Understanding the IFSP, IEP and Care Plans - 1.5 hours
In order to best support children with special healthcare needs, early learning providers need to understand what supports children need and what services they are receiving both in school and outside of the early learning program. This training will cover the format and content of Individualized Family Services Plans (IFSP), Individualized Education Plans (IEP) and general care plans and identify sections of each that are most important for early learning providers to be familiar with. We will also discuss how the early learning providers can participate in the development process of these plans and the important role they play in supporting children with special health care needs.
In order to best support children with special healthcare needs, early learning providers need to understand what supports children need and what services they are receiving both in school and outside of the early learning program. This training will cover the format and content of Individualized Family Services Plans (IFSP), Individualized Education Plans (IEP) and general care plans and identify sections of each that are most important for early learning providers to be familiar with. We will also discuss how the early learning providers can participate in the development process of these plans and the important role they play in supporting children with special health care needs.
Trauma Informed Practices - 2 hours
This workshop delivers an introduction to how trauma manifests in childcare settings and the role of early learning providers in building resiliency in children. Learn to recognize and respond to signs of abuse, and understand what research tells us about the impact of trauma on early brain development. We will explore how the signs and symptoms of trauma can vary in individual children, how to reframe our perceptions of behavior in the classroom, the role of teachers in buffering the effect of stress, and practical strategies for coaching self-regulation. We will also discuss support and communication at a program level, emphasizing the importance of administrators in supporting teachers, so that teachers can support children.
This workshop delivers an introduction to how trauma manifests in childcare settings and the role of early learning providers in building resiliency in children. Learn to recognize and respond to signs of abuse, and understand what research tells us about the impact of trauma on early brain development. We will explore how the signs and symptoms of trauma can vary in individual children, how to reframe our perceptions of behavior in the classroom, the role of teachers in buffering the effect of stress, and practical strategies for coaching self-regulation. We will also discuss support and communication at a program level, emphasizing the importance of administrators in supporting teachers, so that teachers can support children.
Teacher and Administrator Self-Care - 2 hours
This training invites participants to explore self-care strategies in the field of early learning. Participants will learn how to identify burnout and put self-care strategies into daily practice. We will explore the role of vulnerability and relationships in buffering the effects of stress, and take the time to help teachers and administrators reconnect with their motivation for working in the early childhood field. Finally, we will facilitate a dialogue with teachers and administrators about starting to build in a system of collaboration and peer support.
This training invites participants to explore self-care strategies in the field of early learning. Participants will learn how to identify burnout and put self-care strategies into daily practice. We will explore the role of vulnerability and relationships in buffering the effects of stress, and take the time to help teachers and administrators reconnect with their motivation for working in the early childhood field. Finally, we will facilitate a dialogue with teachers and administrators about starting to build in a system of collaboration and peer support.
Supporting Children and Families around Behaviors that Challenge Us - 2 hours
This training is designed for preschool teachers and administrators and is meant to build upon the initial Challenging Behaviors training the trainers offer. This training builds upon the process of identifying the function of a behavior and encourages a shift in perspective from “challenging behaviors” to “behaviors that challenge us,” encouraging reflection on the part of the providers. The session will include a role play activity that will give participants an opportunity to practice having a conversation with parents, and a conversation around why it is important to have bi-directional communication with families of children. The session also includes things to keep in mind when having these conversations with families as well as information on using developmental screening tools to identify children whose behaviors may be indicative of something other than typical development.
This training is designed for preschool teachers and administrators and is meant to build upon the initial Challenging Behaviors training the trainers offer. This training builds upon the process of identifying the function of a behavior and encourages a shift in perspective from “challenging behaviors” to “behaviors that challenge us,” encouraging reflection on the part of the providers. The session will include a role play activity that will give participants an opportunity to practice having a conversation with parents, and a conversation around why it is important to have bi-directional communication with families of children. The session also includes things to keep in mind when having these conversations with families as well as information on using developmental screening tools to identify children whose behaviors may be indicative of something other than typical development.
Supporting Challenging Behaviors in the Classroom - 2 hours
Challenging behaviors in child care can be one of the most difficult and frustrating tasks facing early learning providers. Join us as we present practical tools and research-based strategies geared toward positive, proactive behavior management in the classroom. Participants will learn to identify the function of behavior by examining triggers and effects. We will also develop new mental models for assessing behavior by shifting our perspective and viewing behavior through a sensory lens. Participants will have opportunities to engage in exercises and collaborative conversations that build upon these ideas and generate solutions for challenges that are being experienced in the classroom.
