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.

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.

How does the Itinerant Early Childhood Special Educator (ECSE) support our youngest learners in the early childhood programs they would participate in if they did not have a disability? We understand the importance of allowing all young children to learn alongside their peers, but how do itinerant teachers ensure they provide the proper support to meet high expectations? This session will touch upon how itinerant services meet the needs of young children, describe the role of the itinerant ECSE teacher, as well as the role of the general early childhood teacher. We will then look at a vehicle for embedding instruction through collaboration between educators and families, giving participants a hands-on opportunity to try the tool. We will end by discussing the important first steps for new itinerants. Join us in this introductory session as we delve into the effective practices that empower our youngest learners to reach their full potential.

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.