Project Overview


Project Resources

Contact Us

The Partner Project
Shana A. Pyle, Project Manager
The University of Toledo
Gillham Hall 4000B, MS 954

2801 W. Bancroft St.
Toledo, OH 43606

Ph: 419.530.5292
Fax: 419.530.2700

Culturally and Linguistically Diverse Children and Families

When working with children and families from diverse cultural and linguistic backgrounds, it is important that early childhood educators develop skills that will increase the chances that their interactions are effective and supportive.

Division for Exceptional Children Position Statement
This position statement from the Division for Early Childhood (DEC) highlights culturally and linguistically responsive practices for personnel and programs that serve infants, toddlers, young children and families. PDF

A summary of this position statement’s key points can be found in the Executive Summary document published by the DEC. PDF

Culturally and Linguistically Appropriate Services (CLAS)
The CLAS Institute identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive and respectful to children and families from culturally and linguistically diverse backgrounds.

PACER Center
PACER Center is a parent training and information center for families of children and youth with all disabilities from birth through 21 years old. Many of the resources available through PACER are helpful for educators.
The following fact sheet provides recommendations for creating and maintaining positive partnerships with parents of young children. PDF

Early Dual Language Learning by Fred Gennesee
This article provides responses to frequently asked questions about dual language learning in early childhood. PDF

Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Support to Children in Early Intervention and Early Childhood Settings
This self-assessment tool from the National Center for Cultural Competency can be used by individuals, families, and teams to consider the ways in which a program is respectful of and responsive to cultural diversity.

Evaluating Young Children from Culturally and Linguistically Diverse Backgrounds for Special Education Services
This journal article by Banerjee and Guiberson outlines research based evaluation practices for working with children and families from culturally and linguistically diverse backgrounds. PDF

ERIC Digests
This ERIC digest provides suggestions for selecting culturally and linguistically appropriate materials. PDF

This ERIC digest provides suggestions for working with families from culturally and linguistically diverse backgrounds. PDF

Honoring Differences: Essential Features of Appropriate ECSE Services for Young Children from Diverse Sociocultural Environments
This article describes six service features honoring diversity in early childhood special education (ECSE) programs as identified and piloted in the 3-year federally funded demonstration program, CROSSROADS. CROSSROADS provided technical assistance to ECSE programs with children from culturally and linguistically diverse backgrounds.

Mindful Reflection as a Process for Developing Culturally Responsive Practices
This article describes how teachers can engage in the process of mindful reflection and to help support the development of culturally responsive practices when working with children with disabilities.

Cultural Competency: What It Is and Why It Matters
This article explore the following questions;What is cultural competency? Why is cultural competency important? What is culture? What does cultural competency look like? and What is a culturally competent organization?

Promoting Social Behavior of Young Children in Group Settings: A Summary of Research
This research summary by Dunlap and Powell, provides a summary of evidence based practices that support the development adaptive social-emotional behavior of young children in group contexts.  PDF

Last Updated: 6/9/16