This hands-on and interactive session will explore myths and facts related to the use of assistive technology (AT) in early childhood environments to help participants plan for and use AT as part of children’s everyday routines and activities. We will include specific examples of AT that attendees can explore, make/fabricate, and try out during the session, and engage in interactive activities to learn, practice, and plan for using AT to foster belonging and inclusion for children with disabilities. After the session participants will be able to: 1. Describe assistive technology and its benefits for young children. 2. Explain specific ways that they will be able to embed assistive technology into their own early childhood/early intervention work settings. 3. Leave with a set of resources and create an action plan to embed assistive technology to fully include children with disabilities across early childhood environments.
Senior Research Scientist, Frank Porter Graham Child Development Institute
Ann Sam, PhD, is a senior research scientist, at the Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with... Read More →
Technical Assistance Specialist, FPG Child Development Institute, UNC Chapel Hill
Dr. Jessica Amsbary is the Program Coordinator of the Early Childhood Intervention and Family Support (ECIFS) Master’s Degree in Education for Experienced Teachers program at UNC-Chapel Hill. She is also a Technical Assistance Specialist at the FPG Child Development Institute where... Read More →
In this session, we will discuss how there is need for continued support for early childhood educators so that as we work to eliminate practices such as suspension and expulsion, we provide early childhood educators with a toolkit of inclusive, proactive, and preventative strategies they can use in its place to promote social emotional competence. We will also address how exclusionary discipline disproportionately impacts young children of color and young children with disabilities. We will provide strategies to facilitate the meaningful inclusion of all young children. This includes strategies on how to seek additional support for children with disabilities who may have behavior viewed as challenging.
Children with complex support needs require an extensive array of supports to access their environment, interact with others, participate in instruction, learn, and communicate autonomously. When these supports are not present, they have reduced access to language, communication, and literacy interactions compared to their peers with and without disabilities. This session will describe specific supports such as augmentative and alternative communication and accessible literacy lessons that address these needs and result in increased access, participation, and learning success.
Allisa (Lisa) Thompson is currently a PhD student at the University of North Carolina at Chapel Hill where she works as a research assistant in the Center for Literacy and Disability Studies. Prior to her doctoral studies, she served as a special education consultant, literacy consultant... Read More →
Does your job include preparing early childhood educators to recognize, create, implement, evaluate, and advocate for high-quality inclusive learning opportunities for each and every child and family? If so, this is the session for you. Presenters will share the latest options for incorporating inclusive teaching and Universal Design for Learning (UDL) 3.0 approaches in each course or professional development offering. The session will also include the highly rated tabletop conversations in which participants will be able to interact with content experts on topics of their choice, ranging from creating high-quality inclusive field experiences to engaging families as teaching partners. representation
Higher Education Liaison, Early Years (formerly Child Care Services Association)
Sharon Little, Ed.D is Higher Education Liaison with CCSA, with thirty-eight years of experience in the field of early education and adult learning. Sharon is a former Program Lead and Community College Faculty in Early Childhood Education, a recipient of SCRIPT-NC during her program... Read More →
Through the use of the ECEE Indicators, this workshop will share strategies and practices providers can use to support inclusion and belonging in their setting. The ECEE Strengths and Needs Assessment will be shared to support the development of an action plan that immediately recognizes what providers are doing to support inclusion and belonging and aids the provider in planning next steps to enhance inclusive practices. Participants will explore how practices can be embedded into the context of daily early childhood routines. The session will include opportunities to review videos and discuss implementation of the ECEE indicators in small groups and individually. A resource site for supporting learning about the ECEE will also be shared with participants.
Ben began his early childhood experience as a Head Start teacher, coach, and trainer. He is on staff at both the National Center for Pyramid Model Innovations and the Early Childhood Technical Assistance Center, where he supports high fidelity program-wide implementation of the Pyramid Model with families of diverse backgrounds in Denver, Colorado. His previous work includes the Colorado Center for Social Emotional Competence and Inclusion, where he supported communities in their efforts to embed evi... Read More →
Jordyn Zimmerman is a passionate educator and disability advocate. After being diagnosed as autistic at a young age, she did not receive access to augmentative communication until the age of 18. She now thrives on boldly showing up and redefining what is possible in learning spaces... Read More →
UF Distinguished Professor David Lawrence Jr. Endowed Chair in Early Childhood Studies Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida
I am a Distinguished Professor of Special Education and Early Childhood Studies, an affiliate Professor of Pediatrics, the David Lawrence Jr. Endowed Chair in Early Childhood Studies, and Director of the Anita Zucker Center for Excellence in Early Childhood Studies at the University... Read More →
All children have the right to meaningful participation in early care and education environments. Yet, children with disabilities are often excluded from routines and activities within these environments. This session will support practitioners in understanding how to use adaptations to promote participation and belonging within classrooms. This session will also explore several online resources that are available at no-cost to support adults in providing access and meaningful participation for each child.
Technical Assistance Specialist, Frank Porter Graham Child Development Institute at UNC, Chapel Hill.
Allison Jones, M.Ed. is a TA Specialist with the Early Childhood Technical Assistance Center (ECTA) at the Frank Porter Graham Child Development Institute and the Center for IDEA Early Childhood Data Systems. Allison has worked in the field of early childhood for over 20 years... Read More →
The MyAbilities First (MAF) project, initiated in 2016, emphasizes empowering children and their families through self-expression and the use of positive language in children's services. In 2020, Taiwan joined this global MAF project by introducing MyAbilities ID Cards (ABID) for children under 12 years old with special needs and placing these ABIDs on the first page of children's individual profiles to encourage practitioners to focus on children's strengths rather than their weaknesses. Additionally, Taiwan has expanded this transformative approach by incorporating ABID into physiotherapy education, highlighting the importance of a strength-based approach for children with special needs. Participants will have the opportunity to engage in a discussion about challenges and solutions as well as lessons learned across differing contexts.
There are three subtitles to introduce the global promotion of My Abilities First project and Taiwanese development and strategies to facilitate application of My Abilities ID Cards. Three subtitles are: 1. Schiariti Veronica- My Abilities First: Global Promotion of Children's Right to Self-Expression. 2. Liao HF- Promoting My Abilities First: Launching My Abilities ID Card Demonstration Sites in Taiwan 3.Wang PJ- Facilitating Positive Language in HealthcareEducation in Taiwan: My Abilities ID Cards
Adjunct Associate Professor; Creator of "My Abilities First" project, Division of Medical Sciences, University of Victoria, BC, Canada
Dr. Schiariti has also led many knowledge translation initiatives to disseminate the application of the ICF Core Sets in clinical practice around the world. Her work has been recognized with different honours and awards, including the 2022 Children's Healthcare Canada Individual... Read More →
The Early Communication Indicator for Autism (ECI-A), an adaptation of the original ECI, is a naturalistic, play-based measure designed to assess and monitor communication trajectories in autistic children aged 12–60 months. The presentation will include an overview of administration and scoring of the ECI-A, as well as ideas for using the ECI-A in practice and data from a recent study. It will include interactive components, such as examples from real parent-child interaction videos and opportunities for participant engagement and discussion. Attendees will gain knowledge about the ECI-A’s capacity to capture communication behaviors (e.g., gestures, vocalizations, speech, directed communication, joint attention) and track child progress, along with information about available ECI-A training opportunities.
Associate Professor, University of North Carolina at Chapel Hill
Jessica Steinbrenner is a trained speech-language pathologist (SLP) and an associate professor in the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. She has worked with autistic individuals for over two decades as both an SLP and an... Read More →
Doctoral Student, University of North Carolina at Chapel Hill
Aishah Almathkour, M.S., SLP, is a second-year doctoral student in the Speech and Hearing Sciences program at the University of North Carolina at Chapel Hill. With a background in pediatric care gained from Kuwait and clinical practice in NC, Aishah developed a foundation in supporting... Read More →
Dr. Walter Gilliam has stated that “Suspensions and expulsion are adult decisions and adult reactions to children’s behavior in those settings.” Join us to learn about our Behavior Support Network, rooted within the Pyramid Model’s evidence-based framework. From conception to implementation, presenters will describe how a behavior support network came to be a viable support for child care teachers. A description of how the PTR-YC model was adapted for use in child care will be discussed and; implementation successes and challenges will be shared. Join us on one state’s journey to implement behavior supports in child care.
Lead Behavior Specialist, Pyramid PIECES Behavior Support Network of South Carolina
Stephanie McAvoy is a Lead Behavior Specialist with the Pyramid PIECES Behavior Support Network. In this role, she provides behavior support services in child care programs throughout South Carolina. Stephanie has over 15 years of experience and holds a master’s degree in special... Read More →
Principal Investigator, South Carolina Pyramid PIECES , SCIC, & SCPI
Dr. Googe has over 20 years of experience working in the field of early childhood special education and holds a PhD in Special Education from the University of South Carolina. She is a Research Assistant Professor at the Yvonne & Schuyler Moore Child Development Research Center at... Read More →
Ever wonder why some environments bring out the best in children? This session invites providers to reframe challenging behaviors as expected and meaningful expressions of a child’s experiences. Participants will explore how belonging shapes children’s development and consider practical ways to create environments where every child feels connected and valued. Presenters will offer strategies for co-creating connection and inclusion and for turning challenging moments into opportunities for further understanding and supporting young children.
Research Associate Professor, University of Denver
Dr. Jackie Joseph is a Research Associate Professor at the University of Denver, where she is focused on connection, meaningful participation, and joyful learning across all levels of early childhood care and education systems. Dr. Joseph specializes in family partnerships and best... Read More →
Director of Development and Technical Assistance, University of Denver
Sally has been dedicated to early childhood care and education and children's mental health for over two decades, bringing a unique blend of therapeutic, behavioral, and administrative expertise to her work. With experience as a family therapist, early childhood behavior consultant... Read More →
This session will offer a unique opportunity to hear from individuals who can speak as both family members and professionals about what they experienced, what they learned, and what they want to share with families and professionals. Join us to hear their advice on the most effective practices for supporting family engagement, then dive into conversations about how to build reciprocal relationships in higher education, state professional development, and local program efforts.
As early childhood professionals and parents of children with a disability, Jani and Latisha have spent a lot of time thinking and wondering about relationships between parents and members of the early childhood field. These are powerful partnerships! How we can learn together using these unique perspectives? What are the most important components in the family-educator relationship? What makes for a successful partnership? Those questions and more will be explored in a session meant for families, educators and all early childhood "inclusionists." Join us to share stories, discuss the evidence, and basically just try to figure it out together.
Jani Kozlowski, MA is a passionate early childhood professional, author, speaker, technical assistance specialist and consultant focused on supporting each and every child and family during the most critical period of development. Jani provides professional development and technical... Read More →
Placeholder - will finalize when co-presenter confirms - Latisha R. Stuckey is a native of Winston-Salem, North Carolina. She is a single parent of two sons. Latisha recently obtained her Master of Human Service Marriage and Family Counseling degree from Liberty University. She has... Read More →
Active learning is essential for social emotional development, health, wellness, and learning growth. Get Up and Move (GUM) activities help to engage children with diverse abilities socially, academically, and physically. This session centers on the importance of integrating active play, kinesthetic instruction, and physical movement into inclusive early childhood experiences. Participants will engage in “GUM” warm-ups, games, and simulations designed to get bodies moving, brains thinking, and smiles beaming. Participants will also explore and discuss high-leverage strategies to actively include children with a wide range of strengths and needs. And participants will leave with ready-to-implement ideas to meet the needs of all children through meaningful play.
Director of Inclusive Recreation, National Inclusion Project
Dr. Amanda Kloo is an educator, interventionist, and developmental specialist with decades of experience teaching children of all ages and abilities. She is Director of Inclusive Recreation at the National Inclusion Project, a nonprofit providing recreation programs, schools, and... Read More →
This session brings to life the perspectives of young musicians with differing abilities and their families participating in Sinfonía por el Perú, a nationally recognized social music program. By centering beneficiary and parent voices, this presentation highlights real experiences, expectations, and the essential role of family engagement in fostering truly inclusive music education.
Key Takeaways:
Youth Voices in Inclusion:Insights from interviews with young musicians with various abilities on their perceptions and expectations toward inclusion.
The Power of Family Engagement: Introduction of the Parent Package, a practical resource designed to empower families as active partners in their child's musical and social development.
Building Supportive, Inclusive Environments: Practical strategies for educators, administrators, and community leaders to strengthen inclusion within music programs, ensuring meaningful and sustainable participation for all.
This presentation will offer both pilot-tested insights and practical approaches, equipping participants with ideas to foster a culture of inclusion in their communities.
Owner & Founder/Fulbright Specialist, Music Therapy Consulting/Fulbright Perú
Dr. Petra Kern, Ph.D., MT-BC, MTA, DMtG, is a globally recognized expert in music therapy, with a strong commitment to family-centered inclusion practices. As a Fulbright Specialist (2024–2027), she collaborates with Sinfonía por el Perú, strengthening its Special Education Program... Read More →
Coordinator, Special Education, Sinfonía por el Perú
Luis Alberto Castillo Acosta is a lawyer, percussionist, and music educator with over 20 years of experience in music education. Trained in El Sistema Nacional de Orquestas de Mérida, Venezuela, he has dedicated his career to expanding opportunities for young musicians with disabilities. As... Read More →
Social Intervention Team, Special Education, Sinfonía por el Perú
Anel Vásquez is a Peruvian sociologist with expertise in social research, inclusion, and equity. A graduate of Pontificia Universidad Católica del Perú, she also studied at UNC-Chapel Hill as an exchange student. With six years of experience in both the public and private sectors... Read More →
This session will focus on options for designing effective coursework and professional development that supports participants to learn, try out, and apply practices for supporting each and every learner. Techniques for addressing adaptations and evidence-based teaching practices will be offered, including ways in which to use place-based personas to support outcomes that reflect attention to early childhood inclusion.
Higher Education Liaison, Early Years (formerly Child Care Services Association)
Sharon Little, Ed.D is Higher Education Liaison with CCSA, with thirty-eight years of experience in the field of early education and adult learning. Sharon is a former Program Lead and Community College Faculty in Early Childhood Education, a recipient of SCRIPT-NC during her program... Read More →
This session on developing and implementing child guidance policies will equip participants with the knowledge and tools to create and refine child guidance policies that address challenging behaviors, support early childhood development, and ensure that all children have the opportunity to thrive in inclusive environments. We will introduce and explore the Teaching and Guidance Essential Policies Checklist (TAGPEC) to help early childhood administrators, TA providers, program coaches, and practitioners design and implement system-level policies to support and promote children’s social-emotional development, prevent challenging behaviors, and to support families and staff.
Project Director, Program-Wide Positive Behavior Support, University of South Florida
Anna Winneker has a professional and educational background working with children identified with emotional/behavior disorders in settings ranging from residential treatment to inclusion.She completed her PhD in Curriculum and Instruction with an emphasis on exceptional student education... Read More →
Learning and Development Facilitator, University of South Florida
Amanda Tamagni, Ed.D., is a Learning and Development Facilitator in the Department of Child and Family Studies, Florida Center for Inclusive Communities at the University of South Florida. She provides technical assistance and training on inclusive early childhood practices and support to programs to build their capacity for implementing high-quality inclusion in early childhood settings. Amanda previously provided technical assistance... Read More →
Co-regulation in early childhood is more than deep breathing and counting to ten. Adults can co-regulate with children throughout the day, during both challenging and low-stakes interactions with young children.Learn about the co-regulation/self-regulation continuum and how to develop a habit of promoting emotional intelligence and social-emotional development throughout the day and across activities.
Dr. Sarah Sexton earned a bachelor’s degree in early childhood education from Boston University, two master’s degrees, one in special education and one in educational leadership, both from Bank Street College, and a doctorate from Appalachian State University. Dr. Sexton has worked... Read More →
“Stay-Play-Talk" is a peer-mediated intervention that has been shown to have beneficial impacts on social communication skills for autistic children. This session will review strategies from Stay-Play-Talk to help peers be responsive play and communication partners. We will describe clinical applications for its use with autistic children with limited or no spoken language who are learning to use a speech-generating device to augment speech. The presentation will include video examples and practical tips for implementing peer-mediated interventions in real-world settings.
Project Coordinator, Juniper Gardens Children’s Project, University of Kansas
Janet Weaver is a Project Coordinator at Juniper Gardens Children’s Project in the Life Span Institute at the University of Kansas. She is the coordinator for the Peer Interventions for Preschoolers with Autism (PIPA) project, a five-year, multi-site study focused on adapting an... Read More →
Clinical Research Specialist, Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill
Sarah Greer (she/her) is a Clinical Research Specialist in the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. She is the site project coordinator for the Peer Interventions for Preschoolers with Autism (PIPA) project, a multi-site study... Read More →
Self-advocacy is crucial for individuals with disabilities- especially kids! Self-advocacy is also challenging for individuals with disabilities- especially kids! It is a taught, learned, and practiced skill. Revamping the familiar “All About Me” activity is a fantastic way to equip children of all ages, stages, and abilities to make informed, authentic, empowered decisions about school, life, and play. During this session, we will engage together in hands-on, minds-on, hearts-on "All About Me" activities. Participants will leave with practical and meaningful ideas for strategy implementation.
Director of Inclusive Recreation, National Inclusion Project
Dr. Amanda Kloo is an educator, interventionist, and developmental specialist with decades of experience teaching children of all ages and abilities. She is Director of Inclusive Recreation at the National Inclusion Project, a nonprofit providing recreation programs, schools, and... Read More →
Interested in how to incorporate emphasis on inclusive STEM learning in courses you already teach? Or workshops you already offer? This session will highlight specific strategies for weaving STEM learning and currently required content together. Discover what emphasis on STEM might look like in a course/presentation on language and literacy, family-centered practices, child development, early childhood curriculum, and more.
