COMMONLY ASKED QUESTIONS ABOUT CHILD CARE CENTERS AND THE AMERICANS WITH DISABILITIES ACT
1. Q: Does the Americans with Disabilities Act -- or "ADA" -- apply to child care centers?
A: Yes. Privately-run child care centers -- like other public accommodations such as private schools, recreation centers, restaurants, hotels, movie theaters, and banks -- must comply with title III of the ADA. Child care services provided by government agencies, such as Head Start, summer programs, and extended school day programs, must comply with title II of the ADA. Both titles apply to a child care center's interactions with the children, parents, guardians, and potential customers that it serves.
A child care center's employment practices are covered by other parts of the ADA and are not addressed here. For more information about the ADA and employment practices, please call the Equal Employment Opportunity Commission (see question 30).
2. Q: Which child care centers are covered by title III?
A: Almost all child care providers, regardless of size or number of employees, must comply with title III of the ADA. Even small, home-based centers that may not have to follow some State laws are covered by title III.
The exception is child care centers that are actually run by religious entities such as churches, mosques, or synagogues. Activities controlled by religious organizations are not covered by title III.
Private child care centers that are operating on the premises of a religious organization, however, are generally not exempt from title III. Where such areas are leased by a child care program not controlled or operated by the religious organization, title III applies to the child care program but not the religious organization. For example, if a private child care program is operated out of a church, pays rent to the church, and has no other connection to the church, the program has to comply with title III but the church does not.
General Information
3. Q: What are the basic requirements of title III?
A: The ADA requires that child care providers not discriminate against persons with disabilities on the basis of disability, that is, that they provide children and parents with disabilities with an equal opportunity to participate in the child care center's programs and services. Specifically:
- Centers cannot exclude children with disabilities from their programs unless their presence would pose a direct threat to the health or safety of others or require a fundamental alteration of the program.
- Centers have to make reasonable modifications to their policies and practices to integrate children, parents, and guardians with disabilities into their programs unless doing so would constitute a fundamental alteration.
- Centers must provide appropriate auxiliary aids and services needed for effective communication with children or adults with disabilities, when doing so would not constitute an undue burden.
- Centers must generally make their facilities accessible to persons with disabilities. Existing facilities are subject to the readily achievable standard for barrier removal, while newly constructed facilities and any altered portions of existing facilities must be fully accessible.
4. Q: How do I decide whether a child with a disability belongs in my program?
A: Child care centers cannot just assume that a child's disabilities are too severe for the child to be integrated successfully into the center's child care program. The center must make an individualized assessment about whether it can meet the particular needs of the child without fundamentally altering its program. In making this assessment, the caregiver must not react to unfounded preconceptions or stereotypes about what children with disabilities can or cannot do, or how much assistance they may require. Instead, the caregiver should talk to the parents or guardians and any other professionals (such as educators or health care professionals) who work with the child in other contexts. Providers are often surprised at how simple it is to include children with disabilities in their mainstream programs.
Child care centers that are accepting new children are not required to accept children who would pose a direct threat (see question 8) or whose presence or necessary care wouldfundamentally alter the nature of the child care program.
5. Q: My insurance company says it will raise our rates if we accept children with disabilities. Do I still have to admit them into my program?
A: Yes. Higher insurance rates are not a valid reason for excluding children with disabilities from a child care program. The extra cost should be treated as overhead and divided equally among all paying customers.
6. Q: Our center is full and we have a waiting list. Do we have to accept children with disabilities ahead of others?
A: No. Title III does not require providers to take children with disabilities out of turn.
7. Q: Our center specializes in "group child care." Can we reject a child just because she needs individualized attention?
A: No. Most children will need individualized attention occasionally. If a child who needs one-to-one attention due to a disability can be integrated without fundamentally altering a child care program, the child cannot be excluded solely because the child needs one-to-one care.
