A Communication Aid for Emergency Personnel

This Communication Aid for Emergency Personnel. flipbook provides communication strategies for addressing the needs of people who do not communicate through speech to express themselves and/or to understand what is being said to them. Aids include an emergency QWERTY board for typing, pain charts, sign language basics, and icon-based options. It can be printed out and hung inside emergency vehicles for easy reference on the job.

The Inclusion Notebook

Periodically the Center produces a practical and informative publication entitled, The Inclusion Notebook. The publication is intended for teachers and others interested in learning more about optimal ways of including children with disabilities in regular education classrooms. Past issues have covered topics such as person-centered planning, universal-design for learning, supplementary aids and services, assistive technology, and particular ways of including students with autism spectrum disorders. In addition to articles which provide clear and concise information, The Inclusion Notebook also contains further helpful resources for teachers in the form of pull out pages. The publication is free and may be downloaded by clicking on the links below.



Picture that says "ConnSENSE Bulletin Your Assistive Technology Resource"

The ConnSENSE Report is dedicated to bringing you practical resources on assistive technology that will assist professionals, individuals with disabilities and their families in learning about and accessing the assistive technology they need.

Infants & Young Children

Infants & Young Children is an interdisciplinary journal focusing on children with disabilities or at risk for disability age birth to five years and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and empirical studies.

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CT Guidelines for Clinical Diagnosis of Autism Spectrum Disorder

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The publication of the Connecticut Guidelines for a Clinical Diagnosis of Autism Spectrum Disorder is a result of collaborative efforts from multiple stakeholders throughout Connecticut that were initiated under the Connecticut Act Early Project.  This document contains guidelines to meet the need for a common understanding across Connecticut regarding the elements essential in making an accurate diagnosis of ASD.

Faculty Publications

Mary Beth Bruder, PhD

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Mary Beth Bruder, PhD

Director, University of Connecticut A.J. Pappanikou Center for Excellence on Developmental Disabilities Education, Research and Service

Professor, Department of Community Medicine, Pediatrics and Educational Psychology, University of Connecticut School of Medicine, Farmington, CT

Editor-in-Chief: Infants and Young Children



Journal Articles




Brian Reichow, PhD

Photo of Brian Reichow Brian Reichow, PhD

Assistant Professor and Director of Research, University of Connecticut Center for Excellence in Developmental Disabilities Education, Research, and Service 

Co-Editor in Chief of the Journal of Early Intervention

Co-Editor of the Disability Coordinating Group of the Campbell Collaboration and Campbell Systematic Reviews

Associate editor for Topics in Early Childhood Special Education and Journal of Autism and Developmental Disorders

Journal Articles




    Tara Lutz, PhD

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    Tara Lutz, PhD

    Training Director, University of Connecticut Center for Excellence in Developmental Disabilities Education, Research, and Service 

    Assistant professor in Public Health Sciences at UConn’s School of Medicine


    Journal Articles




    Poster Presentations

    Exposure to Disability-Related Content and Attitudes Towards Persons with Disabilities within the UConn MPH Program: An Exploratory Study
    Connecticut Learn the Signs. Act Early (LTSAE)
    An Investigation of US Continuing Medical Education (CME) Requirements for Intellectual and/or Developmental Disabilities by State
    Symposia of Audiology Cytomegalovirus Research
    Using small group, care-based learning to teach advocacy for children with disabilities among medical students
    Providing Primary to Adults with Disabilities: Perspectives from Connecticut Primary Care Physicians
    EHDI and the Medical Home: Supporting Structures
    Connecticut's Enhancement of Early Childhood Associate Degree Programs
    Race, Disabilities, and Children: Teaching about Intersectionality
    Strategies to infuse disability into public health education and training and the impact on the future workforce
    UConn UCEDD's Graduate Certificate in Disability in Public Health
    Transition Support Information for Parents on New England Board of Education Websites