This measure involves how facilities provide early-learning programs to support families and children needing additional accommodations, including home language, special needs/differing abilities, and cultural backgrounds. There should also be written policies for programmatic processes and classroom accommodations, such as lesson planning strategies, as applicable. These policies or procedures must be posted on bulletin boards and may be included in the following:
- Parent Handbook
- Staff Handbook
- Program’s New Family Enrollment Package
Examples of accommodations provided:
- Various language translations for literature and parent resources
- The section included in the parent handbook that outlines the accommodations for differing abilities
- Bulletin board posting information for families and parents on the program’s policy of cultural inclusiveness
- Designated space for intervention sessions or therapies when needed
- Documented lesson plan strategies that meet the needs of children requiring accommodations
Category: Category 3: Program Administration
Subcategory: Program Management
Examples
In this section you will find videos, images, and/or documents that can be used to better understand this measure. These examples can also be used in conversations between mentors, directors, and/or teachers to discuss how the program's current practices compare to these examples.
Example Document
Here is an exemplary written policy outlining how a program supports families and children who may need additional accommodations. Program leaders can include similar policies in the program’s family handbook as evidence of programmatic processes and classroom accommodations for families and children to include home language, differing abilities, and/or cultural backgrounds. This sample is available in English and Spanish.
Age(s): Infant, Toddler, Preschool, School-age
Practice Opportunities
These resources include tips, strategies, activities, or specific tools related to this measure that programs can put into practice.
Publication
PennState Extension provides four strategies to practitioners to create opportunities for English Language Learners (ELLs). Program leaders can include similar accommodations and supports in the program’s family handbook as evidence of programmatic processes for families and children.
Age(s): Preschool, School-age
Publication
PennState Extension provides strategies to program leaders on making enrolled families and children’s cultures a part of the curriculum. Program leaders can include similar accommodations and supports in the program’s family handbook as evidence of programmatic processes for families and children of various cultural backgrounds.
Age(s): Preschool, School-age
Observation Tool
The Dyslexia Referral Checklist is a questionnaire for kindergarten, first, and second-grade students that builds a link between direct assessment of early reading skills and classroom observations. This kind of documentation shows that the program offers accommodations and additional support to families and children with differing abilities.
Age(s): School-age
Publication
The National Association for the Education of Young Children (NAEYC) explains the importance of inclusion and how infant and toddler practitioners can plan for more inclusive learning opportunities. Program leaders can include similiar accommodations and supports in the program’s family handbook as evidence of programmatic processes and classroom supports for families and children with differing abilities.
Age(s): Infant, Toddler
Toolkit
The National Association for the Education of Young Children (NAEYC) provides resources to support emergent bilinguals. Including these articles and books in the program’s resource library for families shows that the program has processes and procedures in place to support families and children with differing home languages.
Age(s): Infant, Toddler, Preschool