Challenging behaviors in child care can be one of the most difficult and frustrating tasks facing early learning providers. Join us as we present practical tools and research-based strategies geared toward positive, proactive behavior management in the classroom. Participants will learn to identify the function of behavior by examining triggers and effects. We will also develop new mental models for assessing behavior by shifting our perspective and viewing behavior through a sensory lens. Participants will have opportunities to engage in exercises and collaborative conversations that build upon these ideas and generate solutions for challenges that are being experienced in the classroom.
Individualizing Child Activities - 1.5 hours
One of the most important steps in establishing an inclusive early learning program is individualizing activities for children based on their specific needs, while encouraging all children to play and learn together. Participants will learn how to meet children where they are and to find individual ways to engage each child in meaningful ways. Participants will learn about differentiated instruction, and how to modify the materials, supports, and participation level to engage all children to their highest extent possible. Participants will practice individualizing activities in groups using scenarios to give them hands-on skills they can take back to their classroom.
One of the most important steps in establishing an inclusive early learning program is individualizing activities for children based on their specific needs, while encouraging all children to play and learn together. Participants will learn how to meet children where they are and to find individual ways to engage each child in meaningful ways. Participants will learn about differentiated instruction, and how to modify the materials, supports, and participation level to engage all children to their highest extent possible. Participants will practice individualizing activities in groups using scenarios to give them hands-on skills they can take back to their classroom.
Sensory Strategies - 1.5 hours
This training will introduce participants to the seven senses and provide them with practical activities to use in the classroom to support the development of each of these senses. Participants will learn about sensory processing and how to identify a child who may require further assessment for Sensory Processing Disorder. The facilitators will present how providers can adapt classroom activities and the environment to assist children in self-regulation through sensory strategies. Participants will have the opportunity to discuss challenging behaviors in their classroom and how using a sensory lens can change the way they view these behaviors.
This training will introduce participants to the seven senses and provide them with practical activities to use in the classroom to support the development of each of these senses. Participants will learn about sensory processing and how to identify a child who may require further assessment for Sensory Processing Disorder. The facilitators will present how providers can adapt classroom activities and the environment to assist children in self-regulation through sensory strategies. Participants will have the opportunity to discuss challenging behaviors in their classroom and how using a sensory lens can change the way they view these behaviors.
Partnering with Families - 2 hours
Communicating and collaborating with families in the early learning setting can help to support learning, to identify developmental delays or concerns, to accommodate special healthcare needs, and to generally provide a supportive environment and experience for all children. This training will identify the benefits of close collaboration with families of the children in your early learning program and provide concrete strategies and systems to implement to increase interaction between early learning providers and families. Case studies and role play activities will provide participants with the opportunity to practice having conversation with families.
Communicating and collaborating with families in the early learning setting can help to support learning, to identify developmental delays or concerns, to accommodate special healthcare needs, and to generally provide a supportive environment and experience for all children. This training will identify the benefits of close collaboration with families of the children in your early learning program and provide concrete strategies and systems to implement to increase interaction between early learning providers and families. Case studies and role play activities will provide participants with the opportunity to practice having conversation with families.
Medical Devices and Equipment - 1.5 hours
This training is designed for child care or early learning providers who have children enrolled who have special healthcare needs that require them to use medical devices or equipment, or for those providers who wish to enroll children with special healthcare needs but need support to do so. We will discuss the most commonly used devices and equipment and basic training needed to support children who use them. The trainers hope to empower childcare/early learning providers to be confident in their abilities to enroll and serve children with special healthcare needs.
This training is designed for child care or early learning providers who have children enrolled who have special healthcare needs that require them to use medical devices or equipment, or for those providers who wish to enroll children with special healthcare needs but need support to do so. We will discuss the most commonly used devices and equipment and basic training needed to support children who use them. The trainers hope to empower childcare/early learning providers to be confident in their abilities to enroll and serve children with special healthcare needs.
Introduction to Inclusion - 2 hours
This training introduces the concept of inclusion in early learning through an equity lens. We will present the benefits of inclusive practices in early learning for both typically and non-typically developing children through research and practical experience. Barriers to inclusion will be discussed and how to problem-solve these challenges to support inclusion in early learning programs. Environmental adaptations and effective practices will be discussed and participants will learn concrete techniques for increasing inclusion in their programs to best serve children of all abilities.