Dr. Pedonti earned her degree in Child Development from UNC-Chapel Hill in 2008 and M.Ed. in Human Development from the Harvard Graduate School of Education in 2009. She taught in public early childhood programs and worked in Head Start for 10 years before earning her Ph.D. from UNC-Chapel... Read More →
Mrs. Harris earned her Bachelor's degree in Early Childhood Education from Winthrop University in 2003 and graduated from Western Carolina University with a Master's degree in Birth-Kindergarten education. She has taught in a variety of classroom settings, including working with toddlers... Read More →
Technical Assistance Specialist, FPG Child Development Institute, UNC Chapel Hill
Dr. Jessica Amsbary is the Program Coordinator of the Early Childhood Intervention and Family Support (ECIFS) Master’s Degree in Education for Experienced Teachers program at UNC-Chapel Hill. She is also a Technical Assistance Specialist at the FPG Child Development Institute where... Read More →
This session features parents of young children with autism who share their perspectives on receiving early intervention support designed to enhance their ability to foster their children's participation in everyday routines. Activities such as toothbrushing, dressing, going to the park, and mealtimes are often impacted when young children experience differences in social and communication development. Parents in this session will share their experiences and impressions of how helpful it is when early intervention supports focus on bolstering their children's learning outside of play routines.
Associate Director, Family, Infant and Preschool Program
Following four years as a musician in the United States Marine Corps, Ms. Everhart graduated from Frostburg State University in 1993 with a Bachelor of Science degree in Speech Communication and a minor in Public Relations. She received a second Bachelor of Science degree in Speech-Language... Read More →
Speech-Language Pathologist, Family, Infant and Preschool Program
Rebekah Norris, MS, CCC-SLPMs. Norris is a licensed speech-language pathologist through the North Carolina Board of Speech-Language Pathologists and Audiologists and holds the Certificate of Clinical Competence (CCC) in Speech-Language Pathology from the American Speech-Language-Hearing... Read More →
This interactive session will: 1. Review the research related to the role of access, participation, and belonging within the early childhood school and classroom 2. Hear from families and learn about their experiences navigating and partnering with their child’s school and early educators 3. Reflect upon the 3 Universal Design for Learning Principles (UDL) and apply the UDL principles to provide high-quality teaching and learning environments that support children’s development and allow all children to meet high expectations
Dr. Bweikia Steen has been involved in the early childhood education field for over 20 years. Currently, she serves as an Associate Professor of Early Childhood Education at George Mason University in Fairfax, VA. She previously served as Associate professor and the director of the... Read More →
In this interactive session, participants will learn about the Teacher Impression Scale (TIS), a 14 item impression scale completed following a 5-mintue center-time observation. The TIS is a practical tool that teachers can use to assess preschool children’s strengths, identify children who may experience challenges with peer social competence skills, and assess progress of children for whom programs have been developed to support peer social competence. Presenters will provide information for how teachers can use the TIS in their settings. Videos will be used for examples for teachers to practice coding the TIS. Discussions will focus on how teachers can use this measure in their own settings.
Senior Research Scientist, Frank Porter Graham Child Development Institute
Ann Sam, PhD, is a senior research scientist, at the Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with... Read More →
Research Scientist, Frank Porter Graham Child Development Institute
Stephanie Reszka, PhD, is a researcher at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. Her research centers on classroom and school-based interventions for children on the autism spectrum, with current and previous projects... Read More →
Evidence suggests all children prosper in high-quality, inclusive environments, but especially children with disabilities. However, many early educators haven’t been afforded the opportunity to learn evidence-based strategies that put children with disabilities on a path to reaching their full potential. This knowledge enhances children’s future academic and social outcomes, while simultaneously reducing the risk of teacher burnout. Learn about the University of Maryland’s (UMD) Early EdCorp, a Registered Apprenticeship program focused on preparing assistant teachers/paraeducators to leverage inclusive practices while earning their Child Development Associated (CDA) credential. Explore ways to partner with UMD’s Early EdCorp to promote inclusion in your community.
