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Strengthen the Evidence for Maternal and Child Health Programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.

Displaying records 1 through 9 (9 total).

Institute of Medicine, Committee on Educating Health Professionals to Address the Social Determinants of Health. 2016. A framework for educating health professionals to address the social determinants of health. Washington, DC: National Academies Press, 170 pp.

Annotation: This report presents a framework for educating health professionals to address the conditions in which people are born, grow, work, live, and age, as well as the wider set of forces and systems shaping the conditions of daily life including economic policies, development agendas, cultural and social norms, social policies, and political systems. Contents include theoretical constructs and examples of programs and frameworks addressing elements of the social determinants of health. The framework aligns education, health, and other sectors to meet local needs in partnership with communities.

Contact: National Academies Press, 500 Fifth Street, N.W., Keck 360, Washington, DC 20001, Telephone: (202) 334-3313 Secondary Telephone: (888) 624-8373 Fax: (202) 334-2451 E-mail: Web Site: Available from the website.

Keywords: Collaboration, Continuing education, Cultural diversity, Evaluation, Evidence based medicine, Health occupations, Inclusive schools, Mentors, Model programs, Models, Professional education, Public health education, Sociocultural factors, Socioeconomic factors, Training, Work force

U.S. Department of Health and Human Services, U.S. Department of Education. 2015. Policy statement on inclusion of children with disabilities in early childhood programs. Washington, DC: U.S. Department of Education, 43 pp.

Annotation: This policy statement sets a vision and provides recommendations to states, local educational agencies, schools, and public and private early childhood programs for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs. Contents include information about the scientific base for the benefits of inclusion, the legal foundation for inclusion, challenges to inclusion in early childhood programs, partnering to build a nationwide culture of inclusion, and recommendations for state action.

Contact: U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202, Telephone: (800) 872-5327 Secondary Telephone: (800) 437-0833 Web Site: Available from the website.

Keywords: Children with developmental disabilities, Children with special health care needs, Collaboration, Early childhood development, Early childhood education, Early intervention, Federal initiatives, Inclusion, Inclusive schools, Infants, Learning, Legal responsibility, Policy development, Program development, Quality assurance, Resources for professionals, Schools, Young children

Special Olympics. 2014-. Project UNIFY toolkit. Washington, DC: Special Olympics,

Annotation: This toolkit provides resources to help schools implement Project UNIFY, an initiative that focuses on social inclusion that brings youth with and without intellectual disabilities together through sports and related activities. The resources describe Project UNIFY's vision, its major components, how to get started, implementation models, the connection to equal education and inclusion, evaluation reports, and the project's impact.

Contact: Special Olympics, 1133 19th Street, N.W., Washington, DC 20036-3604, Telephone: (202) 628-3630 Secondary Telephone: (800) 700-8585 Fax: (202) 824-0200 E-mail: Web Site: Available from the website.

Keywords: Physical fitness, Children with special health care needs, Chronic illnesses and disabilities, Developmental disabilities, Inclusive schools, Information services, Mental retardation, School health programs, Sports

Teaching Tolerance. 2013. Best practices: Creating an LGBT-inclusive school climate—A teaching tolerance guide for school leaders. [Montgomery, AL]: Teaching Tolerance, 5 pp.

Annotation: This guide for school leaders provides information about how to create a tolerant environment at school that is inclusive of lesbian, gay, bisexual, and transgender individuals. The guide discusses building an inclusive school climate and preventing and addressing problems (such as bullying and harassment).

Contact: Teaching Tolerance, c/o Southern Poverty Law Center , 400 Washington Avenue, Montgomery, AL 36104, Telephone: (334) 956-8200 Fax: (334) 956-8488 E-mail: Web Site: Available from the website.

Keywords: Adolescent sexuality, Bullying, Homosexuality, Inclusion, Inclusive schools, Prevention, Schools, Sexual harassment, Sexuality, Tolerance

National Child Care Information and Technical Assistance Center. 2011. Initiatives regarding inclusion of children with special needs in child care. Fairfax, VA: National Child Care Information and Technical Assistance Center,

Annotation: This web page provides information about the needs of children with special health care needs in child care and discusses efforts states have made to support inclusion and improve the quality of child care for this population. The page lists examples of federal agencies and federally funded projects and national organizations, state initiatives, and resources that support inclusion; a brief description of each is provided, along with a link and contact information. A table is also included that lists types of inclusive child care activities and indicates which states support each one.

