodding! (After a bit of help from Laelia.) [Video]. YouTube. 1:10 6.6 INS4
CONNECT Video 1.10: Routine in a Program: Water Play

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.10: Routine in a Program: Water Play [Video]. Division for Early Childhood. 1:13 6.3 E1
CONNECT Video 1.11: Routine in a Program – Singing a Song

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.11: Routine in a Program - Singing a Song [Video]. Division for Early Childhood. 1:21 6.3 E1
CONNECT Video 1.4: Routine in a Program: Expanded Block Play

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.14: Routine in a Program: Expanded Block Play [Video]. Division for Early Childhood. 3:07 6.3 INS4
CONNECT Video 1.17: Routine in a Program - Playing Red Light Green Light

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.17: Routine in a Program - Playing Red Light Green Light[Video]. FPG Child Development Institute, University of North Carolina at Chapel Hill. 1:36 6.3 INS4
CONNECT Video 1.5: Routine in a Program: Enjoying Mealtime

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.5: Routine in a Program: Enjoying Meal Time [Video]. Division for Early Childhood. 1:42 6.3 E1
CONNECT Video 1.6: Routine in a Program: Taking Turns

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.6: Routine in a Program: Taking Turns [Video]. Division for Early Childhood. 1:23 6.3 E1
CONNECT Video 1.8: Routine in the Community - Going to the Store

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 1.8: Routine in the Community- Going to the Store [Video].Division for Early Childhood. 1:06 6.6 INS4
CONNECT Video 6.10: Dialogic reading with Katy

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.10: Dialogic reading with Katy [Video]. Division for Early Childhood. 4:14 6.1 INS6
CONNECT Video 6.5: Preparing a book for dialogic reading

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.5: Preparing a book for dialogic reading [Video]. Division for Early Childhood. 1:48 6.1 INS6
CONNECT Video 6.6: Demonstration of How to Use CROWD Prompts

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.6: Demonstration of How to Use CROWD Prompts [Video]. Division for Early Childhood. 3:06 6.1 INS6
CONNECT Video 6.7: Introducing the book Carrot Soup

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.7: Introducing the book Carrot Soup [Video]. Division for Early Childhood. 2:50 6.1 INS6
CONNECT Video 6.8: Reading the Book Carrot Soup

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.8: Reading the Book Carrot Soup [Video]. Division for Early Childhood. 3:33 6.1 INS6
CONNECT Video 6.9: Closing the Book, Carrot Soup

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 6.9: Closing the Book, Carrot Soup [Video]. Division for Early Childhood. 0:55 6.1 INS6
CONNECT Video 7.10: Reviewing Classroom Rules

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.10: Reviewing Classroom Rules [Video]. Division for Early Childhood. 2:27 6.4 INS6
CONNECT Video 7.11: How is Froggy Feeling?

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.11: How is Froggy Feeling? [Video]. Division for Early Childhood. 2:47 6.4 INT2
CONNECT Video 7.12: Putting on a Puppet Show

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.12: Putting on a Puppet Show [Video]. Division for Early Childhood. 1:01 6.4 INT2
CONNECT Video 7.13: Finding a Resolution in the Block Area

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.13: Finding a Resolution in the Block Area [Video]. Division for Early Childhood. 1:12 6.4 INT2
CONNECT Video 7.14: Using an Incentive System with Sammy

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.14: Using an Incentive System with Sammy [Video]. Division for Early Childhood. 1:59 6.4 INT2
CONNECT Video 7.16: Rolling a Ball Rhyming Activity

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.16: Rolling a Ball Rhyming Activity [Video]. Division for Early Childhood. 1:20 6.3 E1
CONNECT Video 7.17: Letters on the Alphabet Tree

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.17: Letters on the Alphabet Tree [Video]. Division for Early Childhood. 0:52 6.3 E1
CONNECT Video 7.18: Washing clothes

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.18: Washing clothes [Video]. Division for Early Childhood. 1:54 6.1 INS6
CONNECT Video 7.19: Peer Supports in Bingo

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.19: Peer Supports in Bingo [Video]. Division for Early Childhood. 0:45 6.1 INS6
CONNECT Video 7.2: The Teacher’s Viewpoint – Academic Learning

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.2: The Teacher's Viewpoint- Academic Learning [Video]. Division for Early Childhood. 1:39 6.7 INS3
CONNECT Video 7.6: Tiered Instruction Framework

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.6: Tiered Instruction Framework [Video]. Division for Early Childhood. 1:57 6.4 INS9
CONNECT Video 7.7: Christopher’s Story

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.7: Christopher's Story [Video]. Division for Early Childhood. 1:55 6.2 TC1
CONNECT Video 7.9 Creating an Environment

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

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.9 Creating an Environment [Video]. Division for Early Childhood. 1:59 6.3 E3
CONNECT Video 7.1: The Teacher’s Viewpoint – Social Emotional Development

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.

