United for Every Child: Inclusion and the Pyramid Model in Action

Jordyn Zimmerman will share her experiences and highlight the power of presuming competence and investing in innovative and evidence-based supports. Through stories, she'll highlight how low expectations, barriers to communication, and limited access to accessible tools can restrict opportunities for children with disabilities. Encouraging you to make change in your own communities, this session is grounded in practices that promote the healthy development of each and every young child. Early childhood leaders and educators across South Carolina are invited to come together—United for Every Child—to rethink what is possible when all children are believed in, and supported to belong and thrive in inclusive learning environments. Time will be reserved for audience questions.

The Childcare Ready for All (CRAwl) program equips childcare providers with skills to manage children with special healthcare needs (CSHCN). This program addresses the management of specific health conditions such as autism, asthma, type 1 diabetes, and allergies through online and in-person expert clinician trainings, with a goal of enhancing the provider’s confidence and competence in the management of the CSHCN. Particularly vital in S.C., where 11% of young children have special healthcare needs, CRAwl facilitates access to reliable childcare, aiding caregivers' return to work, and promoting economic stability, ultimately fostering inclusivity and ensuring quality care for all children.

Amy Shapley Farrell has both a BA and an MA in counseling and has worked in the nonprofit sector for over 15 years. She has led programs in maternal-infant health, trauma recovery, child abuse prevention, disability support and advocacy, and child welfare. Amy has led local and statewide coalitions and parent leadership groups focused on family-strengthening and support and has worked as a consultant with numerous state and local programs to build, fund, and deliver direct services to families. She has furthered her areas of expertise with certificates in perinatal mood disorders, TF-CBT, project management, nonprofit management, conflict resolution, and staff development. Amy coordinates outreach and education activities for CRAwl and co-presents on behavioral and developmental topics.

Kate K. Chappell is a Pediatric Nurse Practitioner and a Professor at the University of South Carolina College of Nursing, where she serves as a Department Chair. Kate is Co-Director of CRAwl and BabyCoach. Her role in CRAwl includes collaborative program development with supportive initiatives, content development, and provision of training sessions. Her nursing experience includes pediatric intensive care, neurology, forensics, and camp nursing for deaf and hard-of-hearing children.

Knots & Knuckles is a hands-on, play-based professional learning session designed to deepen educators’ understanding of fine motor development and its impact on regulation, independence, and readiness for writing. Participants explore the functions and parts of the hand through interactive activities such as finger plays, hand-strengthening exercises, and hand-separation tasks. This session highlights why children may struggle with handwriting when fine motor foundations are underdeveloped and emphasizes developmentally appropriate alternatives to worksheets. Attendees will leave with practical, low-cost strategies that can be easily embedded into daily routines to support inclusive practice, self-help skills, and meaningful engagement for young children across diverse early learning settings.

Sola Zaccheus has over 15 years of experience in education and is dedicated to supporting young children through teaching, coaching, and professional learning. She earned her bachelor’s degree from Howard University, an MAT in Early Childhood Education from American University, and an Ed.S from George Washington University. Sola has served as an adjunct professor at the University of the District of Columbia and worked as a preschool, kindergarten, and special education teacher, as well as a developmental therapist supporting children from birth to age five.

Discover how music and movement can foster inclusion, engagement, and whole-child development in early learning settings. In this interactive session, participants explore how intentional, research-based music experiences support multisensory learning, social connection, and belonging. Participants will dive into playful, adaptable, hands-on music and movement activities—filled with rhythm, singing, and joyful collaboration—designed to support diverse learning needs, including neurodivergent children and those with sensory or motor differences. Learn how shared music-making builds brain connections, enhances school readiness, and creates inclusive, joyful classrooms where every child can find their rhythm and voice.

Melanie Kennedy is an educator, trainer, business leader, and vocalist committed to the transformative power of music in early childhood. An Accredited Kindermusik educator since 1991, she holds a BA in Music from Columbia International University and has over 32 years of church music leadership experience. Since joining Kindermusik International’s corporate team in 2006, she has trained educators nationwide and has served as Director of Partner Solutions. A frequent national conference presenter, Melanie advocates for research-based, intentional shared music-making for children, families, and educators.

