Project Description:
Families of young children with disabilities often rely on trusted professionals to help them understand developmental concerns, access resources, and envision positive futures for their children. While high-quality family resources exist, many families never receive them because the professionals who interact with families most frequently may be unaware of the resources, uncertain about how to introduce them, or uncomfortable discussing disability-related topics. Early childhood educators frequently report feeling unprepared to address developmental delays, disabilities, or challenging conversations with families, while family support professionals often have limited opportunities to collaborate across organizations and deepen their understanding of key concepts such as high expectations and inclusion. As a result, families may miss critical information during important developmental periods.
The Bridging the Gap project addresses this need by strengthening the capacity of two groups of family-facing professionals—early childhood educators and family support professionals—to confidently support families of young children with disabilities. Building on a previous AWS Foundation-funded initiative that developed twelve family-focused micro-learnings on high family expectations and inclusive practices, this project will focus on increasing awareness, understanding, and practical use of those resources.
The project has three primary objectives: (1) to build a foundation for early childhood educators on developmental milestones, disability awareness, and strategies for having difficult but productive conversations with families; (2) to support family support professionals in exploring the often-overlooked concepts of high expectations and inclusion while strengthening cross-organizational collaboration; and (3) to increase awareness and utilization of previously developed micro-learning resources among both professional groups. To accomplish these goals, the project will develop and deliver four tailored professional development sessions—two for early childhood educators and two for family support professionals—along with recordings, interactive materials, and a comprehensive facilitation guide.
A distinctive feature of this project is its dual-audience approach. Rather than providing the same training to all participants, content will be customized to meet the unique backgrounds, responsibilities, and current challenges of each professional group. Early childhood educators will receive practical support focused on developmental milestones, behavior concerns, and family communication, while family support professionals will engage in deeper discussions about inclusion, expectations, and strategies for introducing resources in meaningful ways. The project also creates uncommon opportunities for networking and collaboration among family support organizations that rarely have opportunities to learn together. Additionally, all materials will be designed for future use, creating sustainable resources that can be scaled and shared statewide.
Expected benefits include increased knowledge, confidence, and resource awareness among participating professionals; stronger, more consistent conversations with families about development and disability; and greater use of evidence-based resources related to inclusion and high expectations. Ultimately, families will be better equipped to advocate for their children, access appropriate supports, and pursue inclusive opportunities that promote positive long-term outcomes. By empowering trusted professionals to serve as effective bridges between resources and families, this project will contribute to a more responsive, inclusive, and family-centered early childhood system.