Associate Project Director, Center for Early Childhood Education and Intervention, University of Maryland at College Park
Amanda Schwartz is the Associate Project Director for the Maryland Early EdCorp Registered Apprenticeship program. She also serves as an instructor for the University of Maryland, College Park dual certification program for future early childhood and early childhood special education... Read More →
Inclusion Specialist, Center for Early Childhood Education and Intervention, University of Maryland at College Park
Dr. Beth Boyle is a Faculty Research Associate at the University of Maryland, Center for Early Childhood Education and Intervention. She has a Doctorate in Education, Early Childhood Special Education, and a master's in psychology. Her work has focused on both research and the development... Read More →
This session will explore the unique challenges that early childhood families, with children from birth to five, face when navigating grief, especially in the context of raising children with exceptionalities. We will address the emotional and practical complexities of grief and caregiving, incorporating the mental health needs of both infants and young children. Participants will gain valuable insights into fostering resilience and understanding and providing effective support for families while navigating grief through the lens of early childhood development and mental health.
Southeast Regional Board Member, Pennsylvania Association for Infant Mental Health
Presenter BIO: Marilyn Barge,DSW, LSWWebsite: https://www.pa-aimh.org/about-us.html Dr. Marilyn Barge holds a doctorate from Tulane University School of Social Work, a master's degree from Temple University, and a bachelor's degree in Social Work from Temple University. She also has a Pre-K-12 School Counseling certification from Rosemont College and holds... Read More →
Presenter BIO: Marilyn Pendelton, EdD, RN, LNC, CSNWebsite:https://urvoiceheard.comDr. Pendelton is a transdisciplinary leader. She is the founder and CEO of Your Voice Heard, a federal government procurement-ready small business. Their mission is to educate and equip leaders, school communities, and workforce members with tools to recover from the grief caused by... Read More →
This session explores the transformative potential of Artificial Intelligence (AI) in education by focusing on the integration of AI into Learning Management Systems (LMS) and higher education settings to ensure that all learners can access and participate fully. Participants will learn how AI can create personalized, inclusive learning experiences that address the unique needs of each and every learner, including multilingual learners and students with Individualized Education Programs (IEPs). Attendees will leave with practical strategies to implement these AI tools responsibly, ensuring they are both inclusive and effective.
Research Coordinator and Instructor, University of North Carolina at Chapel Hill
Dorentina is a researcher and educator passionate about inclusive early childhood development and innovative learning. As a Research Coordinator at the Early Learning Lab (University of North Carolina at Chapel Hill), she manages projects focused on early childhood language development... Read More →
Dive deep into the world of itinerant services and uncover strategies that have positively impacted the lives of young children and families across states and school districts. In this session, we'll explore system-level considerations and innovative implementation approaches designed to enhance your programs. We will share guidance for embedding instruction, collaborative planning, IEP placement decisions, logistics, and professional development. Participants will have the chance to review the Illinois Itinerant Guidance, reflect on the content, and engage in discussions on how itinerant services can be brought to life in your programs.
Ann Kremer is the Project Director for Early CHOICES a preschool inclusion initiative of the Illinois State Board of Education. The mission of Early CHOICES is to increase high quality inclusive opportunities for young children. Ann has a masters of education in early childhood... Read More →
Ruth Gallucci serves as the National Association of State Directors of Special Education (NASDSE) State Early Childhood Special Education Affinity Group (ECSE AG) Liaison, as well as a Technical Assistance Consultant for the Early Childhood Technical Assistance Center (ECTA) and... Read More →
This session aims at presenting current evidence of everyday practices for nurturing peer interactions and supporting positive social engagement in early childhood classrooms. Participants will review recommended practices, watch video clips of classroom implementation, and discuss ways inclusive practices can be individualized to support the diverse learning profiles of children.
Executive Director, Paul V. Sherlock Center On Disabilities Rhode Island College
Amy Grattan, Ph.D., is the executive director of the Sherlock Center on Disabilities. Her work in RI includes serving as a consultant to numerous RI initiatives focused on improving the quality of education for young children; participating and then leading the expansion and revisions... Read More →
Honorary Research Fellow, University of Roehampton, UK
Elena P. Soukakou is an Honorary Research Fellow in the School Education, University of Roehampton, United Kingdom. She is also a visiting Professor at the Department of Early Childhood Education of the National and Kapodistrian University of Athens. Dr. Soukakou has been working... Read More →
This presentations aims to develop a better understanding of the lived experiences of Black fathers of children with disabilities. The diagnosis of disability in a child presents a challenge for many parents and families (Huang, Kellett & St Jon 2010). For most parents learning about their children's disability, shock becomes the first response to dealing with the diagnosis (Hemming & Akurst 2009; Yaacob et al. 2021). Fathers are regarded as "hard to reach" by educators and practitioners within social services. In this session audience members will hear about lived experiences of the Black Father Crew, fathers of children with disabilities from across the United States.
