It’s in Every One of Us: How Your Leadership is Supporting Inclusion

Types of Leadership

  • Situational Leadership
  • Transformational Leadership
  • Servant Leadership
  • Directive Leadership

Your leadership supports inclusion when you . . .

  • . . . are thoughtful aboutthe words and images you use
  • What is People First Language?
  • . . . reflect your children and families in your materials and interactions
  • Favazza, P. C., La Roe, J., Phillipsen, L., & Kumar, P. (2000). Representing young children with disabilities in classroom environments. Young Exceptional Children, 3(2), 2-8.
  • . . . share effective practices for supporting each child’s learning and development
  • Books and reading make a difference
  • Daily reading supports language acquisition and literacy

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(policy statement)

  • Connections Between Movement and Learning
  • Research on oral storytelling skills and literacy development in African-American children
  • . . . make each boy and each girl’s full participation a priority
  • Like a Girl
  • Effective Approaches to Motivate and Engage Reluctant Boys in Literacy
  • Getting Boys Hooked on Reading: How Digital Media Can Help
  • . . . convey the importance of maintaining and supporting each child’s home language
  • Importance of Home Language series
  • . . . help others understand the difference that high quality early childhood experiences make
  • Abecedarian and health: Improve adult health outcomes with quality early childhood programs that include health and nutrition
  • Kate Gallagher TED talk
  • First 2000 Days
  • . . . help families learn how to balance technology and human interaction
  • Technology will never replace love
  • . . . increaseyour capacity to engage and partner with each family
  • Halgunseth, L. C., & Peterson, A. (2009). Family engagement, diverse families, and early childhood education programs.
  • Harvard Family Research Project. (2006, Spring). Family involvement makes a difference: Evidence that family involvement promotes school success for every child of every age. Harvard Family Research Project: Harvard Graduate School of Education.
  • Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance, American Journal of Community Psychology, 27(6), 817-839.
  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377.

DEC Recommended Practices: Family Practices

Family practices refer to ongoing activities that:

  1. promote the active participation of families in decision-making related to their child (e.g., assessment, planning, intervention);
  2. lead to the development of a service plan (e.g., a set of goals for the family and child and the services and supports to achieve those goals); or
  3. support families in achieving the goals they hold for their child and the other family members.
  • . . . assume nothing
  • Think before you judge a family

It’s in Every One of Us to lead from the middle and to make a difference for each and every child and family

  • It’s in Every One of Us

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