This training introduces the concept of inclusion in early learning through an equity lens. We will present the benefits of inclusive practices in early learning for both typically and non-typically developing children through research and practical experience. Barriers to inclusion will be discussed and how to problem-solve these challenges to support inclusion in early learning programs. Environmental adaptations and effective practices will be discussed and participants will learn concrete techniques for increasing inclusion in their programs to best serve children of all abilities.
Family Style Dining - 1.5 hours
Family-style dining is an opportunity in your classroom to support healthy relationships with food, teach independent self-help skills, promote social inclusion, and engage in meaningful conversations. Do you have children in your classroom who have difficulty during mealtime? In this session, we will provide you with the tools to determine if it’s picky eating or problem feeding and what to do in each situation. We will also discuss how to include children with special health care needs during mealtimes, so that you can create a positive family-style dining experience for all children. Join us to learn ways teachers can support children through their feeding development. This session will explore family style dining through a feeding therapy and sensory lens to support early childhood educators within their classrooms.
Family-style dining is an opportunity in your classroom to support healthy relationships with food, teach independent self-help skills, promote social inclusion, and engage in meaningful conversations. Do you have children in your classroom who have difficulty during mealtime? In this session, we will provide you with the tools to determine if it’s picky eating or problem feeding and what to do in each situation. We will also discuss how to include children with special health care needs during mealtimes, so that you can create a positive family-style dining experience for all children. Join us to learn ways teachers can support children through their feeding development. This session will explore family style dining through a feeding therapy and sensory lens to support early childhood educators within their classrooms.
Developmental Delays and Disabilities - 2 hours
This training will provide content on typical developmental milestones and common developmental disabilities that present in early childhood. Prevalence and risk factors for developmental delays or disabilities will be discussed. Resources and referral processes will be outlined and communication with families surrounding these areas will be addressed.
This training will provide content on typical developmental milestones and common developmental disabilities that present in early childhood. Prevalence and risk factors for developmental delays or disabilities will be discussed. Resources and referral processes will be outlined and communication with families surrounding these areas will be addressed.
Creating a Fun and Inclusive Circle Time - 1.5 hours
This training delivers an introduction to creating a fun and inclusive circle time in the early learning classroom. Participants will learn about best practices regarding duration, environment, and age-appropriate expectations. Participants will also explore strategies for including children with special needs in circle time routines. We will present research-based, practical strategies for increasing child engagement including visuals, sensory strategies, music, and movement. Building upon this information, participants will have the opportunity to engage in collaborative conversation and generate ideas for circle time in their own classrooms.
This training delivers an introduction to creating a fun and inclusive circle time in the early learning classroom. Participants will learn about best practices regarding duration, environment, and age-appropriate expectations. Participants will also explore strategies for including children with special needs in circle time routines. We will present research-based, practical strategies for increasing child engagement including visuals, sensory strategies, music, and movement. Building upon this information, participants will have the opportunity to engage in collaborative conversation and generate ideas for circle time in their own classrooms.
Challenging Conversations with Families - 2 hours
Communicating and collaborating with families in the early learning setting can help to support learning, to identify developmental delays or concerns, to accommodate special healthcare needs, and to generally provide a supportive environment and experience for all children. This collaboration can be challenging when early learning providers have developmental or behavioral concerns they need to communicate to families. This training will identify the benefits of close collaboration with families of the children in your early learning program and provide concrete communication, interpersonal and logistical strategies for navigating more challenging conversations with families. Case studies and role play activities will provide participants with the opportunity to practice new communication strategies that can be useful when having challenging conversation with families.
Communicating and collaborating with families in the early learning setting can help to support learning, to identify developmental delays or concerns, to accommodate special healthcare needs, and to generally provide a supportive environment and experience for all children. This collaboration can be challenging when early learning providers have developmental or behavioral concerns they need to communicate to families. This training will identify the benefits of close collaboration with families of the children in your early learning program and provide concrete communication, interpersonal and logistical strategies for navigating more challenging conversations with families. Case studies and role play activities will provide participants with the opportunity to practice new communication strategies that can be useful when having challenging conversation with families.
