AX
EM
R
O
SC
, AX
EM
R
O
SC
, AX
EM
R
O
SC
, dfghjkl
SC VI. Building on Recommended Practices
A. Collaboration Between Early Childhood Education and Early Childhood Special
Education Professionals
B. The Importance of Ongoing Pursuit of Evidence-Based Practices
O
VII. Service Delivery
A. Services for Infants and Toddlers
B. Services for Preschoolers
VIII. Educating Young Children with Disabilities in Inclusive Settings
R
A. Unique Challenges Involved in Supporting Early Childhood Inclusion
B. Key Findings from Research on Preschool Inclusion
C. The Role of the Early Childhood Special Educator
EM
D. The Case for Specific Training Related to Inclusion Support
IX. Summary
X. Reflect and Apply
ESSENTIAL CONCEPTS AND VOCABULARY
Activity-based intervention
Americans with Disabilities Act
Americans with Disabilities Act Amendments Act
Developmentally Appropriate Practices (DAP)
Early Intervention
Embedded intervention
AX
Evidence-based practices
Family-centered approach
Free appropriate public education
Inclusion
Inclusion support
Inclusive settings
Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act
Interdisciplinary team approach
Least restrictive environment
Natural environments
Person-first language
Recognition and response
Recommended practices
Relationship-focused intervention model
Response to Intervention (RTI)
Routines-based intervention
Section 504 of the Rehabilitation Act of 1973
Tiered instruction
Transactional
Transdisciplinary approach
Universal Design for Learning (UDL)
Zxcvbnhjmk,l
EM
R
O
SC
, AX
EM
R
O
SC
, AX
EM
R
O
SC
, dfghjkl
SC VI. Building on Recommended Practices
A. Collaboration Between Early Childhood Education and Early Childhood Special
Education Professionals
B. The Importance of Ongoing Pursuit of Evidence-Based Practices
O
VII. Service Delivery
A. Services for Infants and Toddlers
B. Services for Preschoolers
VIII. Educating Young Children with Disabilities in Inclusive Settings
R
A. Unique Challenges Involved in Supporting Early Childhood Inclusion
B. Key Findings from Research on Preschool Inclusion
C. The Role of the Early Childhood Special Educator
EM
D. The Case for Specific Training Related to Inclusion Support
IX. Summary
X. Reflect and Apply
ESSENTIAL CONCEPTS AND VOCABULARY
Activity-based intervention
Americans with Disabilities Act
Americans with Disabilities Act Amendments Act
Developmentally Appropriate Practices (DAP)
Early Intervention
Embedded intervention
AX
Evidence-based practices
Family-centered approach
Free appropriate public education
Inclusion
Inclusion support
Inclusive settings
Individuals with Disabilities Education Act
Individuals with Disabilities Education Improvement Act
Interdisciplinary team approach
Least restrictive environment
Natural environments
Person-first language
Recognition and response
Recommended practices
Relationship-focused intervention model
Response to Intervention (RTI)
Routines-based intervention
Section 504 of the Rehabilitation Act of 1973
Tiered instruction
Transactional
Transdisciplinary approach
Universal Design for Learning (UDL)
Zxcvbnhjmk,l
