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ECDtf Message #38 http://ecdtf.org Summer, 2018

Greetings, ECDtf members and friends,

This Message # 38 alerts you to recent activities and developments of interest, upcoming events, and new resources. We look forward to your participation in our next in-person gatherings in Bonn in September at ISSOP https://www.issop.org/cmdownloads/issop-2018-flyer-18-05-18/ and in Kharkiv in October at Eurlyaid http://conference.eurlyaid.eu/ Please let me know if you will be attending so we can include you in planning and proceedings for ECDtf activities at these two very important international conferences.

CALL for NOMINATIONS

In anticipation of leadership transitions for 2019, we are seeking nominations and self-nominations for ECDtf coordinator, term to begin in January 2019. It has been my great privilege and honor to work with ECDtf members since our founding in 2013. How gratifying to have grown together into a global network of more than 450 people committed to ensuring the rights of young children with disabilities! We now seek a new coordinator to serve 2019-2021. Please consider nominating your most competent and dedicated colleague or yourself for the position. Please submit a brief letter, no more than 3 pages, summarizing qualifications as well as a vision for implementation and elaboration of our ECDtf Strategic Plan http://ecdtf.org/wp-content/uploads/2016/11/ecdtf_strategic_plan_2015-2020_2final_4.15.pdf . Please submit by September 1, 2018 to donald.wertlieb@tufts.edu We are collaborating with the GPcwd on job description and selection procedures; details will follow.

Warm regards,

Don

Topics

1. ECDtf and GPcwd updates …………………………………………………………………………….. 2 2. Global Disabilities Summit - promises, promises …………………………………………. 10 3. Calls for Papers & Proposals ………………………………………..………………………………… 12 4. Upcoming meetings ………………………………………………………………………………………. 14 5. On-line courses, webinars ……………………………………………………………………………… 15 6. New resources ……………………………………………………………………………………………….. 15

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~~~~~~~~~ FEATURED RESOURCES ~~~~~~~~~~

https://theirworld.org/news/children-under-five-with-disabilities-failed-by-governments-donors?akid=273.299920.xer-US&rd=1&t=4

https://www.globalpartnership.org/multimedia/video/how-gpe-works-1-minute

https://www.european-agency.org/sites/default/files/IECE-Summary-ENelectronic.pdf IECD in Europe -- innovative tools and concepts

https://cri-paris.org/wp-content/uploads/2017/06/Towards-a-learning-society.pdf French awareness of ECD leverage as well as inclusion benefits! Insightful cross-sectoral vision

https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf

https://www.opensocietyfoundations.org/voices/qa-how-parents-tajikistan-are-organizing-their-children-s-rights

http://www.wbur.org/hereandnow/2018/07/04/national-disability-history-museum-high-schoolers

https://www.childtrends.org/project/video-series-building-evidence-effective-programs

https://advancingkids.org/2018/07/24/are-we-asking-the-wrong-questions-about-investing-in-child-health/ Health as a service

https://bernardvanleer.org/app/uploads/2018/06/ECM18_ENG.pdf

http://nieer.org/publications/anyas-special-series

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1. ECDtf & GPcwd updates

a) Many thanks to ECDtf member Marisol Moreno for these brief minutes of the ECDtf working session convened May 30, 2018 with ECDtf members and friends at EACD Conference of Academy of Childhood and Disability, in Tblisi, Georgia. A dozen folks participated, a nice mix of current and new members. The agenda and discussion covered: Introductions of ECDtf and participants in the meeting and news about further development of ECDtf activities and resources.

Emily Vargas-Baron presented update on the Mapping Task Team Survey and invited all interested to further discussion on this pioneer work. Don Wertlieb announced the

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launch of the UNICEF/ H&M A Chance for Each Child initiative, innovating services and systems for 0-3 children with developmental disabilities and delays in Peru, Bulgaria, and Uganda. ECDtf Advocacy Task Team noted recent Policy Brief drafts in circulation as well as interest in a toolkit video ECD version. Marisol Moreno presented progress by the ECDtf Zika Task Team with En un dos por tres Así crecen los niños y las niñas , a UNICEF toolkit for early intervention in Colombian programs from Zero to Three. A zika addendum for family support is included.

