Evidence-based Practices that Support Access for Each Child
Check It Out
 Is it developmentally
appropriate?
 Is it contextually
appropriate?
 Is it individually
appropriate?
Evidence-based Practices
National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support
inclusion. Chapel Hill: UNC, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices2011_0.pdf
Universal Design for Learning
Does each child have multiple and varied ways to learn?
Kinesthetic
Visual
Auditory
Does each child have multiple and varied ways to become engaged, motivated, excited, and challenged in
their learning?
Attention
Motivation
Choices
Interests
Curiosity
Preferences
Does the early childhood environment provide all children with multiple and varied ways to express and
show what they are learning?
Signing/Gestures
Assistive Technology
Speaking
Typing/texting
Singing
Drawing
1
Universal Design for Learning Resources
Building Inclusive Childcare Universal Design for Learning
http://webapp.northampton.edu/streamingvideo/bicc.wmv
Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of
early education: Moving forward for all children. Beyond the Journal: Young Children on the Web.
http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
Environmental Adaptations Checklist
http://ectacenter.org/~pdfs/decrp/ENV-4_Environmental_Adaptations.pdf
Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early
childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13
http://www.southernearlychildhood.org/upload/pdf/Dimensions_Vol41_1_Dinnebeil.pdf
Supporting Early Literacy Through Universal Design & Assistive Technology
http://depts.washington.edu/hscenter/family-literacy-2
Universal by Design: Inclusive Approaches that Support Each Preschool Child
http://dec.membershipsoftware.org/files/EHornhandoutsvermont14.pdf
Universal Design for Learning: Checklist for Early Childhood Environments
http://www.northampton.edu/Documents/ECE/Checklist_and_Questions.pdf
Using Choice and Preference to Promote Improved Behavior
http://csefel.vanderbilt.edu/briefs/handout15.pdf
Stages of Second Language Acquisition
Stage One: Use of First Language The young dual language learner tries to communicate in his/her first language
(the language from home) and does not yet realize the other person speaks a different language.
Stage Two: Quiet Period The young dual language learner becomes quiet, listening to the new language, typically
English. The child is actively focused on learning the meaning of useful words and phrases.
Stage Three: Telegraphic and Formulaic Speech The young dual language learner begins to speak the new
language with a single word or short familiar words or phrases.
Stage Four: Productive Speech The young dual language learner generates sentences and more original language
than at the previous stage. The dual language learner may converse with a peer or adult.
Source: Durbin, S., & Bedel, P. (2014). Soyul & Teacher Yvette. Los Angeles, CA: Teaching At The
Beginning. Distributed by Redleaf Press.
2
Strategies for Supporting Dual Language Learners
Create a welcoming environment that reflects children’s backgrounds. Include pictures, posters, toys and
books which portray children’s languages and cultures in respectful and authentic ways.
Ask families to continuously share information over time about their children’s interests and infuse the
information into activities, interactions and curriculum
Provide opportunities for families and community members to share stories and information in their home
language
Support children’s continued development of the home language and facilitate English language learning
Develop your knowledge of first and second language development as well as culturally and linguistically
responsive practices
Remember that dual language learners are individuals; there is no one size fits all strategy. Use information
from families and observations of children to individualize services and supports.
Source: Strategies for supporting all dual language learners. Retrieved from
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/dll-strategies.pdf
Resources for Supporting Young Dual Language Learner and Their Families
Code Switching: Why It Matters and How to Respond
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/code-switching.pdf
Colorín Colorado http://www.colorincolorado.org/
The Importance of Home Language Series
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/home-language.html
Same, different, and diverse: Understanding children who are dual language learners (DLLs). Retrieved from
https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/same-different-diverse.pdf
Strategies for supporting all dual language learners. Retrieved from
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/docs/dll-strategies.pdf
Assistive Technology
Level of Assistive Technology
Low Tech – no cost or low cost options that
require no training and can easily be created and
implemented by teachers and families
Examples
Pictures
Visual schedules
Use of Velcro to stabilize materials
Pencil grips
Adapted scissors
Knobbed puzzles
Mid Tech – materials that require minimal
training and cost less than $500
Computer adaptations (e.g., touch screen)
High Tech – more expensive options that may
require specialized training
Higher level augmentative and alternative
communication (AAC) systems (e.g., Dynavox)
Switches, switch-activated toys
3
Assistive Technology Resources
AT for preschool http://www.scoe.net/seeds/resources/at/atPreschool.html
AT in Action Videos https://www.youtube.com/user/CTDinstitute
Assistive Technology Checklist http://ectacenter.org/~pdfs/decrp/ENV-5_Assistive_Tech.pdf
Assistive technology for infants, toddlers, and young children http://www.nectac.org/topics/atech/atech.asp
CONNECT Module 5: Assistive Technology http://community.fpg.unc.edu/connect-modules/learners/module-5
EZ AT: Assistive Technology Activities for Children Ages 3 to 8 http://www.pacer.org/stc/pubs/STC-16.pdf
Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond
the Journal: Young Children on the Web. http://journal.naeyc.org/btj/200311/assistivetechnology.pdf
4