An Introduction to the Ages & Stages Questionnaire, 3rd Ed. (ASQ-3) - 3 hours
This training introduces participants to the Ages & Stages Questionnaire, 3rd Ed. (ASQ-3) and provides an overview of the purpose and benefits of universal developmental screening. Participants will learn how to work with families to administer, score and interpret the ASQ-3. We will provide participants with interactive activities to integrate the knowledge learned and to practice having challenging conversations with families about ASQ-3 results. Cultural considerations as well as follow-up and referral procedures will be discussed.
This training introduces participants to the Ages & Stages Questionnaire, 3rd Ed. (ASQ-3) and provides an overview of the purpose and benefits of universal developmental screening. Participants will learn how to work with families to administer, score and interpret the ASQ-3. We will provide participants with interactive activities to integrate the knowledge learned and to practice having challenging conversations with families about ASQ-3 results. Cultural considerations as well as follow-up and referral procedures will be discussed.
COVID-19 Updates: The IMPACT team is continuing to deliver childcare health consultation services during this time. All services are currently being delivered using a hybrid model. The team is now delivering in-person services in a limited capacity in addition to virtual services. Please contact us directly if you are interested in any of these services.
IMPACT
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As many as 22,000 children with special needs are waiting on early learning in King County. IMPACT™ will allow more schools to welcome all children.
Families of children with special needs want their child included at early learning centers with children of every ability. Early learning providers want to be able to offer an inclusive environment. IMPACT™ (Inclusion Mentorship Program for increasing Access in Childcare Team) makes it happen.
Supporting inclusion for early learning providers across King County.
Northwest Center was founded by parents who wouldn’t rest until children with disabilities across the U.S. gained access to public education. IMPACT builds on that legacy of inclusion. Drawing on more than 50 years of experience in inclusive early learning and our comprehensive Birth-to-Three Early Intervention program. The IMPACTeam works with early learning providers in King County, providing the support and training they need to feel confident offering an inclusive classroom environment.
How IMPACT supports early learning.
IMPACT is designed to support early learning programs for children from birth to five years. The IMPACT program provides training and support so that early learning centers can welcome children with special needs who may need extra support throughout the day, such as children who:
• Have a special health care need
• Have physical, developmental, behavioral, or social-emotional concerns
• Are at an increased risk for one of those concerns
When we partner with an early learning provider, it’s truly a team approach. We take a holistic view of inclusive classroom strategies and supports while maintaining the philosophy and existing structures of our partners’ programs.
Free for early learning programs
Northwest Center’s IMPACT program is sponsored in part by Public Health – Seattle and King County, Best Starts for Kids of King County's Child Care Health Consultation grant, and corporate and community support. Services are offered free of charge to early learning programs that serve children aged birth to five years. IMPACT works directly with licensed childcare centers, licensed in-home family child care providers, and unlicensed part-day preschool programs, including extended day and wraparound care providers. Please contact us to see if your program will be a good fit for IMPACT services.
Families of children with special needs want their child included at early learning centers with children of every ability. Early learning providers want to be able to offer an inclusive environment. IMPACT™ (Inclusion Mentorship Program for increasing Access in Childcare Team) makes it happen.
Supporting inclusion for early learning providers across King County.
Northwest Center was founded by parents who wouldn’t rest until children with disabilities across the U.S. gained access to public education. IMPACT builds on that legacy of inclusion. Drawing on more than 50 years of experience in inclusive early learning and our comprehensive Birth-to-Three Early Intervention program. The IMPACTeam works with early learning providers in King County, providing the support and training they need to feel confident offering an inclusive classroom environment.
How IMPACT supports early learning.
IMPACT is designed to support early learning programs for children from birth to five years. The IMPACT program provides training and support so that early learning centers can welcome children with special needs who may need extra support throughout the day, such as children who:
• Have a special health care need
• Have physical, developmental, behavioral, or social-emotional concerns
• Are at an increased risk for one of those concerns
When we partner with an early learning provider, it’s truly a team approach. We take a holistic view of inclusive classroom strategies and supports while maintaining the philosophy and existing structures of our partners’ programs.
Free for early learning programs
Northwest Center’s IMPACT program is sponsored in part by Public Health – Seattle and King County, Best Starts for Kids of King County's Child Care Health Consultation grant, and corporate and community support. Services are offered free of charge to early learning programs that serve children aged birth to five years. IMPACT works directly with licensed childcare centers, licensed in-home family child care providers, and unlicensed part-day preschool programs, including extended day and wraparound care providers. Please contact us to see if your program will be a good fit for IMPACT services.