For instance, if a child with Down Syndrome and significant mental retardation applies for admission and needs one-to-one care to benefit from a child care program, and a personal assistant will be provided at no cost to the child care center (usually by the parents or though a government program), the child cannot be excluded from the program solely because of the need for one-to-one care. Any modifications necessary to integrate such a child must be made if they are reasonable and would not fundamentally alter the program. This is not to suggest that all children with Down Syndrome need one-to-one care or must be accompanied by a personal assistant in order to be successfully integrated into a mainstream child care program. As in other cases, an individualized assessment is required. But the ADA generally does not require centers to hire additional staff or provide constant one-to-one supervision of a particular child with a disability.
8. Q: What about children whose presence is dangerous to others? Do we have to take them, too?
A: No. Children who pose a direct threat -- a substantial risk of serious harm to the health and safety of others -- do not have to be admitted into a program. The determination that a child poses a direct threat may not be based on generalizations or stereotypes about the effects of a particular disability; it must be based on an individualized assessment that considers the particular activity and the actual abilities and disabilities of the individual.
In order to find out whether a child has a medical condition that poses a significant health threat to others, child care providers may ask all applicants whether a child has any diseases that are communicable through the types of incidental contact expected to occur in child care settings. Providers may also inquire about specific conditions, such as active infectious tuberculosis, that in fact pose a direct threat.
9. Q: One of the children in my center hits and bites other children. His parents are now saying that I can't expel him because his bad behavior is due to a disability. What can I do?
A: The first thing the provider should do is try to work with the parents to see if there are reasonable ways of curbing the child's bad behavior. He may need extra naps, "time out," or changes in his diet or medication. If reasonable efforts have been made and the child continues to bite and hit children or staff, he may be expelled from the program even if he has a disability. The ADA does not require providers to take any action that would pose a direct threat -- a substantial risk of serious harm -- to the health or safety of others. Centers should not make assumptions, however, about how a child with a disability is likely to behave based on their past experiences with other children with disabilities. Each situation must be considered individually.
10. Q: One of the children in my center has parents who are deaf. I need to have a long discussion with them about their child's behavior and development. Do I have to provide a sign language interpreter for the meeting?
A: It depends. Child care centers must provide effective communication to the customers they serve, including parents and guardians with disabilities, unless doing so poses an undue burden. The person with a disability should be consulted about what types of auxiliary aids and services will be necessary in a particular context, given the complexity, duration, and nature of the communication, as well as the person's communication skills and history. Different types of auxiliary aids and services may be required for lengthy parent-teacher conferences than will normally be required for the types of incidental day-to-day communication that take place when children are dropped off or picked up from child care. As with other actions required by the ADA, providers cannot impose the cost of a qualified sign language interpreter or other auxiliary aid or service on the parent or guardian.
A particular auxiliary aid or service is not required by title III if it would pose an undue burden, that is, a significant difficulty or expense, relative to the center or parent company's resources.
11. Q: We have a "no pets" policy. Do I have to allow a child with a disability to bring a service animal, such as a seeing eye dog?
A: Yes. A service animal is not a pet. The ADA requires you to modify your "no pets" policy to allow the use of a service animal by a person with a disability. This does not mean that you must abandon your "no pets" policy altogether, but simply that you must make an exception to your general rule for service animals.
12. Q: If an older child has delayed speech or developmental disabilities, can we place that child in the infant or toddler room?
A: Generally, no. Under most circumstances, children with disabilities must be placed in their age-appropriate classroom, unless the parents or guardians agree otherwise.
13. Q: Can I charge the parents for special services provided to a child with a disability, provided that the charges are reasonable?
A: It depends. If the service is required by the ADA, you cannot impose a surcharge for it. It is only if you go beyond what is required by law that you can charge for those services. For instance, if a child requires complicated medical procedures that can only be done by licensed medical personnel, and the center does not normally have such personnel on staff, the center would not be required to provide the medical services under the ADA. If the center chooses to go beyond its legal obligation and provide the services, it may charge the parents or guardians accordingly. On the other hand, if a center is asked to do simple procedures that are required by the ADA -- such as finger-prick blood glucose tests for children with diabetes (see question 20) -- it cannot charge the parents extra for those services. To help offset the costs of actions or services that are required by the ADA, including but not limited to architectural barrier removal, providing sign language interpreters, or purchasing adaptive equipment, some tax credits and deductions may be available (see question 24).
