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A1. Equitable Use – HDFK�FKLOGV�ODQJXDJH��FXOWXUH�DQG�XQLTXH�DELOLWLHV�DUH�WDNHQ�LQWR�DFFRXQW�WKURXJK�environmental design and materials�
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A2. Flexibility in Use – WKH�XQLTXH�QHHGV�RI�HDFK�FKLOG�DUH�VXSSRUWHG�WKURXJK�YDULHG�XVHV�RI�environmental design and materials�
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A3. Perceptible Information – KRZ�WR�XVH�VSDFH�DQG�PDWHULDOV�DV�ZHOO�DV�environmental expectations�are clearly communicated.
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A4. Simple and Intuitive Use – FKLOGUHQ�FDQ�HDVLO\�XQGHUVWDQG�DQG�XVH�environmental design and materials. <HV��� 1R���
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A5. Tolerance for Error- children DUH�successIXO when interacting with the environment and materials. <HV��� 1R���
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A6. Low Physical Effort – PLQLPDO�SK\VLFDO�HIIRUW�LV�QHHGHG�WR�interacW with the environment and materialV. <HV��� 1R���
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A7. Size and Space for Approach and Use – childrenV interactLRQV with WKH�environment and materials�DUH based on XQLTXH abilitLHV, interestV, and goals.
C. Assistive Technology (AT) &KLOGUHQ¶V�DFFHVV�WR�OHDUQLQJ�RSSRUWXQLWLHV�LV�VXSSRUWHG�WKURXJK�D�UDQJH�RI�OHDUQLQJ�RSSRWXQLWLHV��$7�XVHV�PLJKW�UDQJH�IURP�PDNLQJ�VLPSOH�HQYLURQPHQWDO�DQG�PDWHULDO�FKDQJHV�WR�KHOSLQJ�FKLOGUHQ�XVH�VSHFLDO�HTXLSPHQW���13'&,������� �
C1. “Low tech” supports such DV�laminated picture boards�RU�SHQFLO�ZHGJHV are used. <HV��� 1R���
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C2. “High tech” supports such�as augmented�RU�DOWHUQDWLYH communication devices are used.
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D. Adaptations 6WUDWHJLHV�WKDW�LQFUHDVH�FKLOGUHQV�LQGHSHQGHQW�SDUWLFLSDWLRQ�LQ�GDLO\�URXWLQHV���DFWLYLWLHV�DQG�SURYLGH�DFFHVV�WR�WKH�OHDUQLQJ�FRPPXQLW\�DUH�SURYLGHG���$GDSWDWLRQV�FDQ�UDQJH�RQ�WKH�FRQWLQXXP�IURP�OHDVW�WR�PRVW�LQWUXVLYH�LQ�WHUPV�RI�VXSSRUW����0LOERXUQH��&DPSEHOO�������������
D1. Adaptations provided are appropriate to the child’s strengths and challenges. <HV��� 1R���
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D2. Appropriate adaptations are provided across daily routines and activities. <HV��� 1R���(YLGHQFH�
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A. Embedded Instruction and Other Naturalistic Interventions 6WUDWHJLHV�WKDW�VXSSRUW�VSHFLILF�JRDOV�ZLWKLQ�HYHU\GD\�DFWLYLWLHV��URXWLQHV��DQG�WUDQVLWLRQV�LQ�WKH�FKLOG�DQG�IDPLO\V�FRQWH[W���:LQWRQ��%X\VVH��7XUQEDOO��5RXV��+ROOLQJVZRUWK�����������
A1. Daily, naturally occurring activities and routines support individual learning goals from the IFSP or IEP. <HV��� 1R���
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A2. Embedded instruction is distributed within regular activities and routines. <HV��� 1R���
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A3. 7ools and strategies DUH�XVHG�WR�VXSSRUW�HDFK�child’s meaningful engagement in the classroom community.
