Promoting Inclusion in Infant and Toddler Settings

As a part of their Rocking and Rolling series, NAEYC offers a wonderful article on “Promoting Inclusion in Infant and Toddler Settings.” You can also download a PDF version here if you want a copy of your very own. It’s an excellent resource for professionals who work in inclusive settings as well as Early Start providers who support those front-line workers.

The article starts off with a story about an infant-toddler teacher who is thinking about welcoming a new child into her classroom. She already knows this child has an autism diagnosis and spends time coming up with all kinds of questions. That leads her to setting up a plan to help this new child have the best possible experience.

The author goes on to outline a solid plan for inclusion using the acronym SNAP:

  • Skills and Strengths
  • Needs
  • Adaptations
  • Partners

The acronym alone makes this article bulletin board worthy, but it goes on to describe in some detail ways to plan for (1) accessibility, (2) participation, and (3) supports for the child and the teaching staff alike. “Promoting Inclusion in Infant and Toddler Settings” wraps up with things to both think about and try as inclusion becomes a priority for you and your coworkers.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

  • Core Knowledge (CK):
    • CK8: The etiology, diagnosis, and characteristics of disabilities and risk factors.
  • Evaluation and Assessment (EA):
    • EA7 (EIS): Knows strategies to determine child and family strengths, typical routines and activities, and preferred teaching and learning styles.
  • Individualized Family Service Plan Development and Review (IFSP-DR):
    • IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places, and partnerships for early intervention activities.
  • Individualized Family Service Plan Development and Review (IFSP-i):
    • IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
    • IFSP-i3 (EIA): Is familiar with generic and specific evidence-based early intervention strategies to support all areas of development.
    • IFSP-i6 (EIS): Understands the need for developmentally appropriate strategies, adaptations, assistive technologies, and other supports that maximize the child’s learning opportunities.
    • IFSP-i7 (EIA): Understands the importance of teamwork and collaboration.
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