2026 International Early Childhood Inclusion Institute

Are you working to create a classroom or program that demonstrates belonging? Are you hoping to find strategies to build collaborative, supportive relationships with families, specialists, and community partners? Then this workshop is for you! Join us for an interactive workshop that bridges the gap between research and reality, with practical applications of inclusive practices in early childhood education. Explore indicators of high quality inclusion that can be used to assess your classroom, program or community and discover strategies for sustainable implementation. Learn about an Illinois school district that moved from segregated to inclusive settings and is continuing to expand into the wider community. Bring your questions and ideas – leave with a plan!

We know that infants and toddlers thrive when surrounded by responsive and caring adults. We also know that families with young children often experience high levels of stress, particularly when they are involved with Child Welfare Systems.  This session will provide an overview of an innovative collaboration designed to support families navigating this experience in Arkansas. HealthySteps and Safe Babies Programs are working together to support pathways to improve access to quality medical homes for children and families who are experiencing heightened adversities and/or involvement with the Child Welfare System with the goal of increasing relationships beyond the pediatric community and continuity for children in foster care with established medical homes. HealthySteps is a program that adds the expertise of a child development and behavioral health promotion and prevention expert, a HealthySteps Specialist, to the pediatric primary care team. Safe Babies is an approach driven by a vision of prevention and mobilized through collaborative partnerships within communities and states to meet the urgent developmental needs of babies and toddlers. Safe Babies applies the science of early childhood to the practices of Child Welfare with an innovative team-based approach to improve outcomes for children and families impacted by greater adversities and family separation.
Participants will learn more about both programs, successes, challenges, and lessons learned from the collaboration in Arkansas, and opportunities for future innovations.

Children with low-incidents conditions often need specialized intervention strategies to fully participate in home and classroom activities. Until now, the strategies were implemented by specialists and largely unknown to caregivers and teachers. FIPP has partnered with the Early Learning and Sensory Support Team to develop guides for working with children with low incidents conditions using strategies any can implement. ,

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 are lots of valuable resources and modules for families with young children.  ,Sometimes the modules and trainings do not provide specific language or tools for children with disabilities.  ,This can sometimes lead to families feeling unsupported and in the weeds.  ,The goal of my session is to help families and providers understand the value of lived experience through identifying family strengths, recognizing the challenges that arise with the absence of support in specific areas, and learning how to ask for help and be heard.

Preschoolers are suspended at nearly three times the rate of their school‑aged counterparts, with disparities across gender, race, and disability status placing some young children at significantly greater risk than others. While certain forms of exclusionary discipline are widely recognized, many young children experience “informal” or “soft” exclusion—practices that families and even early childhood professionals may not identify as exclusionary at all.

In this session, attendees will learn about and discuss what exclusionary discipline looks like in early childhood settings, how it affects children and families, and what we can do together to reduce its use and support more inclusive, developmentally appropriate practices.