Participation in General EC Programs According to the Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs, released jointly by the US Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations. The ED/HHS policy statement sets an expectation for high-quality inclusion in early childhood programs; highlights the legal and research base for inclusion; identifies challenges to adopting inclusive practices; provides recommendations for increasing inclusive early learning opportunities, and links to free resources. The Importance of Participation in General Early Childhood Environments Being meaningfully included as a member of society is the first step to equal opportunity and is every person’s right – a right supported by our laws. Research indicates that early childhood inclusion is beneficial to children with and without disabilities. In addition, meaningful inclusion can support children with disabilities in reaching their full potential resulting in broad societal benefits, including higher productivity in adulthood and fewer resources spent on interventions and public assistance later in life. It is well documented that the beginning years of children’s lives are critical for building the early foundations of learning and wellness needed for success in school and later in life. During these years, children’s brains develop rapidly, influenced by the experiences they share with their families, teachers, peers, and communities. Like all children, it is critical for children with disabilities to engage in positive relationships and be exposed to a variety of rich experiences where they learn aside their peers in the context of play and everyday interactions. In partnership with families, high-quality early childhood programs can facilitate the experiences that foster learning for all children. Embedding Special Education Services within Early Childhood Programs If young children with disabilities are to enter kindergarten with the early readiness skills that serve as the foundation for all learning, they must not only have access to high-quality early childhood programs but receive the necessary supports embedded into their daily classroom activities. To learn more about Rhode Island’s Itinerant Early Childhood Special Education (RI IECSE) Service Delivery Model see below. Rhode Island’s Itinerant Early Childhood Special Education (RI IECSE) Service Delivery Model Itinerant Early Childhood Special Education (IECSE) is a research based service delivery model for providing special education services to young children with disabilities within general early childhood environments. It serves as an alternative to the provision of services within separate settings, classes or schools. The IECSE model allows young children with disabilities to actively participate in all classroom based activities by embedding the necessary supports, services, and interventions. New Back to School RI: Guidance for Implementing the Itinerant Early Childhood Special Education (RI-IECSE) Service-Delivery Model Back to School RI: Guidance for Implementing the Itinerant Early Childhood Special Education (RI-IECSE) Service-Delivery Model support districts in planning for a variety of scenarios, as well as the shift between settings as state, local, and private early childhood policies change due to the COVID crisis. U.S. Department of Education’s Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs In alignment with U.S. Department of Health and Humans Services and the U.S. Department of Education’s Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs, RIDE offers a comprehensive system of supports ensuring that early childhood professionals have the skills and knowledge necessary to support children with disabilities in general early childhood settings. New RI-IECSE Anchors of Practice New RI-IECSE Fidelity Checklist New RI-IECSE Planning Matrix New IECSE Family Brochure - English New IECSE Family Brochure - Spanish IECSE Professional Development Opportunities In addition to the opportunity for technical assistance, RIDE provides professional development for early childhood special educators and their general early childhood partners. For information on upcoming professional development opportunities and registration through eride, please click on one of the links below. IECSE Service Delivery PD for Special Educators Fall 2021 RI IECSE Service Delivery Model PD for Special Educators Updated Winter 2022-RI IECSE Service Delivery Model PD for Special Educators NewFall 2022 RI IECSE Service Delivery Model PD for Special Educators RI-IECSE Intro PD for General Educators Fall 2021 Intro to RI-IECSE for General Educators PD November Intro to RI IECSE for General Educators and EC Coordinators January 2022 Intro to RI IECSE for General Educators and EC Coordinators April 2022 Intro to RI IECSE for General Educators and EC Coordinators NewFall 2022 Introduction to RI IECSE for General Educators and EC Coordinators IECSE Community of Practice Districts and early childhood partners who have previously or are currently participating in the professional development or technical assistance are welcome to join the monthly IECSE Community of Practice Meetings provided at The Center for Early Learning Professionals in Warwick, RI. 2020-2021 IECSE Community of Practice Schedule New 2021-2022 RI IECSE Community of Practice Schedule IECSE Information for Early Childhood Partners IECSE Information for Early Childhood Partners Resources for Early Childhood Special Educators Measuring the Quality of Inclusion: The Inclusive Classroom Profile (FPG) OSEP’s Updated Dear Colleague Letter on Preschool LRE Additional Resources Partnerships for Inclusion: Ensuring Access to High-Quality Evaluations and Services Federal Policy Statement on Early Childhood Inclusion Inclusive Practices Tip Sheet Brief Inclusion Fact Sheet Inclusion Fact Sheet 2014 IDEA Provisions Supporting Preschool Inclusion Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) Bright Stars-Choosing Quality Early Care and Education New RI Recommendations for Ensuring Successful Participation in Early Childhood Programs: Meeting the Social Emotional Needs of RI's Youngest Learners New Start with Equity: Expanding Inclusive Learning For more information on Early Childhood Special Education, contact your district level Early Childhood Special Education (ECSE) Coordinator or select from the following sections: Belief Statement Child Outreach Screening Regulations Eligibility EI to ECSE Transition IEP Participation in General EC Programs School and Family Partnerships Measuring Child Outcomes