Whaley, K. T., Cate, D., Dell, P., Vinh, M., & Nietzel, J.
This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs (2015). The policy statement is reflective of the defining features of access, participation and supports as described by the early childhood professional organizations of Division for Early Childhood of the Council for Exceptional Children (DEC) and the National Association for the Education of Young Children NAEYC (2009), available at https://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf.
The self-assessment is useful for examining components of a state system, identification of system strengths and gaps. It can be used to facilitate discussions and cross- sector strategic planning among early childhood agencies and programs to promote partnerships that will benefit young children with disabilities and their families. After completion of the self-assessment, sections may be prioritized for determining future actions and improvements. The policy statement is available online at http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf.
Whaley, K. T., Cate, D., Dell, P., Vinh, M., & Nietzel, J. (2017). State early childhood inclusion self-assessment. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Early Childhood Technical Assistance Center. Retrieved from http://ectacenter.org/~pdfs/topics/inclusion/ecta-dasy_inclusion-online-self-assessment_05-17-17.pdf