2026 International Early Childhood Inclusion Institute

In this session, participants will examine their own beliefs and reactions to behaviors that challenge adults and plan intentional responses to neutralize implicit bias. Participants will then extend the problem-solving to planning targeted social-emotional instruction to prevent instances of behavior that challenges adults in the classroom. In addition to planning, participants will explore multisensory supports to include each and every learner in robust social-emotional learning in the classroom. Strategies will align to Pyramid Model implementation.

The purposes of the reflection session are:

• To set an intention for your time at the Institute.

• To reflect on the Keynote and Plenary sessions.

• Ensuring that you have an opportunity to connect, reflect, and build community.

This session will highlight key strategies to advance meaningful inclusion and belonging and is designed for educators, educational leaders, and family partners across states, communities, and programs. Building inclusive communities requires intentional collaboration, both horizontally across programs and vertically within each program’s administrative structure, each tailored to the unique context of the state, community, and program. Participants will explore core principles, mindsets, and evidence-informed practices that strengthen inclusive opportunities for every child. The session will feature successful policies, guidance, and actionable strategies that can be implemented at multiple levels of the system and across programs. Corresponding tools and resources will be shared to support sustained implementation and cross-role partnership.

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.

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.

Some children with disabilities grow up with limited opportunities to see themselves reflected in their communities or to understand disability as an important part of who people are and how they experience the world. Disability History and Awareness efforts, such as statewide initiatives like North Carolina’s Disability History and Awareness Month, offer an important opportunity to change that narrative.
This session will explore how policy and awareness initiatives can go beyond recognition to meaningful action in early childhood and elementary settings. Using North Carolina’s legislation as an example, participants will learn about the advocacy and policy journey behind Disability History and Awareness Month and consider how similar efforts might be advanced in their own states or communities.
The session will also highlight practical strategies for introducing disability awareness in developmentally appropriate ways in early learning environments. Participants will explore how early education can support children with disabilities in developing a stronger sense of identity and confidence in advocating for themselves, while also helping all children build understanding, connection, and inclusive relationships. Participants will leave with ideas and strategies they can apply in their own contexts to move from awareness to action and create learning environments where all children feel seen, valued, and included.

The session opens with an honest look at why OT and educator partnerships so frequently break down, even when both parties are deeply committed to inclusion. From there, participants are introduced to a practical partnership framework built around three pillars: shared language, shared observation, and shared planning. Each pillar is unpacked with concrete examples drawn from real classroom and clinic partnerships, including strategies for co-developing sensory and regulation support plans that educators can actually implement without requiring clinical expertise. The session includes facilitated small group discussion and a collaborative planning activity that participants can bring back to their own settings. The final portion addresses how to bring families into the partnership as equal contributors rather than recipients of information, which aligns directly with the 2026 Institute theme of Powerful Partnerships.

The Institute for Home Visiting Workforce Development (Workforce Institute) ,is advancing a National Strategy for the Home Visiting Workforce to strengthen support for home visitors, focusing on wellbeing, career pathways, and workforce stability. This session will explore evidence-based strategies to improve workforce well-being, with specific implications for Early Intervention (EI) professionals. Through interactive engagement, participants will identify current initiatives and co-create personal action plans for sustainability. ,

When the path to inclusion isn’t clearly defined, collaboration becomes essential. This panel brings together families, educators, and therapists to share how they partner to support young children in inclusive early childhood settings. Panelists will discuss common barriers, creative problem-solving, and the role of strong relationships in building environments where every child can belong. Grounded in real experiences, the conversation highlights what it takes to move beyond limitations and create meaningful access and participation. Attendees will leave with practical strategies and a renewed sense of what’s possible when we work together.

Playful Learning Landscapes is a national movement to transform ,the places where children and families gather every day into thoughtfully designed hubs for meaningful play and connection. Based on a community co-design process and combined with the science of child development, Playful Learning offers customized spaces for children of all ages and abilities to interact in ways that spark curiosity and exploration. Participants in this session will experience Playful Learning installations, learn the science of Playful Learning, and understand the Playful Learning design process. By considering opportunities for Playful Learning in communities, classrooms, and clinics, we can innovate the physical spaces that surround children and families in support of children’s development and learning. ,