The Center to Mobilize Early Childhood Education. (2010). CONNECT Video 7.1: The Teacher's Viewpoint- Social Emotional Development [Video]. Division for Early Childhood. 1:09 6.4 INS9
Supporting Interactions for Children with Disabilities or Suspected Delays

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.

West, T., Winton, P., & Kozlowski, J. (2018 February 20). [Webinar]. Supporting Interactions for Children with Disabilities or Suspected Delays [Video]. Head Start Early Childhood Learning and Knowledge Center. 1:01:42 6.1 INS5
CONNECT Video 1.13: Routine in the Community - Playing at the Park

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

Winterberry Press 2002. (2002). CONNECT Video 1.13: Routine in the Community - Playing at the Park[Video]. Division for Early Childhood. 1:19 6.3 INS5
Adapting Children's Learning Opportunities

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

Puckett Institute. (2017, September 7). Adapting Children's Learning Opportunities[Video]. YouTube. 2:40 6.3 E3
Evan’s Story

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

Edelman, L. (Producer). (2001). Evan's Story [Video]. Colorado Department of Education. 10:20 6.3 INS2

IEP

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Preschool During the Pandemic: Episode 5: Alia Goes Back to Preschool

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.

Edelman, L., Sen, P., & Vitelli, R. (Producers). (2021). Preschool During the Pandemic: Episode 5: Alia Goes Back to Preschool [Video]. Early Childhood Technical Assistance Center. 12:17 6.6 INS4
Individualized Education Program (IEP) Basics: Video 1: ABC's of IEP

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.

Head Start Center for Inclusion. (2019). Individualized Education Program (IEP) Basics: Video 1: ABC's of IEP [Video]. Head Start Early Childhood Learning and Knowledge Center. 13:11 6.6 INS4

Inclusion

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Planning for an Inclusive Classroom: Supporting Children with Disabilities

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.

Bohart, H. (Producer). (2017). Planning for an Inclusive Classroom: Supporting Children with Disabilities [Webinar]. National Association for the Education of Young Children. 52:55 6.6 INS4
Community learns sign language to engage with 2-year-old girl

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.

CBS Evening News. (2019 February 15). Community learns sign language to engage with 2-year-old girl [Video]. CBS News. 2:57 6.6 INS4
Canadian Tire “Wheels” :60

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

Cleansheet. (2016 August 11). Canadian Tire "Wheels":60 [Video]. YouTube. 1:00 6.6 INS4
Inclusion from an Occupational Therapist's Perspective

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.

Early CHOICES. (2018 May 6). Inclusion from an Occupational Therapist's Perspective [Video]. YouTube. 10:48 6.6 INS4
Free Choice Support with Block Play

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

Early CHOICES. (2018 May 7). Free Choice Support with Block Play [Video]. YouTube. 4:40 5.2 E1
Presuming Competence and Inclusion

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

Early CHOICES. (2020 June 12). Presuming Competence and Inclusion [Video]. YouTube. 3:21 6.6 INS1
Evidence Based Practices: Speech & Language Services

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

Early CHOICES. (2020 November 20). Evidence Based Research Practices: Speech & Language Services [Webinar]. YouTube. 1:10:04 6.5 INT3
Bumblebees - 2015 Disability Film Challenge Entry

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

Easterseals Disability Film Challenge. (2015 April 21). Bumblebees - 2015 Disability Film Challenge Entry[Video]. YouTube. 4:00 6.6 INS1
Henry Gets Around

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

Edelman, L. & Van Alstyne, J. (Producers). (2013). Henry Gets Around [Video]. Colorado Department of Education. 4:12 6.6 INS4
Ari at Lunch

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

Edelman, L. (2011). Ari at Lunch. Desired Results [Video]. Access Project. 5:03 5.2 INT2
Win-Win: Inclusive Preschool Settings

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.

Edelman, L. (2011). Win-Win: Inclusive Preschool Settings [Video]. Desired Results Access Project. 5:39 5.2 E1
Getty's Window To Inclusion: The Chance To Be Just Like Any Other Kid

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.