Announcements of upcoming events related at ARNEC, ISSOP, Eurlyaid, and ISEI were discussed with an emphasis on building collaborations, as here underway with EACD and IAACD.

b) Many thanks to the cadre of ECDtf members who have been actively engaged in the

Nurturing Care Framework consultations these past several months. The latest

revision is available at http://nurturing-care.org/ and you will find that it a

considerably stronger document by virtue of its enhanced inclusion of disability

matters. ECDtf member Brad Berman is overseeing the preparation of an ECDtf

Position Paper, drafts now circulating within the Nurturing Care Task Team (NCTT)

and full ECDtf membership. The challenges and opportunities for making it even

stronger will continue as we move from the exciting and successful NCF launch at the

World Health Assembly in Geneva http://nurturing-care.org/nurturing-care-

framework-launch-event/ . Appreciation to ECDtf colleague Deborah Klein Walker,

past-president of both the American Public Health Association and the Global Alliance

for Behavioral Health and Social Justice who represented ECDtf in Geneva and

provided this report: “The Nurturing Care for Early Childhood Development

Framework was launched on May 23, 2018 during the 71st World Health Assembly

meeting in Geneva. The components of the Framework include health, nutrition,

early learning, security and safety, and responsive caregiving. This Framework for

“Helping Children SURVIVE and THRIVE to TRANSFORM Health and Human Potential”

was introduced by a variety of leaders from academia, politics, professional and

community organizations, which included former President Michelle Bachelet of Chile

and the current Director General of the World Health Organization Dr.Tedros

Adhanom Ghebreyesus. Contributors to the Framework include over 1000 individuals

and 100 countries. In addition, Country Profiles for 91 low- and middle-income

countries were released as the first step in accountability for early childhood services

affiliated with the Countdown to 2030 for women’s, children’s and adolescents’

health.” Your continued involvement and support is welcome and appreciated.

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https://www.newyorker.com/culture/cover-story/cover-story-2018-06-04

c) Children on the Move Task Team (COMTT) update: The Children on the Move Task Team (COMTT) continues to welcome new members who are interested in promoting inclusive early childhood development and the rights of children with disability in

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displaced populations. We are particularly keen to recruit individuals with a passion for policy, advocacy and communication to complement the diverse skills and interests of our members. Such an individual(s) would help us monitor important relevant global policy and advocacy activities (e.g. the upcoming UN Compact on Migration) and coordinate effective communication of comments, consultations and policy statements. Anyone interested or who wants to discuss further, please contact Ramzi Nasir (rnasirconsulting@gmail.com). Please also see our recent webinar at https://learning.careyinstitute.org/learn/leveraging-success-inclusive-early-childhood-development-scenarios-children-disabilities

d) ECDtf ZIKV Task Team (ZTT) update: If you are interested in joining our ECDtf Zika

Task Team, please contact ZTT co-leaders maureen.durkin@wisc.edu or marisolmorenoa@gmail.com to be looped into current discussions. We are pleased to see some progress in family support efforts such as https://blogs.unicef.org/es/blog/su-hijo-es-una-patata-y-esta-mal-cocinada Meanwhile, resources and opportunities are available such as: http://pediatrics.aappublications.org/content/141/Supplement_2

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e) Congratulations to ECDtf members for the heralded publication of Small, J. W., Hix-Small, H., Vargas-Barón, E., & Marks, K. P. (2018). Comparative use of the Ages and Stages Questionnaires in low- and middle-income countries. Developmental Medicine & Child Neurology.doi: 10.1111/dmcn.13938.

f) ECDtf colleague Bola Olusanya alerts us to this important essay: “thought that this recent commentary by Nora Groce, distinguished member of this ECDtf forum, in the Lancet Global Health may be of some interest. Of note is the growing recognition that persons with disabilities and their families can no longer play second fiddle in matters that affect their future well-being. This is the new paradigm shift under the SDG era and exemplified in our work and vision. https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30265-1/fulltext Happy reading. With best wishes, Bola.

g) Appreciation to ECDtf colleagues working with the AAP Global ECD Policy Consortium in Washington, DC, and to Aaron Emmel for this update:

“The House of Representatives has released its FY 2019 State and Foreign Operations Appropriations Bill. Thanks to your efforts, early childhood development is once again included under the Nutrition and Basic Education accounts (Nutrition would also be increased by $20 million and Basic Education funding maintained, but with an increase for GPE from $87.5m to $90m):

Nutrition.—The Committee directs that not less than $145,000,000 be provided for nutrition programs under this heading, including continued funding for Vitamin A and iodine deficiency disorder programs. The Committee supports effective nutrition interventions, including to reduce stunting and wasting, increase breastfeeding and nutrition supplementation for pregnant women, promote early childhood development, and treat severe malnutrition.

Basic education.—The Committee believes basic education should be a key component of the United States Government strategy in developing countries. The Committee recommendation includes not less than $800,000,000 for basic education programs in this Act, which is the same as the fiscal year 2018 level. The Committee supports increased United States participation in the Global Partnership for Education and includes not less than $90,000,000 for a contribution.