A4. Practitioners use both incidental and intentional teaching methods. <HV��� 1R���
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A5. Practitioners support peer social relationships. <HV��� 1R���
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A6. Practitioners facilitate collaborative problem-solving between children. <HV��� 1R���
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A7. Practitioners use techniques to support children’s successful transitions between activities. <HV��� 1R���
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B. Scaffolding Strategies 6WUXFWXUHG��WDUJHWHG�DSSURDFKHV�XVHG�ZLWK�FKLOGUHQ�ZKR�UHTXLUH�PRUH�LQWHQVLYH�VXSSRUWV���$SSURDFKHV�LQFOXGH�PRGHOLQJ��UHVSRQVH�SURPSWLQJ��SHHU�VXSSRUWV��DQG�FRUUHFWLYH�IHHGEDFN���13'&,��������������
B1. Practitioners scaffold children’s language, play and activities with appropriate use of modeling. <HV��� 1R���(YLGHQFH�
B2. Practitioners scaffold children’s language, play and activities with appropriate use of response prompting strategies.
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B3. Practitioners scaffold children’s language, play and activities through provision of corrective feedback. <HV��� 1R���
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C. Tiered Models of Instruction 6WUDWHJLHV�WKDW�KHOS�SUDFWLWLRQHUV�FRQQHFW�FKLOGUHQ¶V�IRUPDWLYH�DVVHVVPHQW�UHVXOWV�WR�WHDFKLQJ�DQG�LQWHUYHQWLRQ�VWUDWHJLHV���13'&,��������������
C1. Formative, universal screening is FRPSOHWHG�periodically on all children in a classroom or program to monitor their development and learning.
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C2. Formative, progress monitoring is FRPSOHWHG to gather the information needed to guide instruction. <HV��� 1R���(YLGHQFH��
C3. Instruction utilizes a developmentally appropriate, research-based curriculum. <HV��� 1R���(YLGHQFH�
C4. Instruction is differentiated according to children’s needs, backgrounds, preferences and differences. <HV��� 1R���(YLGHQFH��
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C5. Progress monitoring results are used to target small groups that need additional instruction. <HV��� 1R���(YLGHQFH��
C6. Intensive, explicit, systematic, individualized instruction is based on progress monitoring. <HV��� 1R���(YLGHQFH��
A. Professional Development 7HDFKLQJ�DQG�OHDUQLQJ�DFWLYLWLHV�WKDW�VXSSRUW�LQFOXVLRQ�DQG�IDFLOLWDWH�WKH�DFTXLVLWLRQ�DQG�DSSOLFDWLRQ�RI�SURIHVVLRQDO�NQRZOHGJH��VNLOOV��DQG�GLVSRVLWLRQV���13'&,�������������
A1. The program has an orientation process for new staff that addresses the unique aspects of working in an inclusive classroom.
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A2. There is a comprehensive and ongoing system for staff development. <HV��� 1R���
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A3. Staff and therapists participate in professional development that includes specific knowledge and skills on evidence-based practices that define high-quality inclusive environments.
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B. Models of Collaboration $SSURDFKHV�XVHG�WR�VXSSRUW�RQJRLQJ�FRPPXQLFDWLRQ�DQG�FROODERUDWLRQ�LQFOXGH�WHFKQLFDO�DVVLVWDQFH��FRQVXOWDWLRQ��FRDFKLQJ��PHQWRULQJ��FROODERUDWLYH�SUREOHP�VROYLQJ��DQG�FRPPXQLWLHV�RI�SUDFWLFH�SURIHVVLRQDO�OHDUQLQJ�FRPPXQLWLHV���13'&,��������������
B1. Classroom team’s plans are incorporated into the research-based curriculum. <HV��� 1R���(YLGHQFH��
B2. Families and professionals, including general education practitioners, work as a team to plan, deliver, and evaluate EI and/or ECSE services.
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B3. All team members, including general education practitioners, participate in the IEP and/or IFSP process. <HV��� 1R���
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B4. Effective, ongoing two-way communication facilitates the collaboration of community agencies and other community partners.
