2026 International Early Childhood Inclusion Institute

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.

The home visiting workforce often struggles with how to maximize caregiver learning during home visits. This session focuses on strategies to scaffold caregiver learning during home visits including supported practice, prompting, intentional modeling, reflection, and how to use the PICCOLO to reinforce and expand responsive strategies. We will discuss how to decide what level of scaffolding each caregiver needs and when to apply each scaffolding strategy.

Session handouts can be viewed at this link: https://hihello.com/hi/fippscaffoldingcaregiverlearning

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.