The Committee supports funding for Education Cannot Wait to support basic education programs for children affected by conflict, natural disasters, and displacement. The Committee encourages USAID to continue to strengthen early learning and pre-primary education programming. The USAID Administrator should explore opportunities to promote early child development through ongoing activities

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and programs, including screening for early development delays and training for caregivers about behaviors that promote brain development….

The Committee notes that violence against children can be pervasive even in settings where children are expected to be safe and protected, such as homes and schools, and the negative impact such violence has on education outcomes. The Committee therefore encourages that basic education programs support the objectives and outcomes outlined in the APCA.

In addition, our language around Vulnerable Children was accepted (and the Vulnerable Children funding maintained):

Vulnerable children.—The Committee directs that not less than $23,000,000 be provided to support programs and activities that address the needs of vulnerable children, including childhood blindness programs.

The Committee commends USAID for initiating the process to update the Unites States Government Action Plan on Children in Adversity (APCA), and supports USAID’s objectives of building strong beginnings, putting family care first, and protecting children from violence, abuse, and neglect. The Committee expects USAID to plan and budget for activities that enable children to remain in or return to the care of their families, or when appropriate, other close family members, and decrease the percentage of children living in institutions. In carrying out these programs, USAID should partner with organizations that demonstrate an expertise promoting permanent family-based care, foster care programs in and outside of family networks, and preventing unnecessary family separation. The Committee directs the USAID Administrator to regularly update the Committee on APCA implementation. On another but related note, if you are an InterAction member, please sign on to IA’s letter about family separation at the southern U.S. border. And if you’re not a member but would be interested in learning more or signing on if that becomes a possibility, please contact Kevin Rachlin.”

Aaron Emmel, Manager of Global Health Advocacy Initiatives, American Academy of Pediatrics | 601 13th St. NW, Suite 400 North, Washington, DC aemmel@aap.org | (202) 347-8600 (main)

h) Updates from member and sister groups

BCN https://bettercarenetwork.org/news-updates/newsletter/bcn-joint-newsletter-with-

4children-may-2018

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CEPPS https://cepprinciples.org/icn-joins-the-cepps-global-initiative/

CRPD: https://www.un.org/development/desa/undesavoice/in-case-you-missed-it/2018/07#41200

ECDAN:

Welcoming ECDAN's first Executive Director, Elizabeth Lule

Dear ECDAN Community,

On behalf of ECDAN's Interim Executive Group (IEG), it is my pleasure to introduce you to ECDAN's new Executive Director, Elizabeth Lule. Elizabeth joined us on July 1st and comes to us with extensive global senior leadership and management experience. She has dedicated her career to strengthening global commitments and programs focused on the needs of women, adolescents, children, and infants.

Before joining ECDAN, she served as a senior consultant with the World Bank Group supporting the Global Financing Facility for Every Woman and Every Child and improving health security financing at global and national levels. She held several senior management and technical positions at the World Bank. She also worked as Director of Family Planning at the Bill and Melinda Gates Foundation, Regional Vice-President for Sub-Saharan Africa for Pathfinder International, and worked with USAID in Nigeria. She serves on several Boards of Directors, and has been a member of global think tanks and global advisory groups.

Throughout her career, she has been instrumental in establishing and supporting global partnerships, networks and coalitions to improve reproductive, maternal, newborn and adolescent health and HIV programs, including the Partnership for Maternal, Newborn, and Child Health (PMNCH), and the Reproductive Health Supplies Coalition.

Elizabeth was selected as the Executive Director after a months-long, rigorous process led by a sub-group of the IEG, with representation from each ECDAN constituency group. I invite you to join me in welcoming Elizabeth, as she takes on this important leadership role to shape our collective movement for young children, helping to connect and amplify our individual efforts across agencies and sectors. She has been diligently speaking with stakeholders as part of her onboarding process, and would welcome a conversation with you.We are fortunate to have her on board and look forward to her leadership. We hope you can join us in supporting her succeed on all of our behalves so that we can collectively have the greatest impact for all young children. Sincerely, Pia Britto, IEG Chair On behalf of the ECDAN IEG

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NIEER is partnering with the Early Childhood Development Action Network on a new webinar series exploring implementation research and practice for early childhood development, featuring authors from the recent Annals of The New York Academy of Sciences Special Issue.

