76th Annual SECA Conference

Young preschool children with special needs have limited capacity to communicate and connect to the real world. The surrounding adults play a critical role in the development of these preschoolers. However, there have been so many challenges nowadays due to the varied family structures and limited resources available for these family members after pandemic. There were very limited resources nor publications about practical partnership among family members, preschool teachers, and a higher Ed institution for the preschool children with special needs. This two-year Trilateral Approach provides a real opportunity to make the ideal evidence-based practices which happen in the real life of young preschool children in Eastern Kentucky.
This presentation will focus on sharing the firsthand activities that Families of preschool children with special needs from Eastern KY region went through and the effects of collaborated works among families, preschool teachers and the higher education institution for the development of preschool children with special needs along with its chain consequences on the development of siblings through family play activity time.

Do you have little learners who exhibit challenging behaviors? Using hands-on, interactive techniques, we will explore tools and materials to use in the classroom with children who need additional support. We will investigate tips, techniques, and materials to reach ALL children compassionately.

Most teachers, therapists and childcare facilities are hesitant to deal with children with special needs, especially autism spectrum disorder because of the challenges they present.
We are breaking the barriers of limitations with a combination of awareness about disabilities and empowering parents. Facilitating inclusion helps all of us understand that we have more in common, being different physically or emotionally is just a normal part of life.

As of August 2024, the Texas Administrative Code introduced the eligibility category of Developmental Delay to include ages 3-9. School districts are not required to use the new Developmental Delay disability designation but may, beginning with the 2024-2025 school year. Noncategorical Early Childhood (NCEC) must no longer be used beginning with the 2025-2026 school year. Previously, Developmental Delay was not recognized for children over the age of 3 in Texas which could lead to gaps in services when transitioning from Early Childhood Intervention (ECI) to Early Childhood Special Education (ECSE). This change aims to provide more consistent support for young children who exhibit developmental delays, ensuring they receive necessary interventions during this critical period of development. This category will include students who have general delays in the 5 areas of development including cognition, communication, motor skills, adaptive behavior, and social skills. It is important for early childhood professionals to recognize and identify developmental milestones and delays so that students can be referred, evaluated for, and provided special education and related services when needed to ensure future success. This session will provide guidance for recognizing developmental delays in all areas of development as well as action steps to take to support families in the referral process when necessary.

Effective partnerships between communities, educators, caregivers, and families play a pivotal role in supporting early childhood development, particularly for children with exceptionalities. This session advocates for the strength and importance of fostering collaborative partnerships within early childhood education settings and beyond to optimize learning outcomes and holistic development for exceptional learners. This session will explore practical strategies, case studies, and research-based approaches to cultivate strong partnerships that empower all stakeholders in the education and care of young children with exceptionalities.