Session Descriptions

An Introduction to Special Needs: Train-the-Trainer

This 1.5-day course addresses a frequent training request of early care and education professionals. The content focuses on identifying the strengths and needs of a child who has a delay in development or a disability. Through activities that examine characteristics of specific disabilities, participants learn ways to support the child and family in an inclusive environment. This session is designed to equip participants with the knowledge, skills, and materials to conduct training in their local communities.

Creating Learning Environments for Children with Special Needs

This 1-day course focuses on practical strategies to ensure the effective inclusion of young children with disabilities in early childhood programs. Participants explore modifications and adaptations to the physical environment, toys, and materials, and instructional approaches to address the individual needs of children with various types of disabilities

Introduction to Early Childhood Inclusion: Train the Trainer

In this 1.5-day training, participants examine the rationale for inclusion, consider the characteristics of a high quality inclusive environment, receive information about various resources that support the inclusion of young children, and discuss how to link families with available services. This session is designed to equip participants with the knowledge, skills, and materials to conduct training in their local communities.

Promoting Healthy Social and Emotional Development in Preschool Children

Based on the work of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Pyramid Model, this 3-day course provides early childhood professionals with evidence-based, classroom strategies to prevent challenging behaviors by promoting healthy social and emotional development for preschool children (ages 3-5 years). Day 1 and Day 2 content focuses on enhancing the social competence of young children, strategies for promoting appropriate behavior through relationships and the environment, and intentional teaching of specific social skills. Participants complete a fieldwork component in a community setting and return for Day 3 approximately 8 weeks later. Day 3 content focuses on individualized intensive interventions including functional assessment.

Transitioning Between Part C & Part B : A Collaborative Approach

IDEA 2004 requires smooth and timely transitions for children exiting the NC Infant Toddler Program and entering the Preschool Disabilities Program. Collaboratively developed and presented by the Early Intervention Branch, the Office of School Readiness, the Family Support Network of NC and PFI, this 1-day session highlights the families' perspective when facing transitions, current practices and activities that promote smooth transitions for children and their families, IDEA 2004 requirements, and current research on transitions. Participants identify current transition issues and possible solutions, identify strategies to collaborate with transition teams, and develop an action plan to improve transitions in their home communities.