The series begins Wednesday August 1, 2018 at 9 a.m. and features Special Issue editors Aisha Yousafzai Harvard University, Frances E. Aboud of McGill University, and Pia R. Britto of UNICEF, exploring the central role implementation research plays in understanding context, assessing performance, improving quality, facilitating systems’ strengthening, and informing large-scale use and sustainability of early learning interventions. Elizabeth Lule of the Early Childhood Development Action Network (ECDAN) will introduce and moderate this conversation.

Register here

"Why does implementation evidence matter for ECD?" August 1, 2018 9 am ET

The ANYAS Special Issue Implementation Research and Practice for Early Childhood Development shares research suggesting ways to strengthen interventions and strategies for embedding them within systems, making significant progress in unpacking the “how” of implementation. Register here. NIEER Co-Director for Research Milagros Nores, Ph.D. is both an author and a co-editor of this Special Issue. Join the Implementation Research and Practice for Early Childhood Development mailing list.

EENET: http://www.eenet.org.uk/learning-from-colleagues-to-improve-inclusive-education/

GEM http://unesdoc.unesco.org/images/0026/002615/261593E.pdf 2018 Gender review

GPE: https://www.globalpartnership.org/multimedia/video/how-gpe-works-1-minute

https://www.globalpartnership.org/content/policy-brief-gpes-work-countries-affected-

fragility-and-conflict

https://www.globalpartnership.org/focus-areas/children-with-disabilities

https://www.globalpartnership.org/blog/early-childhood-care-and-education-moving-

why-how

https://www.globalpartnership.org/blog/nepals-equity-index-innovations-financing-

reach-children-most-need

https://www.globalpartnership.org/blog/3-steps-help-policymakers-measure-equity-

national-education-planning

https://www.globalpartnership.org/blog/education-needs-more-funding-part-early-

childhood-development-leave-no-one-behind

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https://www.project-syndicate.org/commentary/educating-children-with-disabilities-in-

developing-countries-by-alice-albright-2018-07

INEE: http://s3.amazonaws.com/inee-assets/resources/INEE_2017_Annual_Report.pdf

ISSOP: https://www.issop.org/2018/06/24/issop-position-statement-1-updated-addressing-inequities-child-health-development-towards-social-justice/

https://www.issop.org/2018/06/26/issop-response-us-governments-separation-families-violation-child-human-rights/

OSF: https://www.opensocietyfoundations.org/voices/qa-how-parents-tajikistan-are-organizing-their-children-s-rights

R4D: https://www.r4d.org/blog/we-need-to-improve-the-quality-of-preschool-programs-and-that-starts-with-supporting-teachers/

https://www.r4d.org/projects/increasing-family-community-engagement-foster-habit-reading/

THEIRWORLD: https://theirworld.org/news/children-under-five-with-disabilities-failed-by-governments-donors?akid=273.299920.xer-US&rd=1&t=4 https://theirworld.org/resources/detail/left-behind-from-the-start-how-governments-and-donors-are-failing-children-with-disabilities-in-their-early-years UNICEF: https://data.unicef.org/wp-content/uploads/2018/07/Women-at-the-heart-of-the-HIV-response-for-children-report.pdf UNESCO: http://www.iiep.unesco.org/en/all-children-school-together-quest-disability-inclusive-education-4570

2. Global Disability Summit – promises, promises

https://www.devex.com/news/global-disability-summit-yields-170-new-commitments-but-what-s-missing-93172?mkt_tok=eyJpIjoiWmpjd056Qm1OamRsWXpSaiIsInQiOiJIK1dxYmo0U1FzTUx4YThsSGtHR3N4UUxOWWJkREpUbnBEcDFPWVJiNHhGUVhOM2xGcG15SFptQ3ZWWHptaFZrK25aV2tUXC9jT21pajU2Q3lFczVxRittQlF4MXZVSVczZmRwMDdQNERWeXI5K2ltYkFmZWlobmY4dGVcL0ZraG5KIn0%3D&utm_campaign=newswire&utm_medium=email&utm_source=newsletter :

The World Bank pledged to ensure that all bank-financed education and urban mobility projects are disability inclusive by 2025, and to scale up the collection and use of disability data. The United Nations Children Fund has pledged to help an additional 30 million children with

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disabilities gain a high-quality education by 2030 through programs in more than 140 countries; and UN Women has committed to including a focus on women and girls with disabilities in 80 percent of its country programs by 2021.

Asked about UNICEF’s immediate next steps following the commitment, Executive Director Henrietta Fore told Devex that UNICEF and other aid actors must look at a child’s environment, rather than their disability, in order to enable change.

“Part of our mission at UNICEF is to make sure there’s inclusive education, so with half of these children [with disabilities] out of school, our number one mission should be to get the children in school and to have good teachers and an inclusive environment where we begin to change the culture,” she said.