Personal Services
14. Q: Our center has a policy that we will not give medication to any child. Can I refuse to give medication to a child with a disability?
A: No. In some circumstances, it may be necessary to give medication to a child with a disability in order to make a program accessible to that child. While some state laws may differ, generally speaking, as long as reasonable care is used in following the doctors' and parents' or guardians written instructions about administering medication, centers should not be held liable for any resulting problems. Providers, parents, and guardians are urged to consult professionals in their state whenever liability questions arise.
15. Q: We diaper young children, but we have a policy that we will not accept children more than three years of age who need diapering. Can we reject children older than three who need diapering because of a disability?
A: Generally, no. Centers that provide personal services such as diapering or toileting assistance for young children must reasonably modify their policies and provide diapering services for older children who need it due to a disability. Generally speaking, centers that diaper infants should diaper older children with disabilities when they would not have to leave other children unattended to do so.
Centers must also provide diapering services to young children with disabilities who may need it more often than others their age.
Some children will need assistance in transferring to and from the toilet because of mobility or coordination problems. Centers should not consider this type of assistance to be a "personal service."
16. Q: We do not normally diaper children of any age who are not toilet trained. Do we still have to help older children who need diapering or toileting assistance due to a disability?
A: It depends. To determine when it is a reasonable modification to provide diapering for an older child who needs diapering because of a disability and a center does not normally provide diapering, the center should consider factors including, but not limited to, (1) whether other non-disabled children are young enough to need intermittent toileting assistance when, for instance, they have accidents; (2) whether providing toileting assistance or diapering on a regular basis would require a child care provider to leave other children unattended; and (3) whether the center would have to purchase diapering tables or other equipment.
If the program never provides toileting assistance to any child, however, then such a personal service would not be required for a child with a disability. Please keep in mind that even in these circumstances, the child could not be excluded from the program because he or she was not toilet trained if the center can make other arrangements, such as having a parent or personal assistant come and do the diapering.
Issues Regarding Specific Disabilities
17. Q: Can we exclude children with HIV or AIDS from our program to protect other children and employees?
A: No. Centers cannot exclude a child solely because he has HIV or AIDS. According to the vast weight of scientific authority, HIV/AIDS cannot be easily transmitted during the types of incidental contact that take place in child care centers. Children with HIV or AIDS generally can be safely integrated into all activities of a child care program. Universal precautions, such as wearing latex gloves, should be used whenever caregivers come into contact with children's blood or bodily fluids, such as when they are cleansing and bandaging playground wounds. This applies to the care of all children, whether or not they are known to have disabilities.
18. Q: Must we admit children with mental retardation and include them in all center activities?
A: Centers cannot generally exclude a child just because he or she has mental retardation. The center must take reasonable steps to integrate that child into every activity provided to others. If other children are included in group sings or on playground expeditions, children with disabilities should be included as well. Segregating children with disabilities is not acceptable under the ADA.
19. Q: What about children who have severe, sometimes life-threatening allergies to bee stings or certain foods? Do we have to take them?
A: Generally, yes. Children cannot be excluded on the sole basis that they have been identified as having severe allergies to bee stings or certain foods. A center needs to be prepared to take appropriate steps in the event of an allergic reaction, such as administering a medicine called "epinephrine" that will be provided in advance by the child's parents or guardians.
The Department of Justice's settlement agreement with La Petite Academy addresses this issue and others (see question 26).
20. Q: What about children with diabetes? Do we have to admit them to our program? If we do, do we have to test their blood sugar levels?
A: Generally, yes. Children with diabetes can usually be integrated into a child care program without fundamentally altering it, so they should not be excluded from the program on the basis of their diabetes. Providers should obtain written authorization from the child's parents or guardians and physician and follow their directions for simple diabetes-related care. In most instances, they will authorize the provider to monitor the child's blood sugar -- or "blood glucose" -- levels before lunch and whenever the child appears to be having certain easy-to-recognize symptoms of a low blood sugar incident. While the process may seem uncomfortable or even frightening to those unfamiliar with it, monitoring a child's blood sugar is easy to do with minimal training and takes only a minute or two. Once the caregiver has the blood sugar level, he or she must take whatever simple actions have been recommended by the child's parents or guardians and doctor, such as giving the child some fruit juice if the child's blood sugar level is low. The child's parents or guardians are responsible for providing all appropriate testing equipment, training, and special food necessary for the child.