Services offered by the IMPACT program
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IMPACT is currently delivering professional development trainings in a virtual format only, using the Zoom platform. Not all of the trainings listed here are being offered virtually. Please contact us for more information.
Classroom Support: Our team will provide hands-on strategies, mentorship, and ongoing support to assist classrooms in successfully including children with special needs. Services and supports offered may include observations, ongoing mentorship and coaching, strategies for individualizing activities, resources, and an individualized action plan. Program Support: Administrators need support too! Our team can give directors and administrators support in areas such as care plans (allergies, health plans, etc.), using medications and medical equipment, establishing realistic program goals around inclusive practices, and training staff. Phone Consultation: Feel free to contact us at 206-691-2587 with general questions, requests for services and support, or for resources. Trainings: The IMPACTeam offers STARS Approved trainings for large and small groups on a variety of topics that include classroom strategies, supporting inclusion, and general program support. Click on a training below to learn more: |
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Don’t see the training you’re looking for? We are happy to customize trainings to suit your needs.
Please contact us now to learn more.
Email: IMPACT@nwcenter.org
Office: 206-691-2587
Fax: 206-764-826
Please contact us now to learn more.
Email: IMPACT@nwcenter.org
Office: 206-691-2587
Fax: 206-764-826
covid-19 frequently asked questions
1. How do the COVID-19 vaccines work? Do they alter our genetic information?
2. Are the available COVID-19 vaccines safe and effective?
3. What are the most common side effects after receiving a COVID-19 vaccine?
4. How long do I need to quarantine after an exposure to a positive case?
5. When are children in childcare or school able to remove face coverings? When are staff able to remove face coverings?
6. Is there anyone who should not wear a face covering?
7. Are store bought or homemade cleaning and disinfecting supplies appropriate and effective to use in a classroom or childcare setting?
- Both the Moderna and Pfizer vaccines utilize mRNA to assist our bodies to produce antibodies and other infection fighting cells.
- The mRNA in a COVID-19 vaccine never enters the nucleus of the cell, where our DNA is kept. This means that the mRNA in the vaccines does not alter or interact with our DNA. After the mRNA has instructed our cells, it is then broken down by enzymes and removed from the body.
2. Are the available COVID-19 vaccines safe and effective?
- Yes, research has shown that Pfizer, Moderna and the Johnson & Johnson vaccines are safe and effective in limiting spread and the severity of COVID-19 leading to hospitalizations and serious consequences.
- COVID-19 vaccines were evaluated in tens of thousands of participants in clinical trials and vaccines met FDA’s rigorous scientific standards for both safety and effectiveness.
3. What are the most common side effects after receiving a COVID-19 vaccine?
- Side effects after receiving a COVID-19 vaccine vary from person to person but the most common symptoms are pain, redness, swelling in the arm where you received the shot, tiredness, headache, muscle pain, chills, fever, and nausea. These symptoms typically only last a few days after getting your vaccination.
4. How long do I need to quarantine after an exposure to a positive case?
- The safest option is to quarantine for a full 14-days after a confirmed exposure.
- If this is not possible, stay in quarantine for 10 days after your last contact.
- If the first two options are not possible, stay in quarantine for 7 full days beginning after your last contact and if you receive a negative test result (get tested no sooner than day-5 after your last contact)
5. When are children in childcare or school able to remove face coverings? When are staff able to remove face coverings?
- Children are able to remove face coverings in a few different childcare circumstances. These are when children are napping, eating meals or snacks, or are outdoors and able to remain physically distanced.
- Staff are also required to wear face coverings while at work and should only remove them when they are alone or completely physically distanced from others. For example: when a staff member is in a private restroom or alone in a break room.
6. Is there anyone who should not wear a face covering?
- Yes, there are a few exceptions to face covering requirements. Those who should not wear face coverings include:
- Children younger than age 2 years.
- Those with a disability that prevents them from comfortably wearing or removing a face covering.
- Those with certain respiratory conditions or trouble breathing.
- Those who are deaf or hard of hearing and use facial and mouth movements as part of communication.
- Those advised by a medical, legal, or behavioral health professional that wearing a face covering may pose a risk to that person.
7. Are store bought or homemade cleaning and disinfecting supplies appropriate and effective to use in a classroom or childcare setting?
- No, the 3-step process remains the most effective way to properly clean and disinfect classroom materials and surfaces. Both store bought and homemade wipes are not recommended by the DOH for effective disinfecting.
Click here to MEET THE IMPACT™ TEAM MEMBERS:
Amy Bender, Early Learning Operations Director, IMPACT™ Program Supervisor
Amy joined Northwest Center in 2011 and has supported the kid’s department through multiple roles including directing our teen program, one of our early learning programs, and is now the Early Learning Operations Director. In 2018 NWC Kids launched a new program, IMPACT (Inclusion Mentorship Program for increasing Access in Childcare Team) and Amy took on the added role as Program Supervisor. She works as part of a collaborative team with both early learning programs and IMPACT to ensure all children have access to high-quality programming. Amy holds a BA in European History and Psychology from the University of California, San Diego and a Master’s of Arts in Clinical Psychology with a specialization in Childhood Psychopathology and Child Development from Antioch University, Los Angeles. Amy has over 13 years’ experience supporting children and families through early learning programs, day treatment preschool settings, and providing direct therapeutic services to children and families. When not at work, Amy enjoys spending time with her family, doing yoga, and getting outdoors.
Liz Carley, Program Coordinator, Mental Health Consultant
Liz received her Bachelor of Science and Master of Arts degrees in Occupational Therapy as well as her Doctorate of Occupational Therapy from the University of Southern California. She grew up in Seattle and then spent 18 years in Los Angeles where she practiced in community-based mental health, providing occupational therapy mental health services to children and families. Prior to moving back to Seattle, she served as Assistant Professor of Clinical Occupational Therapy and Director of Admissions for the Chan Division of Occupational Science and Occupational Therapy at USC. She is excited to help promote social and emotional well-being and secure and nurturing relationships between children and caregivers through her role in mental health with the IMPACT™ program. In her free time she enjoys spending time in nature and discovering great restaurants with her friends and family.
Cheyenne Dixon, Occupational Therapy Doctorate Intern
Cheyenne was born and raised in Washington. Her experience in early learning started at a young age when her mother started her daycare not long after she was born. One of her first jobs was working at Encompass, a local early learning organization, where she discovered her passion for occupational therapy and learned the importance of inclusion. She received her Master of Arts in Occupational Therapy and is currently pursuing her Doctorate of Occupational Therapy degree at the University of Southern California. During her time working with the IMPACT team, she is excited to grow her skills as an occupational therapist, as well as support providers, like her mom, in creating early learning environments that support children of all abilities. Outside of work, Cheyenne enjoys spending time with family and friends, baking and reading.
Michelle Duhon, Inclusion Consultant
For over a decade, Michelle has been dedicated to working in early learning through a variety of roles. She was born and raised in Orlando, FL where she began her career as a preschool teacher. After moving to Washington, she advanced her skills by completing her Bachelor’s in Early Childhood & Family Studies at University of Washington. While completing that degree, she worked as a Coach for Early Achievers, mentoring child care providers and teachers. She then spent some time as a School Director for a Reggio Emilia program in South Florida. Returning to Washington a couple of years later, she is working to complete her Master’s in Early Childhood Education through University of Colorado, Denver (online). She is passionate about helping to create high quality early learning opportunities for all children and working to expand the access to child care throughout Washington, and beyond. Outside of work, she enjoys the outdoors as much as possible going on frequent hikes and camping trips. She also cares for her two fur babies, Django (chocolate lab) and Riley (calico cat).
Kelsey Henderson-Wasmund, Inclusion Consultant
Kelsey was born and raised in Washington state. She began her career in early childhood working in a private childcare setting while obtaining her Bachelor’s in Human Development with a specialization in Early Childhood. Upon graduation, Kelsey moved on to a unique Early Head Start Program working in the Washington Corrections Center for Women (WCCW). There she worked with incarcerated women and their young children in the Residential Parenting Program (RPP) supporting child development, as well as providing parenting support to families. After leaving WCCW, Kelsey went on to work in White Center as an Early Head Start Lead Teacher. There she worked with children and families from a diverse set of backgrounds supporting in early intervention processes as well as classroom management. Kelsey is excited to work with IMPACT’s multidisciplinary team and to share her passion for inclusion in the classroom. In her free time, Kelsey enjoys spending time with family, water sports, baking, and being creative.