Edelman, L. (2015). Getty's Window to Inclusion: The Chance To Be Just Like Any Other Kid [Video]. Desired Results Access Project. 14:55 6.6 INS4
Inclusion and Joy

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

Edelman, L., Lopez Breaux, M., & Hulkower, J. (2015). Inclusion and Joy [Video]. Desired Results Access Project. 4:47 5.2 E1
Getty's Door to 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.

Edelman, L., Mathany, K., Ngo, P., & Hill, C. (2016). Getty's Door to Inclusion [Video]. Desired Results Access Project. 18:06 6.6 INS4
Including Infants and Toddlers with Disabilities: Session 7: Getting Started

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.

Hilton/Early Head Start Foundation Training Program & Gary Christian Film & Video. (Producers). (2007). Including Infants and Toddlers with Disabilities: Session 7: Getting Started [Video]. Head Start Early Childhood Learning and Knowledge Center. 23:12 5.2 E2
I'm Tyler

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.

ImTylerdotOrg. (2012 July 12). I'm Tyler [Video]. Vimeo. 12:14 6.6 INS1
Environments That Support High Quality Inclusion

Describes the importance of knowing about and using evidence-based practices; components of natural and inclusive environments for young children with disabilities; specific evidence-based practices for enhancing inclusiveness; and how to access free professional development resources.

National Center on Early Childhood Development Teaching and Learning. (Producer). (2017 October 17). Environments That Support High Quality Inclusion [Webinar]. Head Start Early Childhood Learning and Knowledge Center. 59:27 6.1 E1
Part 3: Social Outcomes in Inclusion

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.

Part 3: Social Outcomes in Inclusion [Video]. (2019). Early Childhood Technical Assistance Center. 1:50 6.3 n/a
Individualizing Videos

Set of short videos demonstrates the process that two teachers went through when planning for specific children who need more individualized instruction on some of their learning objectives. These vignettes will show clips of their planning meeting as well as what it looks like in the classroom when these plans are implemented.

Sandall, S.R. (Presenter). (n.d.). Individualizing Videos [Webinar]. Head Start Center for Inclusion. varies 6.6 INS4
Shelley Moore: Transforming Inclusive Education

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

SSHRC-CRSH. (2016 April 4). Shelley Moore: Transforming Inclusive Education [Video]. YouTube. 3:08 6.6 INS1
Disabling Segregation

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.

TEDx Talks. (2014 April 22). Disabling Segregation [Video]. YouTube. 17:57 5.2 E2
Meaningful Inclusion in Early Childhood

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

Wisconsin Department of Public Instruction. (2018). Meaningful Inclusion in Early Childhood [Video]. Wisconsin Department of Public Instruction. 5:53 5.2 E3
Coming Out as Disabled | My Visible and Invisible Disability [CC]

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

Annie Elainey. (2016, March 25). Coming Out as Disabled - My Visible and Invisible Disability [CC] [Video]. n/a n/a n/a
A Mother's Voice: Technology and Inclusion

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.

Edelman, L., Mathany, K., Ngo, P., & Hill, C. (2016). A Mother's Voice: Technology and Inclusion [Video]. Desired Results Access Project. 3:57 6.6 INS4
Ian

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

TheCGBros. (2018, December 18). Ian[Video]. YouTube. 9:51 5.2 E1
Ruby's Inclusion Story

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!

Rubys Rainbow. (2017, October 25). Ruby's Inclusion Story [Video]. YouTube. 12:33 5.2 n/a

Intersectionality

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Intersectionality 101

Reviews the basics of intersectionality.

Learning for Justice. (2016, May 18). Intersectionality 101 [Video]. YouTube. 3:03 n/a n/a

Language

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
OELA Podcast Series – Integrating Language into Early Childhood Education

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.

Office of English Language Acquisition (Producer). (2020). Integrating Language into Early Childhood Education [Audio podcast]. In OELA Podcast Series. SoundCloud. 24:01 5.1 F4

Responsive Adult-Child Interactions

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Cody Plays with Glue and Wood

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

Edelman, L., and Greer, L. (2016). Cody Plays with Glue and Wood [Video]. Desired Results Access Project. 3:04 6.7 n/a
Cody Writing and Drawing

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

Edelman, L., and Greer, L. (2016). Cody Writing and Drawing [Video]. Desired Results Access Project. 4:27 6.7 n/a
Logan Makes a Pattern

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

Edelman, L., Brown, G., and Anderson, T. (2017). Logan Makes a Pattern [Video]. Desired Results Access Project. 2:33 1.4 n/a

Responsive, Evidence-based

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Introducing the Dual Language Learners Program Assessment (DLLPA)

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.