The Department of Justice's settlement agreements with KinderCare and La Petite Academy address this issue and others (see question 26).
Courses & Classes related to Alabama
Online Trainings
- 1,2,3, Eyes on Me: Classroom Safety
- 1-Hour Abuse and Neglect Training
- 45-Hour Coaching and Mentoring
- 45 hour Growth and Development Birth-age 12 ONLINE
- 45-Hour Infant and Toddler Curriculum
- 45-Hour Preschool Curriculum
- 45-Hour School Age Curriculum
- 45 Hours Director-Administration ONLINE
- 9 Hour Communication Course
- A Better Space for All
- Abuse and Neglect: Signs and Reporting
- Access for All: Inclusion and the ADA
- ACEs and Resilience in Child Care
- A Closer Look into Developmental Theories
- Admin as Mentors in Early Education
- Administering Basic Health and Safety ONLINE
- Administration of Medicine
- A Great Place for Education Includes All ONLINE
- A Guide to Effective Communication
- Allergies and Medication in Childcare
- Anxiety: Signs & Strategies
- Appropriate Precautions in Transportation of Children
- A Thoughtful Approach to Children's Mental Health
- Autism Awareness in Child Care
- A Watchful Eye: Supervision in Early Childhood
- Baby Play: Planning Infant and Toddler Activities
- Baby Steps to Milestones ONLINE
- Balance Act: Teacher & Child ONLINE
- Balancing Act: Record Keeping & Supervision
- Balancing Act: Schedules and Routines
- Basics 101: Coaching & Mentoring
- Beautiful Junk: Using Recycled Materials in the Classroom
- Behind the Scenes: Baby Routines ONLINE
- Be Loud, No Bullying Allowed
- Bienvenido! Welcoming All Families
- Brain Building
- Brain Injury Awareness in Young Children
- Bridging Intent and Response: Communication
- Brighter Futures: Social Emotional Development
- Building a Community of Families
- Building and Physical Premises Safety
- Building Early Science Foundations
- Building Equity: Inclusionary Practices in Preschool
- Business Planning: Family Child Care
- CDA: A Closer Look at Assessments
- CDA: Approaches to Learning
- CDA: Communication: Keep It Simple
- CDA: Creating the Outdoor Classroom
- CDA: Curriculum Alignment & Materials
- CDA: Essential Tools for Record Keeping
- CDA Family Child Care Credential with Portfolio Review
- CDA Family Child Care Renewal
- CDA Home Visitor Credential Birth to 5
- CDA Home Visitor Subject Area 1 Part 1 Birth to 5
- CDA Home Visitor Subject Area 1 Part 2 Birth to 5
- CDA Home Visitor Subject Area 1 Part 3 Birth to 5
- CDA Home Visitor Subject Area 2 Part 1 Birth to 5
- CDA Home Visitor Subject Area 2 Part 2 Birth to 5
- CDA Home Visitor Subject Area 2 Part 3 Birth to 5
- CDA Home Visitor Subject Area 3 Part 1 Birth to 5
- CDA Home Visitor Subject Area 3 Part 2 Birth to 5
- CDA Home Visitor Subject Area 3 Part 3 Birth to 5
- CDA Home Visitor Subject Area 4 Part 1 Birth to 5
- CDA Home Visitor Subject Area 4 Part 2 Birth to 5
- CDA Home Visitor Subject Area 4 Part 3 Birth to 5
- CDA Home Visitor Subject Area 5 Part 1 Birth to 5
- CDA Home Visitor Subject Area 5 Part 2 Birth to 5
- CDA Home Visitor Subject Area 5 Part 3 Birth to 5
- CDA Home Visitor Subject Area 6 Part 1 Birth to 5
- CDA Home Visitor Subject Area 6 Part 2 Birth to 5
- CDA Home Visitor Subject Area 6 Part 3 Birth to 5
- CDA Home Visitor Subject Area 7 Part 1 Birth to 5
- CDA Home Visitor Subject Area 7 Part 2 Birth to 5
- CDA Home Visitor Subject Area 7 Part 3 Birth to 5
- CDA Home Visitor Subject Area 8 Part 1 Birth to 5
- CDA Home Visitor Subject Area 8 Part 2 Birth to 5
- CDA Home Visitor Subject Area 8 Part 3 Birth to 5
- CDA Infants/Toddlers: Abuse and Neglect Reporting Requisites
