Ms. Yetta Myrick is the mother of a teenage son with special needs. She is the founder and president of DC Autism Parents (DCAP), a non-profit organization. At DCPA, Yetta has created programs for children diagnosed with autism and their families and oversees the daily operations of the organization. Yetta serves as the Centers for Disease Control and Prevention (CDC)’s Act Early Ambassador to D.C. In this role, she promotes developmental monitoring and assists families in getting the help they need to access services for their children.
Karen Nemeth, Ed.M. is Senior Training and Technical Assistance Specialist -Dual Language Learners for the National Center on Early Childhood Development, Teaching, and Learning. She has published more than a dozen books on early education for children who are growing up with two or more languages and she has held leadership roles in organizations such as the National Association for the Education of Young Children (NAEYC), National Association for Bilingual Education (NABE), and Teaching English to Speakers of Other Languages (TESOL) International Association .
I am the mom of two teenaged girls, one of whom has a disability.
My youngest daughter, Julianna, or Juls for short, was born with Down syndrome, and like many parents of a child with a disability, I found myself thrust into a whole new world. This world revolved around early intervention services, medical appointments, and learning as much as I possibly could about Down syndrome. I was discovering early-on that not only would I need to be Jul’s parent, but also her advocate.
Katherine Hutchens is the director of early childhood services, Methodist Home for Children, Raleigh, NC. She oversees two childcare centers, Jordan Child and Family Enrichment Center and the brand-new Barbara H. Curtis Center. Katherine has a bachelor’s degree in history from Dickinson College and held a teaching license for secondary social studies. She holds a master’s degree in early childhood from Augusta College. She has enjoyed over 25 years of early childhood program administration in Virginia, Georgia, and North Carolina.
Donna Fishman, MPH, is the Director for the National Center for Children’s Vision and Eye Health (NCCVEH) at Prevent Blindness. She facilitates and manages the Better Vision Together Community of Practice (in which the Minneapolis Public Schools participates) and manages the development of a family vision resource kit for Head Start and other early childhood education and care agencies to increase parent/caregiver education around children’s vision and eye health.
Eric Elmore is a doctoral scholar in early childhood special education at the University of Colorado Denver. He is also an affiliate professor at Metropolitan State University of Denver and the chair of the board of directors of the Colorado Association for the Education of Young Children. He has over eight years of experience working in early childhood education in various capacities including as a teacher, staff developer, coach, and community and family leader. Eric has a passion for bringing individuals into the early childhood profession and supporting them in advancing in their careers.
Promoting Cultural Competence to
Improve Early Childhood Education
Tawara Goode is an assistant professor in the Department of Pediatrics, Georgetown University Medical Center in Washington, D.C. She has been on the faculty of the Georgetown University Center for Child and Human Development (GUCCHD), for over 30 years and has served in many capacities. Professor Goode is currently the director of the National Center for Cultural Competence (NCCC) GUCCHD and the director of the Georgetown University Center for Excellence in Developmental Disabilities. She has degrees in early childhood education and education and human development. Her work has consistently focused on national level efforts to advance and sustain cultural and linguistic competence.
When people think about science, technology, engineering and math (STEM) they tend to think of subjects that are academic or require adult-directed formal instruction. However, STEM can and should be integrated in intentional ways throughout a young child’s typical routines and daily activities.
Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs
The U.S. Department of Education is committed to attracting as many qualified applicants as possible for its discretionary grant competitions. The Department is also committed to an equitable and transparent application process. OSERS is, therefore, providing to interested applicants technical assistance on the application process and application requirements for this competition.