“They may need an assistive technology, they may need a good teacher, they may need parents and community that accepts them and realizes how much they can contribute. We need to see them as children first and children with disabilities second.”

Primrose Mandishona, a disability activist in Zimbabwe and a founding member of CAMA, agreed but added that not enough has been done to move inclusive spaces from the rehabilitation clinic or international conference to the home and community.

“Sometimes children are being hidden. You go into the village, there are probably three children with cerebral palsy, but only one is known, the other ones are behind closed doors. We work with schools and community to actually identify children with disabilities who are sometimes not known,” she told Devex. http://www.internationaldisabilityalliance.org/summit

See also: https://theirworld.org/news/inclusive-education-crucial-for-children-global-disabilities-summit?akid=273.299920.xer-US&rd=1&t=5 https://www.project-syndicate.org/commentary/educating-children-with-disabilities-in-developing-countries-by-alice-albright-2018-07

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3. CALLS for proposals & papers

CALL FOR MANUSCRIPTS FOR A 2019 SPECIAL ISSUE OF THE CHILD INDICATORS RESEARCH JOURNAL ON CHILD NEGLECT

We invite you to participate in our call for manuscripts for a 2019 special issue of the Child Indicators Research journal on child neglect.

This Special Issue offers an opportunity to contribute to an interdisciplinary understanding of conceptualizations, determinants, and consequences of child neglect and, in so doing, to reforming child protection systems globally. We welcome empirical research, literature review, and conceptual submissions with direct implications for measurement/indicators covering any type and dimension of inadequate care and protection of children, regardless of who is responsible, with consequences in all spheres of child development/wellbeing.

Within ecological conceptualizations of neglect, we seek submissions from any country that explore protective factors and/or effective community or institutional interventions and policies for the prevention of neglect and associated consequences for children across different developmental domains. Using scientifically sound qualitative and/or quantitative methods, submissions that use multiple data sources, examine neglect in its larger political and economic context, and incorporate the perspectives of children and families from diverse cultural contexts and caregiving environments are particularly encouraged.

Manuscripts can be submitted until 15th September 2018. All papers will be double-blind peer reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.Please share further with qualified colleagues. Author guidelines and submission information can be found here. Specific questions pertaining to this Special Issue should be directed to SpecialissueCIR@mcgill.ca.

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Rethinking Education Across Borders:

Emerging Issues and Important Insights on Globally Mobile Students

We are currently receiving proposals/abstracts for this book project. If you are interested, please send us a 150 word abstract of your research work. It will be published by Springer.The subject of the book is critical issues and perspectives about globally mobile students as the issues and perspectives are made pertinent by major shifts in the geopolitical, economic, and technological changes globally (i.e., in and across major origins and destinations of international students). The book will be engaging to readers by having asked each contributing author to address a common set of critical questions in order to create an overarching thematic framework:

1. How do you rethink/resituate your issue in the context of macro-level political and socio-economic changes at major destinations such as the United States (post-Trump era), UK (Brexit), Canada (Post-Trudeau), Australia (crash of international education “industry”) and other emerging markets?

2. How would you situate your work/issue in the context of local changes and global impacts on major origins of international students such as China (e.g., economic rise along with One Belt One Road Initiative), India (e.g., national policy change), South Korea (e.g., Brain Korea 21, a project for naturing highly qualified human resource for the 21st century knowledge-based society) and other major sources?

3. What other critical perspectives would you address in relation to current, emerging, or anticipated issues/dynamics affecting international higher education?

4. Given that the collection is being proposed for both scholars and other stakeholders of higher education in American and other contexts, how would you engage the primary and secondary audiences in order to add a critical perspective (or perspectives) on your subject matter? You can address this question through content/organization, theoretical/ methodological, and/ or rhetorical/stylistic strategies.

5. What would be a one-sentence encapsulation of the main conclusion, argument, or recommendation of your chapter? What intervention does that key idea point to for scholars/researchers, institutional leaders, and policymakers, or other stakeholders?