This presentation highlights a collaborative partnership designed to strengthen communication and coordination among the school district, local preschools, and child care providers to ensure children enter kindergarten ready to succeed. By building consistent, two-way communication systems and shared expectations, we support smoother transitions for young learners. Participants will learn how intentional collaboration expands access to supports, promotes inclusive practices, and creates aligned pathways that advance school readiness for all children. The session includes practical strategies for collaborating with community partners and identifies key ingredients for building sustainable, successful partnerships that positively impact children and families.

Kimberly Scalise serves as the Special Education Itinerant Teacher (SEIT) for Lexington School District Two, supporting four-year-old preschool classrooms and private childcare centers across the district. She provides direct and indirect special education services in inclusive general education settings and partners with educators through training and the use of evidence-based strategies. Kimberly holds an M.Ed. in Special Education from East Carolina University and is a National Board-Certified Teacher. With over 30 years of experience in the field, she is deeply grateful for the trust of students and families. Kimberly is devoted to helping young learners thrive through compassion, advocacy, and meaningful connections.

Mary Brooks currently serves as the Director of Parenting and Early Childhood Programs for Lexington School District Two. In her 32 years of experience in education, Mary has held several positions within the school system: teacher, school counselor, assistant principal, and director. She is passionate about the importance of a smooth transition into the school environment and providing positive early childhood experiences for students and families. 

Effective collaboration is essential in high-quality early childhood education. This session examines the impact of co-teaching in early learning settings and how intentional educator partnerships enhance instruction and outcomes for young children. Participants will explore effective evidence-based co-teaching methods and learn strategies for shared planning, communication, and role clarity. Practical examples will illustrate how co-teaching supports inclusive practices, equity, and differentiated instruction for diverse learners. Attendees will leave with actionable tools to strengthen collaborative partnerships and create cohesive classroom environments where all children can thrive.

Virginia “Ginger” Catoe has served as the Director for Elementary Education and Early Childhood (CERDEP) for the Kershaw County School District and continues to support the instructional programs in PK programs there. A career educator, Mrs. Catoe taught high school English before becoming an administrator at Leslie M. Stover School. For two decades, she served as the principal of Doby’s Mill Elementary School in Kershaw County before moving to the SCDE as the Director for Early Learning and Literacy. She holds elementary, middle, and secondary certifications and has worked in these areas over her 35-year career.

Inclusive placement does not automatically lead to belonging. In early childhood settings, thriving communities are built through intentional practices that foster meaningful participation, authentic relationships, and shared purpose. This interactive session explores how educators and administrators can move beyond compliance-driven inclusion toward environments where every child is known, supported, valued, and connected. Participants will reflect on current practices, examine everyday actions that strengthen belonging, and identify practical strategies to enhance classroom and program-wide inclusion so children, families, and educators truly thrive together.

Dana Bennett holds a Master of Education and has 18 years of teaching experience in both special education and 4K classrooms within the public school system. She has also served as a family childcare teacher and an Inclusion Specialist. For the past four years, Dana has worked as a Technical Assistance Specialist with SCPI, partnering with districts across South Carolina to provide training and technical assistance that support evidence-based practices and expand the continuum of placements for young children with disabilities in early learning programs.

Early intervention and early childhood educators foster readiness, inclusion, and belonging. Occupational therapy practitioners partner with leadership teams to implement MTSS Tier 1 classroom strategies benefiting all learners. This session demonstrates how embedding OT-informed supports for fine motor skills, writing readiness, sensory regulation, and participation strengthens instruction in the least restrictive environment, supports successful transitions, and reduces later referrals. Through case examples, participants explore collaboration and professional development approaches that build program capacity across mixed delivery settings and create sustainable, inclusive environments that support every child’s preschool participation and success.

Dr. Christine Boone, OTD, MS, OTR/L, is an Assistant Professor in the Occupational Therapy Doctoral Program at Presbyterian College and a pediatric occupational therapist with over 22 years of experience in early intervention, school-based, and outpatient settings. Her work focuses on fine motor development, writing readiness, and collaborative, school-based practice. Dr. Boone actively mentors doctoral students and presents regionally on pediatric practice and professional wellness. She is passionate about bridging clinical practice and education to support children, families, educators, and future occupational therapy practitioners.

Let’s make learning fun for complex learners! Participants will expand their definition of literacy by using students’ motivations and unique needs to design accessible learning experiences. Attendees will explore samples of interactive materials and will leave with materials and ideas for activities that can be implemented immediately!

Krista Olsen is a Technical Assistant, Teacher of the Visually Impaired, and Early Interventionist for the SC DeafBlind Project. She received her degree in Visual Disabilities from Florida State University and was formerly an itinerant teacher and transition instructor in Florida. Her passions include communication, assessment, transition, and working with families.

Mary Robbins has worked as an itinerant teacher of students with visual impairments for 12 years and holds a Master’s Degree in Visual Impairment Education. She currently consults statewide for the SC Deafblind Project for children with combined hearing and vision differences. As a low-vision consultant with Project Magnify, she provides students and teams with instruction in the use of access technology devices. She is passionate about building relationships and helping to connect individuals with resources, strategies, and supports to equip them to meet their goals. 

Early childhood providers help families find programs and services for their children, but the application process can often be complicated. To make things easier, South Carolina First Steps is updating the First Five portal with a simpler interest form and an updated eligibility screener. These updates will help families and providers quickly find the resources they need. In this session, participants will see how First Five can connect families to more services and how easy intake tools can guide them to early childhood programs and community support.

Austin Reed is the First Five Coordinator at South Carolina First Steps, where he supports the development and implementation of systems that connect families to early childhood services across the state. His work focuses on improving coordinated eligibility and enrollment processes, strengthening partnerships with early childhood providers, and using data-informed tools to reduce barriers for families seeking support. Austin helps lead updates to the First Five portal designed to streamline intake and referral processes while improving access to services for young children and their families. He is passionate about creating systems that make it easier for families and providers to navigate early childhood resources.

This session explores how teaching classroom routines goes beyond behavior management to support preschool children’s emotional security, independence, self-regulation, and social development. Grounded in early childhood theory, participants will learn how predictable expectations reduce challenging behaviors and create a calm, structured learning environment. Practical strategies will be shared, including modeling, visual supports, guided practice, and reinforcement. Participants will also explore how to introduce new routines in developmentally appropriate ways, reinforce routines so they “stick,” and adapt routines while keeping structure.

Kimberly Scalise serves as the Special Education Itinerant Teacher (SEIT) for Lexington School District Two, supporting four-year-old preschool classrooms and private child care centers across the district. She provides direct and indirect special education services in inclusive general education settings and partners with educators through training and the use of evidence-based strategies. Kimberly holds an M.Ed. in Special Education from East Carolina University and is a National Board-Certified Teacher. With over 30 years of experience in the field, she is deeply grateful for the trust of students and families. Kimberly is devoted to helping young learners thrive through compassion, advocacy, and meaningful connections.

ISI: Inclusion Scene Investigation is an interactive, evidence-based session that invites participants to become “Inclusion Detectives” as they analyze real-world preschool scenarios and uncover the systems, instructional, and environmental factors that impact successful inclusion. This session reframes inclusion challenges as opportunities to strengthen classroom design, instructional practices, and teaming structures. Participants will engage in collaborative problem-solving, guided analysis of research-informed “clues,” and the development of practical make-and-take tools to support inclusive preschool settings.

Jo Wallace is a Technical Assistance Specialist with South Carolina Partnerships for Inclusion. She has over 10 years of experience as a teacher and administrator in South Carolina Schools. Jo also holds a Bachelor's Degree in Early Childhood Education and a Master's Degree in Educational Administration. Jo is passionate about supporting inclusive efforts for all children.

Prioritizing play-based learning in your curriculum enhances children's cognitive and social development and fosters a love for learning that will serve them well throughout their lives. Play is a joyful and effective means for children to explore, experiment, and thrive. Join us to learn more.

Bonnie Darlene Faucette, M.Ed., is a Quality Coach with South Carolina Child Care Resource & Referral at the Yvonne & Schuyler Moore Child Development Research Center, University of South Carolina. She has served SC-CCR&R for over 14 years. Bonnie holds a Master’s in Early Childhood Education, a BS in Business Administration and Organizational Management, and an AS in Education. She is reliable in ERS, CLASS, TPOT, and TPITOS, a Level 3 TAP, and a Master Certified Trainer in South Carolina. Her background includes licensing, directing, teaching, family child care ownership, and 15+ years of conference training nationwide.