2025 International Inclusion Institute

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.  

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.

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.

The My Abilities 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 My Abilities 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

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

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. 

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.