This book will not only examine recent trends in global student mobility but will also explore how this mobility has impacted lives of both local students and their international counterparts in Africa, Asia, Australia, Europe, Latin America, Middle East, and North America where the emerging trends and practices are prominent. Today, over five million students cross geographic, cultural, and educational borders in pursuit of higher education. Due: October 20, 2018.Contact: Dr. Uttam Gaulee Uttam.gaulee@morgan.edu

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4. Upcoming meetings

July 25-27 World Down Syndrome Congress “Experience, Research and Practice,

Widening Opportunities, Improving Lives” Glasgow, Scotland

http://www.wdsc2018.org.uk/registration info@wdsc2018.org.uk

Aug 30-Sep 1 HDCA Human Development and Social Inclusion in an Urbanizing World, Buenos Aires, Argentina https://hd-ca.org/conferences/2018-hdca-conference-buenos-aires-argentina

Sept 27-29 Early Intervention. International Society for Social Pediatrics & Child

Health (ISSOP) with the collaboration of German Society for Social Pediatrics (DGSPJ), European Union of School and University Health and Medicine (EUSUHM), Nationales Zentrum Frühe Hilfen (NZFH), Wagener-Stiftung Bonn, Germany

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Oct 10-12 Eurlyaid Conference Early Childhood Intervention: changing paradigms through participatory practices with families, professionals and society. Kharkhiv, Ukraine http://conference.eurlyaid.eu

Jan 29-Feb 2, 2019 Council for Exceptional Children Convention & Expo, Indianapolis, IN USA https://cecconvention.org/

June 25-28, 2019 International Society for Early Intervention Conference Sydney,Australia http://depts.washington.edu/isei/isei-conferences-2/

5. Online courses, webinars, etc

a) https://learning.careyinstitute.org/learn/leveraging-success-inclusive-early-childhood-development-scenarios-children-disabilities

b) https://www.childtrends.org/project/video-series-building-evidence-effective-programs

c) http://ovcsupport.org/events/integrating-early-childhood-development-interventions-into-hiv-clinical-care-interventions/

d) http://nieer.org/publications/anyas-special-series

6. New resources

These have come to our attention since our last communiqué; please feel free to contribute and share other resources with the ECDtf google group. Please consider elaborating upon or critiquing one of these resources as a contribution to our TASK FORCE TALK feature.

Professional development, workforce, and training focus

a) https://bellwethereducation.org/sites/default/files/Bellwether_CommunityCollege_JPK_Final.pdf

b) https://cri-paris.org/wp-content/uploads/2017/06/Towards-a-learning-society.pdf c) https://www.cde.ca.gov/sp/cd/ce/documents/careerlatticejun2018.pdf d) https://www.r4d.org/blog/we-need-to-improve-the-quality-of-preschool-programs-and-

that-starts-with-supporting-teachers/

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e) https://www.childtrends.org/publications/supporting-the-psychological-well-being-of-the-early-care-and-education-workforce-findings-from-the-national-survey-of-early-care-and-education

f) https://www.researchconnections.org/childcare/resources/36081/pdf

Advocacy focus

a) https://www.r4d.org/blog/3-tough-education-challenges-grappling/ b) https://openknowledge.worldbank.org/bitstream/handle/10986/29365/9781464812613.pdf?seq

uence=13 strong on ECD, utterly sparse on disability inclusion c) https://www.european-agency.org/sites/default/files/IECE-Summary-ENelectronic.pdf d) https://www.scientificamerican.com/article/what-inequality-does-to-the-brain/ e) http://undocs.org/CRPD/CSP/2018/3 f) https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf g) https://www.globalpartnership.org/blog/3-steps-help-policymakers-measure-equity-national-

education-planning h) https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30265-1/fulltext

Screening, Assessment, Monitoring, Evaluation

a) https://www.r4d.org/projects/understanding-impact-early-childhood-development-investments-

tanzania/

b) https://www.scielosp.org/article/ssm/content/raw/?resource_ssm_path=/media/assets/spm/v59

n4/0036-3634-spm-59-04-00354.pdf

c) https://jamanetwork.com/journals/jamapediatrics/fullarticle/2668645

d) https://jamanetwork.com/journals/jamapediatrics/fullarticle/2677898

e) https://jamanetwork.com/journals/jamapediatrics/article-abstract/2677894?redirect=true

f) http://www.eenet.org.uk/wp-content/uploads/2018/04/DEVELOPING-INCLUSIVE-PRACTICES-

