2026 International Early Childhood Inclusion Institute

Many families, especially those with neurodivergent children, struggle to manage their children',s media use. This session presents original research by a UNC professor who is herself autistic, with autistic children. The presentation weaves original theory and research findings together with personal stories to humanize the struggle for both parents and children, and offers suggestions for building a family discourse around sensory experiences to help parents identify non-media alternatives that support their children's sensory regulation.

There is limited guidance for faculty and professional development providers interested in designing and implementing ‘blended’ personnel preparation or professional development programs (i.e., ones that attempt to blend both general and special education theory and practice). This session will provide practical guidance and resources for applying a blended approach to preparation and professional development across the continuum of early childhood personnel preparation and support. Participants will engage in interactive and collaborative exploration of resources as they apply to their individual contexts.

The RBI was developed in the United States, where it has undergone trials with different cultures. With international implementation of the Routines-Based Model, the RBI has also been exported to culture overseas, in Australasia, the Far East, Central Europe, and Southern Europe. This presentation will address cross-cultural adaptations and how these have remained faithful to the model.

Creating a welcoming program or neighborhood for children with disabilities and their families can be challenging but the work of Fred Rogers taught us how to embrace inclusion, equity, and diversity. Through this work, he used developmentally appropriate strategies to help us understand child development, different disabilities, implicit biases, and how to support a sense of belonging in our communities. Using Rogers’ six fundamentals of learning and growing (self-worth, trust, curiosity, solitude, looking and listening carefully, play) specifically from the lens of disability, we will focus on examples (e.g., songs, books, episode segments, characters) from Rogers’ work to develop strategies to affirm the value of inclusion and belonging within early childhood programs.

Creating a welcoming program or neighborhood for children with disabilities and their families can be challenging but the work of Fred Rogers taught us how to embrace inclusion, equity, and diversity. Through this work, he used developmentally appropriate strategies to help us understand child development, different disabilities, implicit biases, and how to support a sense of belonging in our communities. Using Rogers’ six fundamentals of learning and growing (self-worth, trust, curiosity, solitude, looking and listening carefully, play) specifically from the lens of disability, we will focus on examples (e.g., songs, books, episode segments, characters) from Rogers’ work to develop strategies to affirm the value of inclusion and belonging within early childhood programs.

All young children have the right to play. Science, technology (computational thinking), engineering, and math (STEM) experiences are opportunities for young children to engage in meaningful play. Research also shows that high-quality early STEM experiences can build foundational critical thinking skills and support later academic achievement. Yet children with disabilities are often denied meaningful opportunities to show what they know or can do. This session will explore how intentional, playful experiences that are designed around children's interests, needs, and thinking can open doors to rich STEM learning for all children. Playful STEM experiences are not just a context for learning, but can be a powerful vehicle for building community, fostering connection, and creating classrooms where every child belongs. Through video demonstrations and hands-on activities, participants will explore practical strategies for applying inclusive STEM in their own settings. Participants will leave with free open-access resources and tools to support all children, including children with disabilities, in early STEM learning.

This presentation aims to develop a better understanding of the lived experiences of Black fathers of children with disabilities. The diagnosis of disability in a child presents a challenge for many parents and families (Huang, Kellett & St Jon 2010). For most parents learning about their children's disability, shock becomes the first response to dealing with the diagnosis (Hemming & Akurst 2009, Yaacob et al. 2021). Educators and practitioners in social services often regard fathers as "hard to reach". In this session audience members will hear about lived experiences of the Black Father Crew, fathers of children with disabilities from across the United States.

Black Father Crew Bio:
The Black Father Crew is a community-based collective of Black fathers, researchers, and advocates committed to amplifying the voices and experiences of Black fathers of children with disabilities. Through storytelling, participatory research, and collaboration with educators and service providers, the initiative works to reshape early intervention and early childhood practices to be more inclusive, culturally responsive, and family-centered. The Black Father Crew partners with schools, universities, and community organizations to co-create solutions that honor father engagement as essential to child development and family well-being.