Unit Overview
Welcome to Unit 1, Understanding Dimensions of Equity. Ohio’s early intervention (EI) system is committed to upholding the principles of equal access and inclusion that are at the core of the Individuals with Disabilities Education Act (IDEA). To do so requires a shared understanding of the dimensions of equity among our extensive network of EI service providers. Throughout this training series, the term EI service provider will be used to reference all service providers in early intervention, including EI service coordinators.
In this unit, we’ll highlight related key terms, describe underlying concepts, and provide opportunities to explore practices that recognize and are responsive to unique family circumstances. We’ll also examine the ever-changing diversity of the nation, of people living in Ohio, and of families and service providers who collaborate to implement our EI system.
Learning Objectives
As a result of working through the resources, presentations, and materials in this unit, you will learn about the following:
- Key terms and functions related to serving young children and families in Early Intervention (EI) systems equitably.
- Why equity is important in today’s day and age.
- The evidence and impact of disparity.
- How diversity has evolved in the United States and in Ohio.
- The diversity among the families and providers in Ohio’s early intervention system.
Pause and Reflect
Before you start this unit, take a few minutes to reflect on what equity and equality mean to you. Go to the workbook in the Pause and Reflect section of Unit 1 to complete this exercise.
See Workbook Page 2
Knowledge Activation
This training series uses several key terms found at the beginning of your workbook. Use the key term flip cards below to match the key terms to their definition for the knowledge activation activity.
See Workbook Page 3
Ableism
Bias
Classism
Culture
Disparity
Diversity
Equality
Equity
Historical Trauma
Inclusion
Intersectionality
Racism
National Association for the Education of Young Children (2019). Definition of Key Terms. A Position Statement of the National Association for the Education of Young Children. Retrieved from https://www.naeyc.org/resources/position-statements/equity/definitions.
Cambridge dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english
Presentation
Application/Practice Activity
As part of this activity, visit the Children’s Defense Fund Ohio website. Investigate the demographics of your area (county, city, congressional district), the Data Profile for your county, and the child welfare outcomes for your county. Finally, take a look at the Ohio Early Intervention Child Count and Settings data (scroll to the bottom of the page under Section 18a Data). Use the workbook to answer the following reflection questions:
What does your service area look like? Do you serve families in poverty? Experiencing homelessness? Differing cultures, ethnicity, or color? How about intellectual disabilities? If so, how many of the families you serve, fall within the above-mentioned categories?
See Workbook Page 4
Knowledge Check
Complete the knowledge check section for unit 1 in the workbook.
See Workbook Pages 5-8
Key Takeaways
During this session you explored:
- Key terms and functions related to equitably serving young children and families in EI systems.
- The evolving diversity in the United States and in Ohio.
- The diversity among the families and providers in Ohio’s early intervention system.
Visit the workbook to complete the key takeaways activity for this unit.
See Workbook Page 9
Password
To retrieve the password for the next unit respond below: