The purpose of the research project was to examine the effects of a culturally compatible parent to parent model of support and service coordination for 108 families who lived in Hartford or New Britain, CT and had a preschool age child with autism spectrum disorder (ASD).

The Social Competence Curriculum for Toddlers and Preschoolers Demonstrating Mental Health and Behavioral Problems was a three-year project funded by the Office of Special Education Programs, US Department of Education.

In response to the COVID-19 pandemic we are providing support for early childhood systems in Connecticut through Act Early to support recovery and strengthen resilience skills, behaviors, and resources of children, families, and communities during mitigation and recovery efforts.

The purpose of the training was to provide supervisors with strategies to enhance their ability to supervise staff's portfolio work samples and observations leading to a credential, and to assist in continuous improvement of the IFSP and services to families.

The purpose of the Center was to collect, synthesize and analyze information related to certification and licensure requirements, the quality of training programs, and the supply and demand of professionals providing ECSE and EI services.

The purpose of this project was to gather information about the experiences of families who have adopted children from China and to make this information available to families, early intervention service personnel, and Part C coordinators.

A multi-faceted, multi-year evaluation of the Connecticut Birth to Three System was undertaken at the request of the state legislature in order to explore the costs, service delivery, and outcomes of Birth to Three services.

Connecticut was selected as a Children’s Mental Health Champion to support children and families through promotion, prevention, and systemic collaboration in response to mental health needs heightened during the COVID-19 pandemic.

This education initiative helps early childhood special education professionals create learning environments where children are engaged, feel good about coming to school, and can learn successfully.

Federally funded by OSEP to train a new generation of doctoral scholars to address the needs of infants and young children with high-intensity needs.

This research project studied an alternative service delivery model for infants, toddlers, and their families who were eligible for early intervention services under Part C of IDEA.

A three-year project funded by the U.S. Department of Education, Office of Special Education Programs.

The Center conducted two studies about the early intervention system for homeless children and families.

A four-year project funded by the U.S. Department of Education, Office of Special Education Programs.

This model demonstration project increased the number of children receiving early intervention services in community activities with their typically developing peers.

A four-year model demonstration project focused on increasing the number of children receiving early intervention services in community activities with typically developing peers.

UConn UCEDD was selected to develop state-level innovative practice groups to support parents of young children and strengthen workforce capacity for evidence-based implementation and dissemination.

A personnel preparation grant focused on increasing the number of qualified personnel across disciplines providing services in the Connecticut Birth to Three system.

A three-year project funded by the Child Care Bureau to provide technical assistance to states as they included children with disabilities in child care settings.

Students were trained to provide early intervention and early childhood special education to infants and young children with Autism Spectrum Disorder and their families.

This project trained pediatric residents on issues in the development and provision of services to children with disabilities and special health care needs.

This study took place within the Nurturing Families Network Intensive Home Visiting Programs funded by the Connecticut Children’s Trust Fund.

The Center examined the status of service coordination for children with disabilities and their families receiving early intervention services under Part C of IDEA.

Routes to Successful Inclusion is a web toolkit for caregivers of children birth to age five.

This project conducted a national assessment of interdisciplinary team practices for infants and young children with disabilities in Part C and Part B, Section 619 programs under IDEA.

This study identified, developed, and evaluated strategies and approaches to promote and enhance the learning and development of young children with or at risk for disabilities.

This resource library is intended for vaccine site coordinators and personnel, vaccine providers, health care providers, public health and emergency management personnel, individuals with disabilities, and families.

This project increases disability competency in the public health workforce through research, outreach, and training for public health students and professionals in Connecticut.

The UConn UCEDD partners with the UConn Health Center on Aging to collect data for DDS through the National Core Indicator Survey.

UConn UCEDD works with Special Olympics Connecticut to analyze data on the Unified Fitness Clubs program being piloted for Special Olympics International.

From 2013 to 2016, the UCEDD provided technical assistance to SOCT to support year-round health care and prevention programming for individuals with intellectual disabilities.

The UConn UCEDD and CT LEND work with partners to integrate disability content and competencies into public health and healthcare training programs.

CT-KASA created health care transition booklets for youth, parents, and primary health care providers.

A series of surveys assessed the experiences of adults with disabilities living in Connecticut with the health care system.

This collaboration employed parents as Family-to-Family Health Information Specialists and connected families to health information and support.

A three-year project funded by the Connecticut Department of Education to increase the number of educators qualified to serve as instructional coaches for students with significant disabilities.

This project assessed awareness of disability issues and the impact on student and faculty interactions with students with disabilities.

This project aimed to increase the number of families from different backgrounds who are satisfied with their participation in the IEP planning process.

This project investigated collaboration between Connecticut’s juvenile justice system and public schools from the perspective of probation officers.

The study gathered information on post-school outcomes for students with disabilities who had exited the special education system.

This one-day training program helps educators understand self-determination and include self-determination skill-building opportunities for students.

This project gathered information on children and families’ experiences with the educational and medical systems in order to develop guidelines for educators and families.

This study continued to increase knowledge about children affected by Cornelia de Lange Syndrome and their families by gathering information on educational and therapeutic experiences.

This project developed, implemented, and evaluated STAR Teams that provide technical assistance to school districts and parents of children with significant disabilities in general education settings.

This project sought to better understand friendships for children with disabilities.

Think College demonstration projects have shown that individuals with intellectual disabilities who attend college demonstrate gains in academics, independence, social connection, and employment.

This one-day training helps families advocate for their children as they transition from the K–12 system to young adulthood in the community.

These webinars help youth, families, service providers, and school staff prepare for transition to adulthood.

The Adulting curriculum supports adolescents and young adults in building a vision for life after high school through workshops focused on self-advocacy, employment, health, supported living, citizenship, and community inclusion.

UConn UCEDD has supported training, collaboration, and family tools around customized employment as part of Connecticut’s disability services and employment work.

From 2012 to 2018, the UCEDD provided community training and technical assistance to Discover Learn Work Career Training Services.

This one-day training program is designed to familiarize educators with self-determination and how to include self-determination skill-building opportunities for students.

Partners in Policymaking fosters collaboration among people with disabilities, family members, and policymakers and teaches leadership in disability policy and advocacy.

This training series addressed foundations of community inclusion, inclusive education, community living, Employment First, and leadership.

UConn UCEDD worked collaboratively with state agencies, disability advocacy groups, and community organizations to address health care access.

Since 2018, the UCEDD has provided support to People First of CT, the state’s premier self-advocacy group.

This project brought together families whose parents have differing abilities and resulted in a plain-language resource site chosen by parents.

A three-year project funded by CMS and DSS to promote effective recruitment and retention of personal assistants.

This planning grant supported multi-agency partnerships to design a one-stop center for underserved families with a child or adult member with a developmental disability.

This project promoted disability inclusion within diverse faith communities through education, outreach, and partnership.

This project created a one-stop resource for people with disabilities and their families seeking available, affordable, and accessible housing.

Designed for municipalities, first responders, CERTs, and people with disabilities and their support networks.

This needs assessment explored whether a future nutrition education intervention and food safety training would be valuable for group home staff.

This project supported disability inclusion in disaster preparedness planning in Connecticut.

This project worked to improve the accessibility of Connecticut libraries for people with disabilities through information and technical assistance.

A trainee grant project sponsored by Easter Seals Project Action and AUCD.

This project was designed to help create a responsive, comprehensive, and coordinated transportation system for people with disabilities.