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Resource Library
Our Resource Library contains materials and assistance for early childhood educators and those they serve. Explore our selection of podcasts, tip sheets, websites, documents, and self-study courses.
Results: Page 95 of 219
| Resource Name | Description | Resource Type |
|---|---|---|
| I am Tyler | This video is an inspirational video that offers a peek into Tyler's life, a life in which people who practice Ability Awareness have realized that what a kid CAN do is much more important that what he can't. | Website |
| I is for Independent Play | "Independent play offers big benefits to little ones. But how to do it? Here are some strategies from Rebecca Parlakian from Zero to Three to try." | Website |
| I Need Help Bracelets | The bracelets are a constant visual aid that say I need help.® on one side and on the other side they have universal icons for the bracelet wearer to be independent (in control of their own behavior) by pointing to and expressing their 7 Feelings, 13 Needs, 19 School Schedules or asking for help. Communication bracelets are used by special education students, medical patients, group and nursing home clients, deaf citizen, people who travel and anyone who needs help in communicating. The bracelets are a constant visual aid for people to check their feelings, needs, schedules and ask for help. They come in youth and adult sizes. All bracelets: say I need help.® on one side Feeling Bracelet Needs Bracelet School Schedule Bracelet History: The Feeling bracelets were originally started in an Autism Program in Minnesota in 2004. The bracelets quickly expanded to several programs across America. By September 2007 the Needs and School Schedule bracelet were added. Not only are school districts purchasing the bracelets, but also OT/Speech and Language clinics, nursing homes, assistive technology companies, Women of Today organizations, independent companies, and people who travel. The bracelets have been featured in Womensinc Magazine and the website: AUTISMINFO.COM. Complete information regarding the I need help.® Bracelets can be found on the bracelet website: www.luvnhugsbooks.com See the heartwarming history of the bracelet story; it?s worth the read. | Website |
| I Said I Want the Red Bowl! Responding to Toddlers? Irrational Behavior | Amelia, told that she can?t have a fifth book before bedtime, shouts: ?You are the meanest mommy! You are not invited to my birthday party!? Seen through the eyes of the child, and through the lens of development, this behavior is utterly normal, and a signal that important milestones are being achieved. This article by Claire Lerner highlights what the behaviors may mean and how family members and caregivers can respond to them. | Document |
| Ian - A Short Film about Playground Inclusion | “Ian started as a mother’s mission to educate her son’s bullies on the playground—one to one. When she realized that the need for inclusion was bigger than one playground, she wrote a book and founded Fundación ian to change thousands of minds and attitudes about people with disabilities. She approached MundoLoco, a top digital animation studio in Latin America, about creating “Ian,” an animated film to deliver the message of inclusion to audiences all over the world.' | Website |
| IDEA | This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006. | Website |
| IDEA Fact Sheet | A federal education law originally passed in 1975. IDEA requires schools to give special education and related services to kids with disabilities who need them. It covers kids from birth through high school. | Document |
| IDEA Infant & Toddler Coordinators Association | The IDEA website includes information regarding IDEA as it pertains to infants/toddlers. Position statements, surveys, reports and publications are all available on the site. | Website |
| IDEA Part C Primary Referral Source: Child Care | Early care and education professional's role as a primary referral source defined and described. | Tipsheet |
| Identificar los factores subyacentes detrás de los comportamientos desafiantes (Identifying The Underlying Factors Behind Challenging Behaviors) | ¡Nuevo Autoestudio!Examine las causas subyacentes del comportamiento desafiante e identifique las necesidades que un niño está expresando a través de esos comportamientos. Determine estrategias efectivas para abordar las necesidades que se comunican y reflexione sobre las dificultades que pueden surgir para abordarlas. Analice cómo la reflexión y la consulta contribuyen a satisfacer eficazmente las necesidades de los niños. Área del marco de conocimientos y competencias -II.C: Promoción del desarrollo social y emocionalÁrea de contenido de CDA -III: Formas positivas de apoyar el desarrollo social y emocional de los niñosNivel 2 - ImplementosEste curso es accesible desde un dispositivo móvil. Para un rendimiento óptimo, se recomienda verlo desde una computadora o tableta.Para diez horas en su Registro de aprendizaje, regístrese y pague en línea en Develop. Luego, complete un documento de reflexión de 500 palabras y envielo con su reflexión. Tenga en cuenta que únicamente tiene acceso a ese documento como modo de visualización. Para habilitar la edición, descargue el documento. Haga clic en "archivo" y luego en "descargar como" en la esquina superior izquierda de esta pantalla. Esto le dará la opción de abrir el documento como un documento de Word en su propia computadora. Luego, puede completar la información y enviarla por correo electrónico a: credit@inclusivechildcare.org. * Haga caso omiso de las instrucciones con respecto a un examen final. La única evaluación de aprendizaje necesaria es el documento de reflexión. | Course |
Results: Page 95 of 219