Brandy James is the Early Childhood Learning Coordinator for Mt. Vernon Community School Corporation and Lecturer in the Department of Family Community Medicine at The University of Arizona. Her work has addressed a variety of topics in ECSE/EI, including early childhood providers... Read More →
This presentation centers on cultural and linguistic factors for assessing bilingual children. Fundamental components and strategies for framing an assessment that integrates these aspects will be discussed. Specific focus will be given to guiding principles for assessing language and communication skills. Key considerations relevant to working with families of children from bilingual backgrounds will be addressed as well.
Kimberly Jenkins, PhD, CCC-SLP is an assistant professor in the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. Her research interest is the acquisition and development of language in children who are in the process of learning two languages... Read More →
For inclusion to work, early intervention/early childhood special education specialists need to work collaboratively with caregivers (parents, teachers, etc.) to find strategies to help children function in their everyday routines. Collaborative consultation, sometimes known as coaching, requires the specialist’s obtaining context before suggesting a strategy. This process stands in contrast to an expert approach, where the specialist makes recommendations with inadequate context.
Administrator and Associate Director, Multnomah Early Childhood Program and EIEIO
Cami has 25 years of experience working with young children with disabilities and their families. She has been a home visitor, a classroom teacher, an evaluator, and an administrator. She works with Robin in implementation of the Routines-Based Model in the U.S. and international... Read More →
This session will focus on addressing interfering behaviors as part of early intervention services. We will describe the development process of freely available online modules to support EI providers to use a caregiver coaching model as part of their service to empower caregivers to use evidence-based practices (EBPs) in daily routines and activities. The module focused on addressing toddler's interfering behaviors will be described with video examples and case studies so that participants can explore how to use the module and its resources as part of their practice. The module format (including planning, using, and monitoring progress) will be outlined and user data related to EBP knowledge and module usefulness will be presented. Finally, participants will develop an action plan to apply what they learned in their own work.
Senior Research Scientist, Frank Porter Graham Child Development Institute
Ann Sam, PhD, is a senior research scientist, at the Frank Porter Graham Child Development Institute. Her research and professional development interests are rooted in her direct experience as a public-school teacher working in preschool and kindergarten classrooms with students with... Read More →
Technical Assistance Specialist, FPG Child Development Institute, UNC Chapel Hill
Dr. Jessica Amsbary is the Program Coordinator of the Early Childhood Intervention and Family Support (ECIFS) Master’s Degree in Education for Experienced Teachers program at UNC-Chapel Hill. She is also a Technical Assistance Specialist at the FPG Child Development Institute where... Read More →
2024 revealed the long-awaited updates to the Universal Design for Learning (UDL) guidelines, with greater attention to issues early childhood inclusion. This session will start by sharing options for faculty and PD providers to discover, practice, and apply those guidelines in their learning opportunities and assignments. Then it will share examples of ways to help students and learners to learn about and apply UDL principles in their work with children and families.
Frequent, universal screenings in pediatric primary care are critical for identifying whether children are meeting key developmental milestones. Early and consistent screenings play a vital role in detecting potential developmental delays, behavioral concerns, and social-emotional challenges—issues that, if left unaddressed, can significantly impact a child’s long-term health and well-being. Beyond flagging potential concerns, these screenings reveal referral needs, ensuring families gain access to essential services and interventions. HealthySteps (HS) is an evidence-based program that strengthens pediatric care by embedding an early childhood specialist and behavioral health promotion/prevention expert into the primary care team, specifically serving families with children from birth to age three. HS Specialists collaborate with the primary care team and caregivers to promote healthy child development. In addition to providing positive parenting guidance, they support early identification and care coordination and systems navigation--ensuring families receive timely, effective connections to critical resources. This session will offer an in-depth overview of the HealthySteps approach, highlighting best practices for linking families to services, and strategies for equipping families to navigate the complexities of accessing care. Participants will be encouraged to engage throughout the session by asking questions and sharing their experiences
This session focuses on a tiered coaching model designed to meet the specific needs of early childhood special education (ECSE) itinerant practioners who service young children with disabilities in general education classrooms including community programs. Attendees of this session will gain access to nuts and bolts of a state-wide itinerant training, the Special Education Itinerant Teacher (SEIT) Academy. The SEIT Academy is designed to promote and support the implementation of a special education itinerant model within early childhood programs as part of the continuum of services for preschool children with disabilities. Come learn about the benefits of tiered coaching that increases the effectiveness of professional development and supporting itinerant practioners establishing and/or enhancing the implementation of itinerant services within their school districts.
