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The framework covers accessible physical spaces, multiple engagement pathways, integrated communication formats and languages, and non-stereotypical representation in materials. It emphasizes family-centered, jargon-free two-way communication, shared decision-making, and prioritizing access, participation, and belonging. It also specifies nurturing, emotionally supportive adult-child relationships and inclusive management using positive guidance, predictable routines, and data-informed team approaches to support development.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-care-and-education-environment-indicators-and-elements-of-high-quality-inclusion-updated-february-7-2025/584035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-care-and-education-environment-indicators-and-elements-of-high-quality-inclusion-updated-february-7-2025/584035.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How should providers adapt the physical learning environment for children with disabilities?","Question",{"text":111,"@type":112},"Providers arrange and adapt spaces and materials so children can fully participate, learn, play, and socialize, including safe navigation for mobility devices and accessible materials to explore independently.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What communication supports must be integrated into inclusion routines?",{"text":116,"@type":112},"Providers integrate the communication formats and languages used by children, such as Augmentative and Alternative Communication (AAC) and sign language, into all indoor and outdoor routines and interactions.",{"name":118,"@type":109,"acceptedAnswer":119},"How do the indicators describe family involvement and communication?",{"text":120,"@type":112},"Providers develop trusting relationships with families through daily communication, celebrations, jargon-free language, and multiple opportunities for families to share input, co-lead, and guide decisions for the child’s IFSP or IEP.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},584035,1792087341,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Early Care and Education Environment  \nIndicators and Elements of High-Quality Inclusion  \n[https://ectacenter.org/topics/inclusion/indicators.asp](https://ectacenter.org/topics/inclusion/indicators.asp)  \nUpdated February 7, 2025  \nINDICATOR E1: Physical Environment  \nProviders arrange and adapt the learning environment and materials to allow children with disabilities to fully participate, learn, play, and socialize.  \nProviders structure the learning environment to:  \n1. Encourage participation and interaction.  \n2. Ensure children with wheelchairs and other mobility devices can safely navigate the space.  \n3. Provide children multiple ways to engage with the materials, lessons, educators, and peers. This includes visual, verbal, auditory, and so on.  \n4. Integrate the range of communication formats (for example, Augmentative and Alternative  \nCommunication (AAC)) and languages (including sign language) used by children into all routines, instructional, and social interactions both indoors and outdoors.  \n5. Make materials accessible for children to explore interests and curiosity.  \n6. Adapt materials so that children with disabilities can manipulate them easily and independently.  \n7. Use learning materials that represent children with disabilities in non-stereotypical ways. Children are shown as racially, culturally, and linguistically diverse, complex, and not defined solely by their disability.  \nProviders ensure that children with disabilities are free to and supported in engaging in activities they like and are priorities for their family. Supports focus on access, participation, and belonging, and not on fixing or changing the child.  \nProviders:  \n1. Hold high expectations of children, support peer engagement and independence, and include them in all physical activities, making modifications when needed.  \n2. Offer children the option to complete preferred activities whenever possible. They integrate the child's special interests when doing an adult-directed activity.  \n3. Develop and implement transition processes that consider necessary supports for each child. The transition plan should consider how children are currently transitioning and what increased fluency and independence in transitions look like.  \n4. Expose children to new experiences, activities, and materials.  \n5. Help children with disabilities fulfill their interests and curiosities and expand their capacity for learning, growth, and opportunity.  \nProviders develop authentic, trusting, responsive, and sustaining relationships with families. This involves daily communication about the child's learning and development and frequent celebrations of the child. Families have multiple and varied opportunities to give input into their child's learning and supports and have their goals prioritized.  \nProviders:  \n1. Create an environment for two-way communication based on how the family prefers to share information. Sharing should be wholistic and include positive reports about new milestones as well as concerns.  \n2. Assume all families are competent.  \n3. Use jargon-free language to share information about the program and team decisions made about strategies used with the child.  \n4. Use families as a valuable source for ideas and support in planning and developing activities.  \n5. Involve families in activities according to their desire and ability, including observation, volunteering, and materials development.  \n6. Invite family input about important programming decisions and ask for their ideas, opinions, and guidance in the development and evaluation of the Individual Family Services Plan (IFSP) or Individualized Education Program (IEP) .  \n7. Encourage families to be involved in program leadership and regularly share information about opportunities.  \n8. Ask family open-ended questions about their background and experiences, listen to their needs and concerns without judgment, and approach them as supportive experts on their child's needs.  \n9. Cre","cbCaigKo6DzVFOw6","https://ap.wps.com/l/cbCaigKo6DzVFOw6","pdf",281379,"English","# Indicator E1: Physical Environment\n## Participation, interaction, and safe navigation\n## Multiple ways to engage and accessible materials\n## Communication formats and languages in daily routines\n## Family partnerships and inclusive planning\n## Positive behavior guidance and emotionally supportive relationships","[{\"question\":\"How should providers adapt the physical learning environment for children with disabilities?\",\"answer\":\"Providers arrange and adapt spaces and materials so children can fully participate, learn, play, and socialize, including safe navigation for mobility devices and accessible materials to explore independently.\"},{\"question\":\"What communication supports must be integrated into inclusion routines?\",\"answer\":\"Providers integrate the communication formats and languages used by children, such as Augmentative and Alternative Communication (AAC) and sign language, into all indoor and outdoor routines and interactions.\"},{\"question\":\"How do the indicators describe family involvement and communication?\",\"answer\":\"Providers develop trusting relationships with families through daily communication, celebrations, jargon-free language, and multiple opportunities for families to share input, co-lead, and guide decisions for the child’s IFSP or IEP.\"}]","Early Care and Education Environment - Indicators and Elements of High-Quality Inclusion - Updated February 7, 2025 | PDF",1792049581,23]