- CDA Infants/Toddlers: Benefits to Observing
- CDA Infants/Toddlers: Brain Development and Gene Expression
- CDA Infants/Toddlers: Classroom Setup
- CDA Infants/Toddlers: Health and Safety
- CDA Infants/Toddlers: Importance of Consistent Care
- CDA Infants/Toddlers: Individualized Learning and Inclusion
- CDA Infants/Toddlers: Lesson Planning Made Easy
- CDA Infants/Toddlers: Smart Nutrition & Feeding
- CDA Infants/Toddlers: Stages of Development
- CDA Infant/Toddler Credential with Portfolio Review
- CDA Infant/Toddler: Parent Relationships
- CDA Infant/Toddler Renewal
- CDA Introduction
- CDA Preschool Credential with Portfolio Review
- CDA Preschool Renewal
- CDA: Special Needs: Understanding the Whole Child
- CDA: Stand With Respect and Professionalism
- CDA Subject Area 1
- CDA Subject Area 2
- CDA Subject Area 3
- CDA Subject Area 4
- CDA Subject Area 5
- CDA Subject Area 6
- CDA Subject Area 7
- CDA Subject Area 8
- Character Development for Childcare Professionals
- Chef's in the Classroom
- Child Care Administration
- Childcare Management
- Child Care Orientation
- Childhood Obesity
- Children at the Wheel ONLINE
- Children's Keepers: Building Childhood Resilience
- Classroom Arrangement: The Second Teacher
- Classroom Designers ONLINE
- Classroom Management is Collaboration!
- Classroom Positivity
- Classroom Setup for Child Care
- Classroom Tools for Emergent Literacy
- Coaching and Mentoring Techniques
- Coaching/Mentoring DEI
- Collaboration for the Win
- Communication in Coaching and Mentoring
- Community and Family Engagement in Childcare
- Community Partnerships
- Conduct Disorders in Early Childhood
- Confidentiality Is a Must!
- Coordinating with Community in Child Care
- Creating an Emergency and Disaster Preparedness Plan
- Creating the Natural Outdoor Classroom
- Cultures in the Classroom
- Curriculum Planning
- DAP for Family Child Care
- DAP for Preschool
- Day 2 Day: Provider Responsibilities
- Designing Your School-Age Classroom ONLINE
- Developing a Successful Workshop
- Developing Program Tranquility
- Developmental Screening in Early Childhood
- Diverse Perspectives in Child Care
- Early Childhood Education
- Early Childhood Program Administration
- Early Emotional Wellness
- Early Learning with Infants and Toddlers
- ECE Programs Through History
- Effective Coaching & Mentoring in ECE
- Elijah's Law: Allergy Awareness Training
- Emergency and Disaster Preparedness- Online
- Emergent Learning & Development
- Engaging Indoor Activities for Inclement Weather
- Engaging Parents in the Montessori Toddler Classroom
- Enhancing Life and Development
- Enhancing STEM Education for Infants and Toddlers
- Enriching Education: Field Trips
- Ethical Responsibilities for Trainers
- Evaluating Performance
- Expect the Unexpected: Infants and Toddlers
- Family (or Parent) Conferencing: Developing Trust ONLINE
- FAS in Early Childhood
- Financial Assistance for Child Care
- Food Preparation and Nutrition
- Fragile X Syndrome in Young Children
- Getting on the Right Path to Teaching
- Going Head-to-Head with Challenging Behavior
- Grow with Me: Child Development for Mixed Ages
- Guiding School-Aged Children
- Handling and Storage of Hazardous Materials
- Healing Young Hearts: Stress and Grief
- Health and Nutrition
- Health and Safety Orientation
- Health & Safety Requirements for Childcare Providers
- Healthy Habits from the Start
- Heart-to-Heart Communication: Challenging Behaviors
- Hemophilia in Young Children
- Hidden in Plain Sight: Depression in Young Children
- How Preschoolers Develop
