2026 International Early Childhood Inclusion Institute

What stories do the children in your classroom believe about their own sense of competence? Are children with and without disabilities free to take risks and explore the limits of their abilities? Let’s discuss! Participants will discover the Japanese practice of mimamoru, or "watchful protection" and how this practice can foster inclusion and belonging. You’ll learn from the perspectives of an early childhood professional with a disability and a Japanese educator, following a series of observations in Japanese child care and PreK programs. This interactive session blends personal stories, cross-cultural wisdom, and immediate application. Explore how to rewrite children's narratives from "I need help" to "I can figure this out." Consider your own protective instincts and challenge them with a view of inclusion through the lens of another culture. Leave with a list of strategies to try out, ideas to share with families & colleagues, and one concrete commitment to shift from over-helping to becoming an anchoring presence. The stories children tell themselves are first learned in our programs. We have an incredible opportunity to ensure they are stories of competence and self-assurance.

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.

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.