THROUGH-ACTION-LEARNING-Save-the-Children-Cross-Country-Peer-Review-2018.pdf

g) https://www.youtube.com/watch?v=sceYLUHhgnU&feature=youtu.be

h) https://www.childtrends.org/project/video-series-building-evidence-effective-programs

i) https://advancingkids.org/2018/07/24/are-we-asking-the-wrong-questions-about-investing-in-

child-health/

j) https://sdsn.edcast.com/insights/quality-indicators

k) http://nieer.org/publications/anyas-special-series

Intervention tools, packages, and models

a) https://onlinelibrary.wiley.com/doi/abs/10.1002/icd.2095

b) https://www.brookings.edu/blog/education-plus-development/2018/04/13/teaching-

preschoolers-learning-strategies-what-meets-how/

c) https://challenges.openideo.com/challenge/education-emergencies/ideas/reach-match-inclusive-

education-kit-supporting-disadvantaged-children-with-all-abilities

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d) http://www.parentcenterhub.org/buzz-april2018-issue1/

e) http://www.early-inclusion.eu/download/O1_bp_cdrom_eng.pdf

f) https://www.economist.com/united-states/2018/05/03/does-growing-up-poor-harm-brain-

development

Cross-sectoral initiatives

a) https://journals.lww.com/iycjournal/Fulltext/2018/04000/Knowledge_Translation__Supports,_Challenges,_and.5.aspx

b) https://docs.wixstatic.com/ugd/10ea3f_790343aa8efd434bafac67f0eb37ae96.pdf c) https://nam.edu/wp-content/uploads/2018/04/Interdependence-of-Families.pdf d) https://www.globalpartnership.org/multimedia/video/how-gpe-works-1-minute e) https://www.omicsonline.org/open-access/formation-and-evolution-of-early-intervention-for-

children-withdevelopmental-delays-in-russia-and-abroad-jpab-S1-003.pdf f) https://cri-paris.org/wp-content/uploads/2017/06/Towards-a-learning-society.pdf g) https://www.lpfch.org/publication/state-multi-sector-framework-supporting-children-and-youth-

special-health-care-needs h) http://ceelo.org/

IT, AT & UDL

a) https://www.theverge.com/2018/4/16/17233946/olpcs-100-laptop-education-where-is-it-

now?ncid=newsltushpmgnews__TheMorningEmail__041718 b) https://www.childtrends.org/videos/choosing-the-right-apps-for-kids

Nomenclature, framing, labels, words

a) http://theconversation.com/watch-your-language-when-talking-about-autism-44531

b) http://www.bgcenter.com/disabled_child.htm a defectology primer

c) https://www.thinkinclusive.us/is-inclusion-just-a-mirage-part-one/

d) https://specialneedsjungle.com/putting-disability-back-into-send/

e) https://www.das.org.sg/images/publications/apjdd/APJDD_Vol5_No1_FINAL_2018.pdf

f) http://www.thinkingautismguide.com/2018/05/autistic-commonality-and-illusion-of.html?m=1

Economic and financial case

a) http://hechingerreport.org/universal-preschool-is-most-cost-effective-study-finds/ b) http://www.dartmouth.edu/~eucascio/cascio_prek_latest.pdf c) https://mhaustralia.org/sites/default/files/docs/investing_to_save_may_2018_-

_kpmg_mental_health_australia.pdf d) https://www.brookings.edu/wp-content/uploads/2018/04/report.pdf e) https://www.globalpartnership.org/blog/nepals-equity-index-innovations-financing-reach-

children-most-need includes a disability indicator

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SDG Progress

a) https://www.scielosp.org/article/ssm/content/raw/?resource_ssm_path=/media/assets/spm/v59n4/0036-3634-spm-59-04-00354.pdf

b) https://www.devex.com/news/dfid-meets-with-disability-advocates-on-inclusive-development-92283

c) https://www.devex.com/news/q-a-penny-mordaunt-on-the-urgent-need-for-disability-inclusive-development-92095

d) http://uis.unesco.org/en/news/uis-cies-2018-how-measure-equity-education-so-no-one-left-behind-sdg-4

e) http://uis.unesco.org/sites/default/files/documents/ip49-education-disability-2018-en.pdf f) https://www.globalpartnership.org/blog/education-needs-more-funding-part-early-childhood-

development-leave-no-one-behind g) https://www.un.org/development/desa/undesavoice/in-case-you-missed-it/2018/07#41200 h) http://www.iiep.unesco.org/en/all-children-school-together-quest-disability-inclusive-education-

4570 i) https://read.oecd-ilibrary.org/education/education-policy-outlook-2018_9789264301528-

en#page9

Children on the move

a) https://shop.icrc.org/icrc/pdf/view/id/766 b) https://www.tandfonline.com/doi/pdf/10.1080/20008198.2017.1388102?needAccess=true c) https://www.researchgate.net/project/Interdisciplinary-Perspectives-on-Unaccompanied-Minor-