- How To Keep A Healthy Class for Infants/Toddlers
- How To Keep A Healthy Class: Six Tips for Germ Control
- How to Manage Chronic Illness with Infants/Toddlers
- Identifying ADHD in Child Care
- IEPs and IFSPs in Family Child Care
- Illness, Medication, and Allergies in Child Care
- Implementing the Montessori Curriculum
- Inclusive Lessons for Preschoolers
- Inclusive Montessori: Supporting Diverse Learners in the Classroom
- Individual Needs & IEPs for School Age
- Injury Prevention: Their Safety Is In Your Hands
- Intentional Safety for Infants/Toddlers
- Introduction to Coaching & Mentoring
- Intro to Cerebral Palsy
- Intro to Montessori: Philosophy, Principles, and Practices
- It's All About the Timing
- Keeping Them Safe: Infants & Toddlers
- Key Elements of an After School Age Program ONLINE
- Leadership Through Mentorship
- Lesson Planning for Preschoolers
- Lesson Planning to Meet School Age Needs
- Let’s Talk: Effective Communication
- Letter & Number Planning in Child Care
- Mandated Reporters
- Mastering Observation Techniques in the Montessori Classroom
- Matchmaking for Mentors
- Math Foundations in Early Childhood
- Meaningful Lesson Planning for Infants/Toddlers
- Meeting Adult Learners' Needs
- Mental Health in Early Childhood
- Mentoring Professional Etiquette in Child Care
- Milestones: By Leaps & Bounds
- Mind's Medicine: Music in Early Childhood
- Montessori Assistant Training
- Montessori Essentials: Mixed-Age Mastery
- Montessori Foundations
- Montessori in Context: Decoding Educational Theories
- Montessori Unveiled: Demystifying the Method for Parents
- More than One Way to Look at it: Types of Early Childhood Education Programs
- Moving About the Classroom: Effective Transitions for Everyday
- Mysteries of Challenging Behavior Solved
- Neurodevelopmental Disorders in Child Care
- No Such Thing as Boring Math
- Observations And Goal Setting in Childcare
- Observing & Assessing in Child Care
- On My Plate: Children's Nutrition
- Open Ears: Listening in Child Care
- Open Heart, Open Art
- Opportunity for Growth: Emotional Development
- Ouch! Biting & Hitting Hurts
- Pillars of Health and Safety in Child Care
- Playful Spaces for Infants & Toddlers
- Playing with a Purpose: Infant/Toddler Lesson Planning
- Play, Learn, Grow Online Version
- Play Safe, Think Big: Literacy Through Play
- Positive Attention: Infants and Toddlers
- Positive Attention: Interactions & Supervision of Infants & Toddlers
- Potty Training Made Simple
- Power of Art: Bldg Self-Esteem & Positive Behavior for ALL Abilities ONLINE
- Preschool Assessments & Observations
- Presentation Strategies & Training Techniques
- Preventative Health and Safety
- Prevention and Control of Infectious Diseases
- Prevention of and Response to Allergic Reactions
- Prevention of Shaken Baby Syndrome and Abusive Head Trauma
- Prevention of Sudden Infant Death Syndrome and Use of Safe Sleep Practices
- Professional Integrity in Child Care
- Professional Partnerships & Practices
- Project-Based Learning for Children
- Raising Peaceful Learners: The Montessori Advantage
- Requirements of Trainers
- Resources: Building Blocks to Excellence
- Responding to Emergencies
- Roadmapping Preschool Curriculum
- Role of Play in Learning
- Rooted in History: Early Childhood
- Safeguarding Young Lives: A Comprehensive Guide to Child Care Safety
- Safe Sleep Training
- Safe Supervision in Child Care: Birth to School Age
- Self-Regulation & Change: Helping Children Cope
- Shaken Baby Syndrome
- Shifting Gears to Respect
- Shoo, Germs! Don't Bother Me!
