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ERIC Number: ED530293
Record Type: Non-Journal
Publication Date: 2011-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 31
Competencies for Early Childhood Educators in the Context of Inclusion: Issues and Guidance for States
Winton, Pam; West, Tracey
National Professional Development Center on Inclusion
This concept paper identifies issues and provides guidance to states as they develop, revise, and utilize early educator competencies in the context of inclusion. Key issues include ensuring that early educator competencies reflect knowledge, skills and emerging research on effective practices for working in inclusive settings with children with and without disabilities and children who are Dual Language Learners and that early educator competencies that support inclusion are linked with quality professional development opportunities, accountability systems, and other components of a comprehensive early childhood system. (Contains 1 table and 2 footnotes.)
National Professional Development Center on Inclusion. University of North Carolina at Chapel Hill FPG Child Development Institute CB#8185, Chapel Hill, NC 27599. Tel: 919-966-2622; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Professional Development Center on Inclusion (NPDCI)