Contact: National Child Care Information and Technical Assistance Center, 10530 Rosehaven Street, Suite 400, Fairfax, VA 22030, Telephone: (800) 616-2242 Fax: (800) 716-2242 E-mail: Web Site: Available from the website.

Keywords: Child care, Child care services, Children with special health care needs, Federal programs, Inclusive schools, Initiatives, State programs

Boylan E, Goldman D. 2010. Including children with disabilities in state pre-K programs. Newark, NJ: Education Law Center, 21 pp. (Pre-K policy brief series)

Annotation: This policy brief provides an overview of the federal law that requires school districts to educate preschool children with disabilities alongside preschool children who do not have disabilities if they are enrolled in typical early childhood programs. It describes the provisions of the Individuals with Disabilities Education Act (IDEA) and sets forth a list of policy recommendations designed to help ensure that children with disabilities receive an appropriate public education in the least restrictive environment. It also provides state-specific information on programs and regulations and the numbers of preschool children served under IDEA. The brief is intended to serve as a resource for policy makers and advocates seeking to increase inclusion in state funded pre-k programs.

Contact: Education Law Center, 60 Park Place, Suite 300, Newark, NJ 07102, Telephone: (973) 624-1815 Secondary Telephone: (973) 624-4618 Fax: (973) 624-7339 E-mail: Web Site: Available from the website.

Keywords: Child care, Children with special health care needs, Disabilities, Early childhood education, Federal legislation, Inclusive schools, Public education, State programs, Young children

National Information Center for Children and Youth with Disabilities. 1995. Planning for inclusion. Washington, DC: National Information Center for Children and Youth with Disabilities, 31 pp. (NICHCY News Digest; v.5, no. 1, July 1995.)

Zeph L, Gilmer D, Brewer-Allen D, Moulton J, eds. 1992. Kids talk about inclusive classrooms. Orono, ME: University of Maine, Local Education for All in Regular Neighborhood Schools, 33 pp. (Creating inclusive educational communities; no. 3)

Annotation: This monograph is part of a series developed by the LEARNS (Local Education for All in Regular Neighborhood Schools) Project, Maine's statewide project for inclusive schools. This volume is a compilation of stories written by classmates of students with severe disabilities. The stories are organized under the following headings: valuing differences and overcoming fears; recognizing gifts and capabilities; developing friendships; learning from one another; recommendations; and additional stories.

Contact: University of Maine, Center for Community Inclusion and Disability Studies, 5717 Corbett Hall, Room 114, Orono, ME 04469-5717, Telephone: (207) 581-1084 Secondary Telephone: (800) 203-6957 Fax: (207) 581-1231 E-mail: Web Site: Available from the website.

Keywords: Children with developmental disabilities, Disabilities, Inclusive schools, Schools, Special education, Transitions, University affiliated programs

Irwin M, Wilcox B, eds. 1987. Proceedings of the National Leadership Conference: Least restrictive environment: Commitment to implementation. Bloomington, IN: Institute for the Study of Developmental Disabilities, 164 pp.

Annotation: This document contains plenary presentations and summaries of concurrent sessions of a national leadership conference held in Indianapolis, Indiana, on May 20-21, 1987. Conference goals included (1) demonstrate that collaboration among policymakers, local public school personnel, parents, and university professionals can result in system change; (2) demonstrate the effectiveness of school programs that incorporate best practices; and (3) explore strategies for change that are relevant to the needs of parents, teachers, administrators, and advocates of individuals who have severe disabilities.

Contact: Indiana University, Indiana Institute on Disability and Community, 1905 North Range Road, Bloomington, IN 47408-9801, Telephone: (812) 855-6508 E-mail: Web Site: Price unknown .

Keywords: Children with special health care needs, Conference proceedings, Inclusive schools


This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.