Madeleine Jean, Registered Public Health Nurse
Madeleine grew up in Portland, OR and always envisioned working with children. Inspired by personal travel experiences as a child, Madeleine always imagined a career where she could work with and help vulnerable populations. This inspiration eventually led Madeleine to an interest in Nursing and ultimately Public Health. In Nursing school at Seattle University, Madeleine had the opportunity to study abroad to Bolivia and Peru, learning a great deal about international Public Health and the communities served as well as practicing her medical Spanish skills. After working at Swedish Medical Center in Capitol Hill, Madeleine decided to pursue her passion to work in Pediatrics and Public Health, leading her to join the IMPACT team in February 2020. When she’s not at work she enjoys hiking, traveling to new places, cross-country skiing and reading.
Kristen McLeskey, Inclusion Consultant
Kristen grew up in New Hampshire. She holds a BA in Psychology from Emory University in Atlanta, Georgia, as well as an MS in Clinical Psychology from Augusta University. She has supported children and families in many capacities, including as an early intervention provider and conducting psychological assessments. Kristen’s passion for serving others has taken her to roles in Georgia, South Carolina, and Minnesota, before moving to Washington in 2018 to join Northwest Center, precisely to help launch the innovative IMPACT™ program where she is excited to be part of a multidisciplinary team supporting inclusive classrooms. Outside of work she enjoys biking, nordic skiing, and gardening.
Erica Yuen, Inclusion Consultant
Erica was born and raised in California. She attended Stanford University, where she received her bachelor’s degree in Human Biology and Spanish. After graduating, Erica began her career in early education working as an in-home therapist for children with autism. She later moved to Washington in order to pursue her master’s degree in Special Education at the University of Washington. Since completing her master’s degree, Erica has had the opportunity develop programs to support learners of all ages in home, clinic, and school-based settings. In addition to her professional experience, Erica has experience with coaching swimmers of diverse needs and abilities. Erica joined the IMPACT team in January 2020 and is looking forward to working with such a dedicated and talented team! When she is not working, Erica enjoys running, cooking, and spending time outdoors.
Additional Consultants on the IMPACT™ Team:
Speech-Language Pathologist: Speech-language pathologists (speech therapists) evaluate, diagnose, and treat communication and swallowing disorders. A speech language pathologist assists in the development of speech sounds, expressive and receptive language, articulation, and pragmatic/social aspects of communication. SLPs also provide support for swallowing or functional feeding disorders.
Occupational Therapist: Occupational therapists provide support for daily living tasks such as feeding and dressing, fine motor skills, and sensory processing. Occupational therapists are experts in understanding sensory sensitivities and sensory seeking behavior and can provide activities to help children with tactile, auditory, vestibular, or proprioceptive needs.
Physical Therapist: Physical therapists evaluate, diagnose, and treat illness or injuries that limit movement. Physical therapists provide support for mobility using exercises, positioning, and assistive devices to restore movement and functional ability. Roles may include improving gross motor skills, balance, coordination, and strength.
Nutritionist: Nutrition services are provided by a dietician who specializes in feeding skills, food habits, developing feeding plans to address nutritional needs, and connecting families with appropriate resources to meet nutritional goals. Nutritionists can assist with tube feeding, gastrointestinal concerns, allergies/intolerances, and growth.
Special Educator: A Special Educator works to design teaching procedures, adapted equipment/materials, and accessible settings for children in a way that addresses their individual differences. Their role is to make children more self-sufficient and integrated into their school community by designing, planning, and monitoring individualized accommodations for children with a range of special health care needs.
Amy joined Northwest Center in 2011 and has supported the kid’s department through multiple roles including directing our teen program, one of our early learning programs, and is now the Early Learning Operations Director. In 2018 NWC Kids launched a new program, IMPACT (Inclusion Mentorship Program for increasing Access in Childcare Team) and Amy took on the added role as Program Supervisor. She works as part of a collaborative team with both early learning programs and IMPACT to ensure all children have access to high-quality programming. Amy holds a BA in European History and Psychology from the University of California, San Diego and a Master’s of Arts in Clinical Psychology with a specialization in Childhood Psychopathology and Child Development from Antioch University, Los Angeles. Amy has over 13 years’ experience supporting children and families through early learning programs, day treatment preschool settings, and providing direct therapeutic services to children and families. When not at work, Amy enjoys spending time with her family, doing yoga, and getting outdoors.