- SIDS: Saving Babies: A Change of Position, A Change in Tradition
- SMART Goals in Coaching & Mentoring
- Solutions NOT Punishments
- Spaces that Support Discovery
- Special Babies
- Special Needs: From Referral to Inclusion
- Spicing Up the Classroom: Learning Centers
- Staff Supervision, Observation & Feedback
- Stay Alert! Steps to Emergency Prep Online Version
- Staying Positive: Guidance for Preschoolers
- Strength in Differences: Cultural Diversity
- Student Success: Expectations & Independence
- Success in Safety for Babies
- Super Special School Agers ONLINE
- Supervision with Intent for Admin
- Supporting Breastfeeding Practices In Child Care
- Supporting Children's Independence
- Supporting Children with Hearing Loss
- Supporting Little Hearts: Divorce and Separation in the Child Care Setting
- Supporting School Age Development ONLINE
- Supporting Skill Development: Children with Special Needs
- Supporting Social Learning: Creating Classrooms that Care
- Tailoring Instruction to Children's Needs
- Teacher/Child Interactions in the School-Age Classroom
- Teacher Mentoring in ECE
- Teacher & Me Playtime
- Teachers, Assemble! Building Up Staff in Child Care
- Teach with Respect ONLINE
- Technology as a Classroom Tool
- The Balancing Act for Administrators: Managing Responsibilities
- The Best Promotion is Play
- The Ethical Code of Child Care
- The First Year: Feeding Infants
- The Foundations of Coaching & Mentoring
- The Montessori Assistant's Toolkit
- Theories on How I Grow
- Theory of Learning
- Theory of Mentoring and Coaching in Early Childhood
- The Prepared Environment: Montessori Class Design
- The Right Kind of Influence for Young Children
- The Super Hero in Us All
- Toddlers and Theories
- Tomorrow's Einsteins: Infant and Toddler Science
- Training Guide for Families from Diverse Language and Cultural Backgrounds
- Transportation Safety
- Typical & Atypical Development in ECE
- Understanding Developmental Disabilities
- Understanding Montessori's Approach to Child Development
- Understanding Print Knowledge in Preschool
- Understanding the Coach's Role
- Universal Language of Coaching & Mentoring
- Using AI Language Models for Trainers
- Using Toys to Support Learning
- Viewing Guidance in a Positive Light
- Watch Me Grow: School Age Development ONLINE
- Ways to Serve: Leadership
- Working Together: Teachers & Preschoolers
- Working With Mixed Age Groups
- Writing Training Goals & Objectives
- Writing Workshop Proposals & Assessments
- You're Not My Friend Anymore: Learning Conflict Resolution
In-person/blended trainings
- 45 Hour Child Growth and Development
- 45-Hour Director-Administration
- 45 Hour Infant and Toddler Methods and Materials
- 45 Hour Preschool Methods and Materials
- 45 Hour School Age Methods and Materials
- A Better Space For All
- Abuse and Neglect: Signs and Reporting
- Access for All: Inclusion and the ADA
- Active Supervision: A Strategy That Works
- Addressing Bullying Among School Age Children
- Administering Basic Health and Safety Overview
- A Great Place for Education Includes ALL
- An Introduction to Child Development Theorists
- Are They Ready for Kindergarten?