Technical Assistance Coordinator, University of South Carolina-South Carolina Partnerships for Inclusion
Melissa Griffin serves as the Technical Assistance Coordinator with SCPI. In this role, she facilitates the implementation of a tiered framework of supports for early childhood specialists and coordinates service delivery for districts working with SCPI to improve early childhood... Read More →
Special Education Itinerant Teacher Coach, University of South Carolina-South Carolina Parterships for Inclusion
Tanya Hutchinson serves as the Special Education Itinerant Teacher (SEIT) Coach. In this role, she supports school districts who have completed the SEIT Academy as they implement the special education itinerant model in preschool programs within their district. Tanya has over 25 years... Read More →
Assistant Professor of Early Childhood Special Education, University of South Carolina
Dr. Kate Ascetta is an assistant professor of Early Childhood Special Education. Before pursuing her Ph.D. at University of Oregon, she worked in a variety of settings with young children and early childhood teachers. She began as an early childhood special education teacher for young... Read More →
Research has shown that the primary challenge to supporting children with disabilities in regular early childhood settings like child care and Head Start rests within our own attitudes and beliefs. Therefore, in order to find innovative approaches to challenges, we should start by reflecting on our own mindset. How did we come to our understanding of the notion of disability in the first place? Are these beliefs getting in the way of our approaches toward children, families and colleagues? Let's explore it together! Join us to consider alternatives to the common definition of disability and how this alternative way of thinking can impact programs and practices. Together we will reflect on our attitudes and beliefs about disability, learn through storytelling and reflection, and consider an approach for supporting children with disabilities to foster change and create solutions. Together we can expand our thinking and find solutions!
Jani Kozlowski, MA is a passionate early childhood professional, author, speaker, technical assistance specialist and consultant focused on supporting each and every child and family during the most critical period of development. Jani provides professional development and technical... Read More →
Research Associate Professor, University of Denver
Dr. Jackie Joseph is a Research Associate Professor at the University of Denver, where she is focused on connection, meaningful participation, and joyful learning across all levels of early childhood care and education systems. Dr. Joseph specializes in family partnerships and best... Read More →
Emergent literacy is the foundation for later reading and writing development for all children. Emergent literacy activities help children develop understandings of the forms and functions of print, while developing essential language and communication skills. Children with extensive support needs often face barriers to participating in emergent literacy activities. Their combined language, communication, physical, sensory, and cognitive needs often result in limited learning opportunities. Augmentative and alternative communication (AAC) is one essential support for children with extensive support needs. In this session, we will describe ways to incorporate AAC into comprehensive approaches to emergent literacy and provide hands-on practice using AAC during shared reading and using alternative pencils for writing.
Suzanne Feinstein, M.A., CCC-SLP is a doctoral student in Speech & Hearing Sciences at the University of North Carolina at Chapel Hill. She is currently a research assistant in the Center for Literacy and Disability Studies. Her research interests include understanding how various... Read More →
Doctoral Student, University of North Carolina at Chapel Hill
Hsiao-Ting, M.A., CCC-SLP, is currently a doctoral student in Speech & Hearing Sciences at the University o.f North Carolina-Chapel Hill where she works at the Center for Literacy Disability Studies as a research assistant. She is a bilingual Mandarin-English SLP and has worked in... Read More →
In my work with tribes one of the things that has stood out has been that every full tribal language immersion school or classroom has almost no behavior issues. We will look at some of the commonalities of why this may be happening when another school or classroom from the same community may show different results. This includes schools in the Southwest, Northern Woodland areas, Northwest, Alaska and Hawaii, all of them seem to have this in common. We will talk about how language and culture can influence behavior and what is so unique in these settings, such as tribal languages being verb driven instead of noun driven as English is. How sign language impacts behavior. I have looked at the methodologies over the years used in these learning environments and we will have a open discussion on what I have learned, along with the natural process of inclusion being built into the language and culture.
Director, National American Indian Alaska Native Head Start Collaboration Office
Micker (Mike) Richardson (Haliwa-Saponi), MBA, serves as the Director of the National American Indian and Alaska Native Head Start Collaboration Office. NAIANHSCO is committed to assisting Head Start grantees in developing collaborative partnerships to improve the quality of life... Read More →