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C. Family-Professional Collaboration 2SSRUWXQLWLHV�IRU�UHODWLRQVKLS�EXLOGLQJ�EHWZHHQ�SDUHQWV�DQG�SUDFWLWLRQHUV�VXSSRUW�WKH�DFKLHYHPHQW�RI�PXWXDOO\�DJUHHG�XSRQ�JRDOV���13'&,��������������
C1. A consistent, ongoing system for family involvement is established. <HV��� 1R���
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C2. Respectful, responsive relationships have been developed between families and professionals. <HV��� 1R���(YLGHQFH��
C3. Practitioners model cultural competence in their interactions with each and every family. <HV��� 1R���(YLGHQFH��
C4. Families and professionals engage in shared decision-making to establish mutually agreed upon goals and develop resources, supports and services that support transitions between programs.
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Consultative Model 6SHFLDOLVWV�SURYLGH�HGXFDWRUV�DQG�SUDFWLWLRQHUV�LQSXW�UHJDUGLQJ�SURYLVLRQ�RI�VSHFLDOL]HG�LQVWUXFWLRQ�DQG�VXSSRUW�IRU�,(3�JRDOV�DFURVV�FKLOG¶V�W\SLFDO�GD\�DQG�URXWLQH�DFWLYLWLHV��
Cultural Competence $WWLWXGHV��EHKDYLRUV��SROLFLHV�DQG�SUDFWLFHV�DW�WKH�SURJUDP�DQG�LQGLYLGXDO�OHYHO�WKDW�VXSSRUW�HIIHFWLYH�ZRUN�LQ�FURVV�FXOWXUDO�VLWXDWLRQV��
Early Childhood Special Education (ECSE) 6SHFLDO�HGXFDWLRQ�VHUYLFHV��3DUW�%�RI�,'($��VXSSRUWLQJ�WKH�HGXFDWLRQDO�DQG�GHYHORSPHQWDO�QHHGV�RI�����\HDU�ROG�FKLOGUHQ�ZLWK�GLVDELOLWLHV�RU�GHYHORSPHQWDO�GHOD\V���
Early Intervention (EI) 6SHFLDO�HGXFDWLRQ�VHUYLFHV��3DUW�&�RI�,'($��IRU�����\HDU�ROG�LQIDQWV�DQG�WRGGOHUV�ZKR�KDYH�D�GHYHORSPHQWDO�GHOD\�RU�GLVDELOLW\�DQG�WKHLU�IDPLOLHV���
Individual Family Service Plan (IFSP) :ULWWHQ�GRFXPHQW�UHTXLUHG�E\�3DUW�&�RI�,'($�WKDW�JXLGHV�WKH�HDUO\�LQWHUYHQWLRQ�SURFHVV�IRU�FKLOGUHQ�DJHV�����ZLWK�GLVDELOLWLHV��&RQWDLQV�LQIRUPDWLRQ�DERXW�VHUYLFHV��SURYLGHUV��ORFDWLRQV��DQG�WKH�FKRVHQ�JRDOV�WR�VXSSRUW�D�FKLOGV�GHYHORSPHQW�DQG�WR�HQKDQFH�WKH�IDPLO\V�FDSDFLW\�WR�VXSSRUW�WKH�FKLOGV�GHYHORSPHQW���
Individual Education Program (IEP) :ULWWHQ�GRFXPHQW�UHTXLUHG�E\�3DUW�%�RI�,'($�IRU�FKLOGUHQ�EHWZHHQ�WKH�DJHV�RI���DQG����WKDW�FRQWDLQV�LQIRUPDWLRQ�DERXW�VHUYLFHV��ORFDWLRQV��DQG�JRDOV�WR�EH�DGGUHVVHG�WR�VXSSRUW�D�FKLOG¶V�GHYHORSPHQW�DQG�OHDUQLQJ��'HYHORSHG�E\�D�WHDP�RI�SDUHQWV��JHQHUDO�DQG�VSHFLDO�HGXFDWRUV��DQG�UHODWHG�VHUYLFH�SURYLGHUV���
Inclusion (official definition by DEC and NAEYC) (DUO\�FKLOGKRRG�LQFOXVLRQ�HPERGLHV�WKH�YDOXHV��SROLFLHV��DQG�SUDFWLFHV�WKDW�VXSSRUW�WKH�ULJKW�RI�HYHU\�LQIDQW�DQG�\RXQJ�FKLOG�DQG�KLV�RU�KHU�IDPLO\��UHJDUGOHVV�RI�DELOLW\��WR�SDUWLFLSDWH�LQ�D�EURDG�UDQJH�RI�DFWLYLWLHV�DQG�FRQWH[WV�DV�IXOO�PHPEHUV�RI�IDPLOLHV��FRPPXQLWLHV��DQG�VRFLHW\��7KH�GHVLUHG�UHVXOWV�RI�LQFOXVLYH�H[SHULHQFHV�IRU�FKLOGUHQ�ZLWK�DQG�ZLWKRXW�GLVDELOLWLHV�DQG�WKHLU�IDPLOLHV�LQFOXGH�D�VHQVH�RI�EHORQJLQJ�DQG�PHPEHUVKLS��SRVLWLYH�VRFLDO�UHODWLRQVKLSV�DQG�IULHQGVKLSV��DQG�GHYHORSPHQW�DQG�OHDUQLQJ�WR�UHDFK�WKHLU�IXOO�SRWHQWLDO��7KH�GHILQLQJ�IHDWXUHV�RI�LQFOXVLRQ�WKDW�FDQ�EH�XVHG�WR�LGHQWLI\�KLJK�TXDOLW\�HDUO\�FKLOGKRRG�SURJUDPV�DQG�VHUYLFHV�DUH�DFFHVV��SDUWLFLSDWLRQ��DQG�VXSSRUWV���'(&�1$(<&���������
Transitions Between Activities 3UDFWLFHV�WKDW�KHOS�FKLOGUHQ�DQWLFLSDWH�DQG�DFFHSW�FKDQJHV�IURP�RQH�DFWLYLW\�WR�DQRWKHU��H�J��SUHGLFWDEOH�URXWLQHV��IDPLOLDU�ULWXDOV��SLFWXUH�VFKHGXOHV��DQG�VSHFLILF�SURPSWV����
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Policy Advisory: The Law on Inclusive Education &211(&7��7KH�&HQWHU�WR�0RELOL]H�(DUO\�&KLOGKRRG�.QRZOHGJH����������3ROLF\�DGYLVRU\��7KH�ODZ�RQ�LQFOXVLYH�HGXFDWLRQ��5HY��HG����&KDSHO�+LOO��7KH�8QLYHUVLW\�RI�1RUWK�&DUROLQD��)3*�&KLOG�'HYHORSPHQW�,QVWLWXWH��$XWKRU��$YDLODEOH�DW��KWWS���FRPPXQLW\�ISJ�XQF�HGX�VLWHV�FRPPXQLW\�ISJ�XQF�HGX�ILOHV�UHVRXUFHV�+DQGRXW�&211(&7�+DQGRXW�����SGI�7KLV���SDJH�KDQGRXW�SURYLGHV�D�JHQHUDO�VXPPDU\�RI�WKH�IHGHUDO�ODZV�VXSSRUWLQJ�LQFOXVLRQ�RI�FKLOGUHQ�ZLWK�VSHFLDO�QHHGV� �
Early Childhood Inclusion: A Joint Position Statement of the DEC & NAEYC '(&�1$(<&����������(DUO\�FKLOGKRRG�LQFOXVLRQ��$�MRLQW�SRVLWLRQ�VWDWHPHQW�RI�WKH�'LYLVLRQ�IRU�(DUO\�&KLOGKRRG��'(&��DQG�WKH�1DWLRQDO�$VVRFLDWLRQ�IRU�WKH�(GXFDWLRQ�RI�<RXQJ�&KLOGUHQ��1$(<&���&KDSHO�+LOO��7KH�8QLYHUVLW\�RI�1RUWK�&DUROLQD��)3*�&KLOG�'HYHORSPHQW�,QVWLWXWH��$YDLODEOH�DW��KWWS���ZZZ�QDH\F�RUJ�ILOHV�QDH\F�ILOH�SRVLWLRQV�'(&B1$(<&B(&BXSGDWHG.6�SGI�7KLV�SRVLWLRQ�VWDWHPHQW�SURYLGHV�D�FRPPRQ�GHILQLWLRQ�RI�HDUO\�FKLOGKRRG�LQFOXVLRQ��$OVR�LQFOXGHV�DUH�DQ�RYHUYLHZ�RI�WKH�HVVHQWLDO�FRPSRQHQWV�RI�KLJK�TXDOLW\�LQFOXVLRQ�LQFOXGLQJ�HTXLWDEOH�DFFHVV�WR�SURJUDPPLQJ��PHDQLQJIXO�SDUWLFLSDWLRQ�LQ�DFWLYLWLHV��DQG�WKH�XVH�RI�DSSURSULDWH�VXSSRUWV��
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Play Modifications for Children with Disabilities 6DQGDOO��6���0D\�������3OD\�PRGLILFDWLRQV�IRU�FKLOGUHQ�ZLWK�GLVDELOLWLHV��%H\RQG�WKH�-RXUQDO��<RXQJ�&KLOGUHQ�RQ�WKH�ZHE�$YDLODEOH�DW��KWWS���MRXUQDO�QDH\F�RUJ�EWM��������SOD\PRGLILFDWLRQVBVDQGDOOB��SGI�7KLV�EULHI���SDJH�DUWLFOH�LQFOXGHV�D�FKDUW�RI�DGDSWDWLRQV�DQG�PRGLILFDWLRQV�WR�VXSSRUW�FKLOGUHQ¶V�SOD\��7KH�DUWLFOH�FRQWDLQV�KHOSIXO�GHVFULSWLRQV�DQG�VSHFLILF�H[DPSOHV��
Getting Kids Involved: Creating Opportunities for Learning &HQWHU�IRU�(DUO\�/LWHUDF\�/HDUQLQJ��������&(//�YLGHR��*HWWLQJ�NLGV�LQYROYHG��&UHDWLQJ�RSSRUWXQLWLHV�IRU�OHDUQLQJ��$YDLODEOH�DW��KWWS���ZZZ�HDUO\OLWHUDF\OHDUQLQJ�RUJ�JHWWLQJBNLGVBLQYROYHG�SKS�7KLV�YLGHR�LQWURGXFHV�DQG�LOOXVWUDWHV�PDQ\�ZD\V�WKDW�DGDSWDWLRQV�FDQ�EH�XVHG�WR�SURPRWH�WKH�DFWLYH�SDUWLFLSDWLRQ�RI�LQIDQWV��WRGGOHUV��DQG�SUHVFKRROHUV�LQ�HYHU\GD\�OLWHUDF\�DFWLYLWLHV��<RX�ZLOO�VHH�H[DPSOHV�RI�DGDSWDWLRQV�LQ�KRPH�DQG�FODVVURRP�HQYLURQPHQWV��DFWLYLWLHV��PDWHULDOV��DQG�RU�LQVWUXFWLRQV��&DQ�EH�XVHG�ZLWK�SDUHQWV�DQG�E\�WHDFKHUV��
Cara’s Kit: Creating Adaptations for Routines and Activities 0LOERXUQH��6�$���&DPSEHOO��3�+�����������&$5$¶V�.LW��&UHDWLQJ�DGDSWDWLRQV�IRU�URXWLQHV�DQG�DFWLYLWLHV��3KLODGHOSKLD��3$��&KLOG�DQG�)DPLO\�6WXGLHV�5HVHDUFK�3URJUDPV��7KRPDV�-HIIHUVRQ�8QLYHUVLW\��$YDLODEOH�IRU�SXUFKDVH�IURP�KWWS���ZZZ�QDH\F�RUJ�VWRUH�QRGH�����7KLV�NLW�SURYLGHV�JXLGDQFH�IRU�KRZ�WR�PDNH�DGDSWDWLRQV�IRU�GDLO\�DFWLYLWLHV�DQG�URXWLQHV�VR�WKDW�FKLOGUHQ�DJHV��±��ZLWK�GLVDELOLWLHV�DQG�RWKHU�VSHFLDO�QHHGV�FDQ�VXFFHVVIXOO\�SDUWLFLSDWH�LQ�DOO�FODVVURRP�DFWLYLWLHV���
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