Amaya-Thompson, J., Thouvenelle, S., Surprenatn, K. & Mazzeo, D. (Hosts). (2017). Introducing the Dual Language Learners Program Assessment (DLLPA) [Webinar]. Head Start Early Childhood Learning and Knowledge Center. 1:00:15 5.1 n/a
An Early Interventionist Reflects on Making the Shift to the Coaching Model

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.

Communication and Early Childhood Research and Practice Center. [CEC-RAP]. (2015, September 19). An Early Intervention Reflects on Making the Shift to the Coaching Model [Video]. Vimeo. 2:00 6.6 INS3
CONNECT Video 6.11: Summary and Wrap Up: Interactive and Dialogic Reading in Preschool

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.

Doing What Works. (n.d.). CONNECT Video 6.11: Summary and Wrap Up: Interactive and Dialogic Reading in Preschool [Video]. Center to Mobilize Early Childhood Education. 9:29 5.2 INS6
Developing and Implementing Intensive Interventions: Prevent-Teach-Reinforce for Young Children - Webinar

This webinar introduces Prevent-Teach-Reinforce for Young Children (PTR-YC). PTR-YC is an evidence-based model that classroom teams can use to resolve patterns of serious challenging behavior. The webinar offers a description of the background and procedures of PTR-YC along with a case study to illustrate the PTR-YC process.

Dunlap, G. & Lee. J. (2019, January 28). Developing and Implementing Intensive Interventions: Prevent-Teach-Reinforce for Young Children [Webinar]. National Center for Pyramid Model Innovations. 55:00 6.4 INS9
Understanding and Supporting Transitions: 4 Strategies to Try Today!

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

Early CHOICES. (2020 November 24). Understanding and Supporting Transitions: 4 Strategies to Try Today! [Webinar]. YouTube. 4:18 6.3 INS4
Evidence-Based Tools for Teaching Play to Children with Special Needs

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.

Early Intervention Training Program. [EITP Illinois]. (2016, February 8). Evidence-Based Tools for Teaching Play to Children with Special Needs[Webinar]. YouTube. 1:17:01

Begin at 7:30

1.1 INS1
Environments that Promote Young Children’s Participation- Implementing DEC RPs

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.

Early Intervention Training Program. [EITP Illinois]. (2016, March 2). Environments that Promote Young Children's Participation - Implementing DEC RPs [Webinar]. YouTube. 1:07:56

Begin at 6:58

5.2 E2
Strategies for Success: Working with Children with Cerebral/Cortical Visual Impairment

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.

EITP Illinois. (2017, July 17). Strategies for Success: Working with Children with Cerebral/Cortical Visual Impairment [Webinar]. YouTube. 1:31:10 1.3 E3
Weaving Wonderful Tales

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

Embler, D. (Director). (2008). Weaving Wonderful Tale [Video]. The Center for Early Literacy Learning. 9:11 6.1 n/a
Interest Lead to Learning

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

Embler, D. (Director). (2009). Interest Leads to Learning. [Video]. The Center for Early Literacy Learning. 11:01 6.5 INS1
An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting

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.

Florida State University, Iowa Department of Education & UNC-Chapel Hill. (2020). An Illustration of Using the SS-OO-PP-RR Framework to Guide Home Visiting [Video]. Early Childhood Technical Assistance Center. 42:38 6.6 INS3
Including Infants and Toddlers with Disabilities: Session 8: Just Do It

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.

Hilton/Early Head Start Foundation Training Program & Gary Christian Film & Video. (Producers). (2007). Including Infants and Toddlers with Disabilities: Session 8: Just Do It [Video]. Head Start Early Childhood Learning and Knowledge Center. 32:40 6.6 n/a
Animal School

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

JC Boushh. (2009 July 27). Animal School [Slideshow]. YouTube. 5:18 6.6 INS1
CONNECT Video 1.12 Routine in a Program - Rolling with Friends

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

McWilliam, R. (Producer). (2010). CONNECT Video 1.12 Routine in a Program - Rolling with Friends [Video]. Division for Early Childhood. 3:25 6.3 INS5
Eye Contact: The Key to Bonding with Baby?