- Art from the Heart for Preschoolers: Open Ended Art Projects that Build Self-Esteem
- Assessing through Observation
- Authentic Montessori in Action
- Baby Steps to Milestones
- Balancing Act: Teacher & Child
- Basic Science in Early Childhood
- Beautiful Junk: Using Recycled Materials in the Classroom
- Behind the Scenes: Baby Routines
- Best Practice: Supervising Children
- Bridging Intent and Response: Communication
- Building Bridges for Dual Language Learners
- Business Planning: Family Child Care
- CDA Preparation: From Training to Application
- Child Care Orientation
- Childhood Basics: Discipline, Curriculum and Development
- Children at the Wheel: Emergent Curriculum
- Classroom Arrangement: The Second Teacher
- Classroom Designers
- Classroom Positivity
- Classroom Tools for Emergent Literacy
- Cooking up Success in the Preschool Curriculum
- Creating Routines for Love and Learning
- Curriculum Planning
- DAP for Family Child Care
- DAP for Preschool
- Designing Your School Age Classroom
- Developing Program Tranquility
- Diversity, Equity, and Inclusion in Education
- Effective Supervision in Child Care
- Emergency and Disaster Preparedness
- Emergent Learning & Development
- Engaging Families During a Pandemic
- Engaging Indoor Activities for Inclement Weather
- Enhancing Life & Development
- Exceptional Children and Early Intervention
- Facilitating Learning in the Preschool Classroom
- Family (or Parent) Conferencing: Developing Trust
- First Aid & CPR: RSV
- From Stress to Wellness
- From Tantrums to Triumphs: Equipping Preschoolers with Self-Regulation Skills
- Health and Nutrition
- Healthy Habits From the Start
- Help Me Sleep Safety: SIDS/SUID Prevention
- How To Keep A Healthy Class: Six Tips for Germ Control
- Including All Children and the Americans with Disabilities Act
- Key Elements of an After School Program
- Know Me For My Abilities
- Let's Talk: Skills for Effective Communication
- Look What I Can Do! Developmental Disabilities Overview
- Making Families Welcome
- Management Basics: Leadership, Planning and Budgeting
- Mandated Reporters
- Marketing Your Family Child Care
- Milestones: By Leaps & Bounds
- Montessori Made Simple: For Today's Teachers
- More than one Way to Look at it: Types of Early Childhood Education Programs
- Moving About the Classroom: Effective Transitions for Everyday
- Nurture Me: Child Development for Young Children
- One World, Many Cultures!
- Ouch! Biting & Hitting Hurts
- Our School Age Family Tree: Children, Staff, & Parents
- Playful Learning: Infant & Toddler Activities
- Playful Spaces: Designing the Infant & Toddler Classroom
- Play, Learn, Grow
- Positive Attention: Interactions & Supervision for Infants & Toddlers
- Potty Training Made Simple
- Power of Art: Bldg Self-Esteem & Positive Behavior for ALL Abilities
- Quality Care...Supporting Families with Integrity
- Reducing the Risk of Sudden Infant Death Syndrome
- Risk Reduction: Infants and Toddlers in Family Child Care
- Safe Haven: Health & Safety in Family Child Care
- School Age Regs and Professionalism
- Seeing All of Me: Overview of Autism and ADHD
- Setting the Stage: Story Time
- Shifting Gears To RESPECT
- SIDS: Saving Babies: A Change of Position, A Change in Tradition
- Staff Supervision, Observation & Feedback
- Stay Alert! Steps for Emergency Prep
- Stressbusters: Stress Management for Childcare Providers
- Success in Safety for Babies
- Super Special School Agers
- Supporting Little Hearts: Divorce and Separation in the Child Care Setting
- Supporting School Age Development
- Supporting Social Learning: Creating Classrooms that Care
- Teach the Montessori Way: A Practical Guide
- Teach with Respect!
- Team: Together Everyone Achieves More
- The Balancing Act for Administrators: Managing Responsibilities
- The Best Promotion is Play
- The Montessori Classroom: Theory to Practice
- Theories on How I Grow
- The Subtle Teacher: Nonverbal Communication in the Classroom
- Toddlers and Theories
- Training Guide for Families from Diverse Language and Cultural Backgrounds
- Transportation and Field Trip Safety
- Turning Behavior Around for Toddlers and Preschoolers
- Using AI Language Models for Trainers
- Watch Me Grow: School Age Development
- What Makes Me Special: An Overview of Autism and ADHD
- Wings of Independence