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• All Children Should Know Joy /
  
  
• Inclusion in Child Care Centers /
  
  
• ECRII Briefs
  
  
• NICHCY NEWS DIGEST ~ Planning for Inclusion ~
  
  
• NICHCY Resources You Can Use ~ Disability Awareness ~
  
  
• Facilitating Inclusion in Community Setting: Creating Environments that Support the Communication and Social Interaction of Young Children

All Children Should Know Joy

Thompson, B., Wickham, D., Wegner, J., & Ault, M. (1996). All children should know joy: Inclusive, family-centered services for young children with significantdisabilities. In D. H. Lehr & F. Brown, (Eds.), People with disabilities who challenge the system (pp. 23-55). Baltimore, MD: Brookes Publishing Company.

In this article, you will find a strong presentation of "origin" and the "path" of the Circle of Inclusion Project. It also provides nine themes of what the researchers learned through the Project and recommends ten features of an exemplary inclusive early childhood program.

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Inclusion in Child Care Centers

Buysse, V. & Winton, P. (Eds.) (1997). Early Development, 1(2). Chapel Hill, NC: University of North Carolina Chapel Hill.

This is a quarterly newsletter published by the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. Other issues are available at http://www.fpg.unc.edu/%7Encedl/PAGES/prdcts.htm#EDAnchor

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ECRII Briefs

The following brief papers are posted with permission of:
The ECRII (Early Childhood Research Institute on Inclusion), Peabody College, Vanderbilt University, Nashville, TN. Web site: http://www.fpg.unc.edu/~ecrii/ECRII_Resources_for_You_to_Use/ECRII_Briefs/ecrii_briefs.html

Each of the following brief papers contain rich, five-year national research-based information by ECRII researchers that is nicely summarized in one to one and a half pages.

1.Working together: Professionals develop new roles and relationships in inclusive settings (February, 1998).

2. Toward a better understanding of inclusion (July, 1998).

3. Respecting diversity: The effects of language, culture, and disability on children's preschool experiences (July, 1998).

4. Words and action: How teachers' differing beliefs about inclusion affect disabilities participate in society (October, 1998).

5. Part of the community: Factors that influence the way children with disabilities participate in society (July, 1998).

6. How inclusion works: The beliefs and experiences of those who implement and participate in inclusive programs (September, 1998).

7. The culture of inclusion: How cultural and disability issues influence the implementation and effectiveness of inclusive classroom settings (October, 1998).

8. Teaching all children: Challenges to providing early intervention services in inclusive settings (October, 1998).

9. Defining types of inclusive programs and services (October, 1998).

10. How preschools promote inclusive practices: Lesson from two case studiesc (October, 1998)

11. Synthesis points (October, 1998).

13. How preschool teachers include children with disabilities (November, 1999).

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NICHCY NEWS DIGEST ~Planning for Inclusion~

The National Information Center for Children and Youth with Disabilities (NICHCY) (1995). News Digest, 5.(1). Washington, DC: Author Web site: http://www.nichcy.org/pubs/newsdig/nd24.htm

This digest was developed to respond to the host of questions that NICHCY received from parents, teachers, administrators, advocates, and others about inclusion. Resource lists on inclusion are provided.

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NICHCY Resources You Can Use ~ Disability Awareness ~

The National Information Center for Children and Youth with Disabilities (NICHCY). (2000). NICHCY Bibliography, 13. Washington, DC: Author Web site: http://www.nichcy.org/pubs/bibliog/bib13.htm

This list provides a sample of selected materials on disability awareness available from different organizations. The materials are arranged in the following five categories: curriculum; books; children's books; videos; poster; and other merchandise.

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Facilitating Inclusion in Community Setting: Creating Environments that Support the Communication and Social Interaction of Young Children

Venn, M. L., Fink, D. B., Hadden, S., & Fowler, S. A. (1994). FACTS/LRE Information series, No. 3, University of Illinois, Urbana-Champaign. Web site: http://facts.crc.uiuc.edu/facts3/facts3.html

The purpose of this booklet is to outline techniques for teachers in an inclusive early childhood classroom. Increased positive learning opportunities for ALL children are provided by using simple communication strategies and by modifying routines in classrooms. This booklet uses a nice scenario to help readers visualize how things would be if teachers incorporated those strategies/techniques and/or modify routines.

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