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Improving Systems, Practices, and Outcomes

Leadership

Topic Editor: Sherri Britt Williams

sherri.williams@unc.edu

Leaders in state and entity Part C and Part B, Section 619 programs often include multiple individuals, including family leaders and others who inform and take responsibility for building and improving the quality of components of their state or entity's system framework.

They contribute their expertise and experiences to implement, improve, and align policies and practices that result in high-quality, effective, and sustainable systems that provide equitable access, services, and supports for children with disabilities and their families. This collaborative leadership involves:

  • coordinating with broader early childhood initiatives
  • strengthening capacity to improve and sustain equitable and effective systems
  • improving implementation of effective services and evidence-based practices, including DEC Recommended Practices, in inclusive settings
  • improving access to, and participation in, effective, equitable, and inclusive programs for young children with disabilities

See also: Practice Improvement Tools: Leadership

Equity- and Inclusion-Focused Leadership: Attitudes and Actions

To ensure that each and every child can meet their fullest potential, leaders must recognize existing disparities within early childhood systems and identify and implement data-informed strategies to shift policies and practices that reinforce disparities. This includes partnering with families and community insiders, especially those most impacted by past and current inequities within the system, to identify and address root causes of disparities while drawing upon strengths and resources within communities to tailor solutions accordingly.

This resource supports leaders to address the question:

What key actions do people providing leadership support for state/entity Part C and Part B, Section 619 systems implement to identify and address barriers to inclusion and equity that cause disparities in how children with disabilities and their families gain access to and experience support and services?

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Presentations