Refugees d) https://learning.careyinstitute.org/learn/leveraging-success-inclusive-early-childhood-

development-scenarios-children-disabilities e) https://www.globalpartnership.org/content/policy-brief-gpes-work-countries-affected-fragility-

and-conflict f) https://www.srcd.org/sites/default/files/documents/the_science_is_clear.pdf g) https://news.nationalgeographic.com/2018/06/refugee-mental-health-trauma-children-lesbos-

greece-crisis-world-refugee-day-culture/?cmpid=org=ngp::mc=crm-email::src=ngp::cmp=editorial::add=Look_20180701::rid=685343

h) http://www.esn-eu.org/news/1014/index.html i) http://www.esn-eu.org/videos/67/index.html

Inclusive Nurturing Care

a) https://www.acf.hhs.gov/sites/default/files/opre/infantstoddlersnapshot_accessible_508_compliant_updated.pdf

b) https://www.acf.hhs.gov/opre/resource/co-regulation-from-birth-through-young-adulthood-a-practice-brief

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c) https://zoom.us/recording/play/_jSdJXecMQCJwY-EtxeAiFDLeoVT8kGJlixLBhFydgQch05eWhV15VolarKGZ8QU nurturing care webinar

d) https://cbexpress.acf.hhs.gov/index.cfm?event=website.viewPrinterFriendlyArticle&articleID=5098

e) https://www.unicef.org/namibia/na.IECD_Framework_Summary_2018.pdf f) https://www.cdc.gov/pregnancy/meds/treatingfortwo/index.html g) http://connectparentgroup.org/wp-content/uploads/2014/10/Rooth_et_al-2017-

Children__Society.pdf h) http://ovcsupport.org/events/integrating-early-childhood-development-interventions-into-hiv-

clinical-care-interventions/ i) https://www.ncbi.nlm.nih.gov/pubmed/29520764 j) http://nurturing-care.org/nurturing-care-framework-launch-event/ k) https://www.bostonglobe.com/magazine/2018/07/17/pregnant-women-care-ignores-one-most-

profound-changes-new-mom-faces/CF5wyP0b5EGCcZ8fzLUWbP/story.html?et_rid=1742173870&s_campaign=globemag:newsletter

l) https://bernardvanleer.org/app/uploads/2018/06/ECM18_ENG.pdf m) https://www.childtrends.org/videos/baby-babble-turns-to-talk n) https://data.unicef.org/wp-content/uploads/2018/07/Women-at-the-heart-of-the-HIV-response-

for-children-report.pdf o) https://www.childtrends.org/wp-

content/uploads/2018/07/ParentingKnowledge_ChildTrends_July2018.pdf

Family engagement

a) https://www.lpfch.org/sites/default/files/field/publications/peds20171284d.pdf b) http://www.focus-fen.net/news/2018/06/11/431385/parents-of-children-with-

disabilities-protest-in-burgas-and-varna.html c) https://globalfrp.org/Articles/Powered-By-Families-Co-Creating-Professional-Learning-

Through-Family-Engagement-Summits?utm_source=Powered+By+Family+Engagement&utm_campaign=Powered+By+Families&utm_medium=email

d) https://www.opensocietyfoundations.org/voices/qa-how-parents-tajikistan-are-organizing-their-children-s-rights

e) https://www.r4d.org/projects/increasing-family-community-engagement-foster-habit-reading/

Zika

a) https://www.medscape.org/viewarticle/894162?src=wnl_tpal_180414_mscpedu&impID=1607603

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USA-centric:

a) https://static1.squarespace.com/static/5783bb3f46c3c42c527e1a41/t/5acf69fa6d2a73de67916fed/1523542529081/OKOF+-+Master+Web+Version+-+April+2018.pdf

b) https://guprofdev.wordpress.com/2018/04/15/inclusion-of-children-with-disabilities-in-early-childhood-programs-us-policy-statements/

c) http://nieer.org/wp-content/uploads/2018/04/State-of-Preschool-2017-Full.pdf d) https://ncd.gov/publications/2018/individuals-disabilities-education-act-report-series-5-report-

briefs e) http://www.wbur.org/hereandnow/2018/07/04/national-disability-history-museum-high-

schoolers f) http://www.aecf.org/resources/2018-kids-count-data-book/

Other:

a) https://www.cabi.org/cabebooks/FullTextPDF/2016/20163308509.pdf ethics case studies from Africa

b) https://www.nap.edu/catalog/25077/the-neurocognitive-and-psychosocial-impacts-of-violence-and-trauma-proceedings

c) https://www.routledge.com/The-Routledge-Handbook-of-Disability-in-Southern-Africa/Chataika/p/book/9781138242333

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https://www.acf.hhs.gov/sites/default/files/opre/infantstoddlersnapshot_accessible_508_compliant_updated.pdf