Toby Long, PhD, PT, FAPTA is Professor, Department of Pediatrics, Georgetown University, Director of Professional Development at the Center for Child and Human Development, Director of the Georgetown University Certificate in Early Intervention Program and the former Director of the Comprehensive System of Personnel Development for the District of Columbia’s early intervention program. She is on faculty of the GU Minors in Education, Inquiry and Justice and Disability Studies. She is also a member of the Leadership Team for the Early Childhood Personnel Center at the University of Connecticut. Dr. Long received her physical therapy degree from Boston University, a master’s degree in early childhood special education from George Washington University and a doctoral degree in human development from University of Maryland. Dr. Long collaborates with colleagues on serving infants and toddlers with disabilities and delays using contemporary, evidenced based practices throughout Eastern Europe, Central Asia, the Gulf region, and Asia. She is on the editorial boards of the Journal of Early Intervention, Physical and Occupational Therapy in Pediatrics, and Infants and Young Children. She is the author of over 60 peer-reviewed publications including The Handbook of Pediatric Physical Therapy, Third Edition. Dr. Long is the recipient of a variety of prestigious awards including, the Lucy Blair Service Award from the American Physical Therapy Association, the Jeanne Fisher Distinguished Mentorship Award from the American Academy of Pediatric Physical Therapists, and the Bud Dehaven Award from the American Academy of Pediatric Physical Therapists. She is a Catherine Worthingham Fellow oy the American Physical Therapy Association.
This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation. Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.
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