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

Positive Parenting Newsfeed. (2018, June 6). Eye Contact: The Key to Bonding with Baby? [Video]. YouTube. 1:05 6.2 n/a
Early Literacy: Playing

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.

Prince George's County Memorial Library System. (2015). Early Literacy: Playing [Video]. Prince George's County Memorial Library System. 2:33 6.5 n/a
Laelia's Morning Routine

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

Recordsky. (2012, April 3). Laelia's Morning Routine [Video]. YouTube. 6:54 6.6 E5
Interactive Read-a-louds: Learning from Books Together

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.

Regional Educational Laboratory West at WestEd & Institute of Education Sciences. (2020, July 15). Interactive Read-a-louds: Learning from Books Together [Video]. Regional Educational Laboratory Program Institute of Education Sciences. 16:52 6.1 F1
Gloria Ladson-Billings – Successful Teachers of African American Children

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.

The Brainwaves Video Anthology. (2015, October 23). Gloria Ladson-Billings- Successful Teachers of African American Children [Video]. YouTube. 3:01 5.1 n/a
The Silent Child - Oscar Winning Short Film

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

NITVShorts. (2020 November 20). The Silent Child- Oscar Winning Short Film [Video]. YouTube. 20:03 6.6 INS4

Teaming

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Blake’s Story

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.

Edelman, L. (Producer). (2001). Blake's Story [Video]. Colorado Department of Education. 7:28 6.3 E1
Jacob’s Story

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.

Edelman, L. (Producer). (2001). Jacob's Story [Video]. Colorado Department of Education. 5:26 6.3 E1
Jenni’s Story

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.

Edelman, L. (Producer). (2001). Jenni's Story [Video]. Colorado Department of Education. 8:12 5.2 n/a
Video #6 A Virtual Home Visit with Liam’s Family

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.

Edelman, L. (Producer). (2016). Video #6: A Virtual Co-visit with Liam's Family [Video]. Ohio Developmental Disabilities Council. 5:51 6.6 INS4
Video #7 A Virtual Co-Visit with Straton’s Family

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.

Edelman, L. (Producer). (2016). Video #7: A Virtual Co-visit with Straton's Family [Video]. Ohio Developmental Disabilities Council. 18:24 3.1 INS4

Tele-Practice

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
Preschool During the Pandemic: Episode 3: Reflections on Inclusion in Remote Preschool

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.

Edelman, L. & Vitelli, R. (Producers). (2021). Preschool During the Pandemic: Episode 3: Reflections on Inclusion in Remote Preschool [Video]. Early Childhood Technical Assistance Center. 14:57 5.1 INS6
Using the SSOOPPRR: Guiding Home Visiting During the COVID-19 Pandemic

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.

Edelman, L. (Producer). (2020). Using the SSOOPPRR: Guiding Home Visiting During the COVID-19 Pandemic [Video]. Colorado Department of Education. Vimeo. 13:29 6.6 n/a
Preschool During the Pandemic: Episode 13: Authentic Learning in Remote Preschool, Part 1: Home Learning Materials and Authentic Assessment

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.

Edelman, L., Griffith, B.B., & Hughes, T. (Producers). (2021). Preschool During the Pandemic: Episode 13: Authentic Learning in Remote Preschool, Part 1: Home Learning Materials and Authentic Assessment [Video]. Early Childhood Technical Assistance Center. 16:38 4.2 A2
Preschool During the Pandemic: Episode 13: Authentic Learning in Remote Preschool, Part 2: Informing and Differentiating Instruction

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.

Edelman, L., Griffith, B.B., & Hughes, T. (Producers). (2021). Preschool During the Pandemic: Episode 13: Authentic Learning in Remote Preschool, Part 2: Informing and Differentiating Instruction [Video]. Early Childhood Technical Assistance Center. 10:09 4.2 A2

Universal Design for Learning

Title/Description Suggested Citation Video Length EI/ECSE Standards DEC Recommended Practices
UDL to Change the World

UDL practitioners from across the world about briefly discuss how they use the Universal Design for Learning framework to empower all learners, including themselves.

Center for Applied Special Technology. (2015). UDL to Change the World [Video]. Center for Applied Special Technology. 1:03 5.2 E2
Getting the Right Size: UDL

Using a shoe store analogy, this short video by OCALI provides an overview of Universal Design for Learning.

National Center on Universal Design for Learning. (2015, March 31). Getting the Right Size: UDL [Video]. YouTube. 2:22 5.2 E2