Liz Carley, Program Coordinator, Mental Health Consultant
Liz received her Bachelor of Science and Master of Arts degrees in Occupational Therapy as well as her Doctorate of Occupational Therapy from the University of Southern California. She grew up in Seattle and then spent 18 years in Los Angeles where she practiced in community-based mental health, providing occupational therapy mental health services to children and families. Prior to moving back to Seattle, she served as Assistant Professor of Clinical Occupational Therapy and Director of Admissions for the Chan Division of Occupational Science and Occupational Therapy at USC. She is excited to help promote social and emotional well-being and secure and nurturing relationships between children and caregivers through her role in mental health with the IMPACT™ program. In her free time she enjoys spending time in nature and discovering great restaurants with her friends and family.
Cheyenne Dixon, Occupational Therapy Doctorate Intern
Cheyenne was born and raised in Washington. Her experience in early learning started at a young age when her mother started her daycare not long after she was born. One of her first jobs was working at Encompass, a local early learning organization, where she discovered her passion for occupational therapy and learned the importance of inclusion. She received her Master of Arts in Occupational Therapy and is currently pursuing her Doctorate of Occupational Therapy degree at the University of Southern California. During her time working with the IMPACT team, she is excited to grow her skills as an occupational therapist, as well as support providers, like her mom, in creating early learning environments that support children of all abilities. Outside of work, Cheyenne enjoys spending time with family and friends, baking and reading.
Michelle Duhon, Inclusion Consultant
For over a decade, Michelle has been dedicated to working in early learning through a variety of roles. She was born and raised in Orlando, FL where she began her career as a preschool teacher. After moving to Washington, she advanced her skills by completing her Bachelor’s in Early Childhood & Family Studies at University of Washington. While completing that degree, she worked as a Coach for Early Achievers, mentoring child care providers and teachers. She then spent some time as a School Director for a Reggio Emilia program in South Florida. Returning to Washington a couple of years later, she is working to complete her Master’s in Early Childhood Education through University of Colorado, Denver (online). She is passionate about helping to create high quality early learning opportunities for all children and working to expand the access to child care throughout Washington, and beyond. Outside of work, she enjoys the outdoors as much as possible going on frequent hikes and camping trips. She also cares for her two fur babies, Django (chocolate lab) and Riley (calico cat).
Kelsey Henderson-Wasmund, Inclusion Consultant
Kelsey was born and raised in Washington state. She began her career in early childhood working in a private childcare setting while obtaining her Bachelor’s in Human Development with a specialization in Early Childhood. Upon graduation, Kelsey moved on to a unique Early Head Start Program working in the Washington Corrections Center for Women (WCCW). There she worked with incarcerated women and their young children in the Residential Parenting Program (RPP) supporting child development, as well as providing parenting support to families. After leaving WCCW, Kelsey went on to work in White Center as an Early Head Start Lead Teacher. There she worked with children and families from a diverse set of backgrounds supporting in early intervention processes as well as classroom management. Kelsey is excited to work with IMPACT’s multidisciplinary team and to share her passion for inclusion in the classroom. In her free time, Kelsey enjoys spending time with family, water sports, baking, and being creative.
Madeleine Jean, Registered Public Health Nurse
Madeleine grew up in Portland, OR and always envisioned working with children. Inspired by personal travel experiences as a child, Madeleine always imagined a career where she could work with and help vulnerable populations. This inspiration eventually led Madeleine to an interest in Nursing and ultimately Public Health. In Nursing school at Seattle University, Madeleine had the opportunity to study abroad to Bolivia and Peru, learning a great deal about international Public Health and the communities served as well as practicing her medical Spanish skills. After working at Swedish Medical Center in Capitol Hill, Madeleine decided to pursue her passion to work in Pediatrics and Public Health, leading her to join the IMPACT team in February 2020. When she’s not at work she enjoys hiking, traveling to new places, cross-country skiing and reading.
Kristen McLeskey, Inclusion Consultant
Kristen grew up in New Hampshire. She holds a BA in Psychology from Emory University in Atlanta, Georgia, as well as an MS in Clinical Psychology from Augusta University. She has supported children and families in many capacities, including as an early intervention provider and conducting psychological assessments. Kristen’s passion for serving others has taken her to roles in Georgia, South Carolina, and Minnesota, before moving to Washington in 2018 to join Northwest Center, precisely to help launch the innovative IMPACT™ program where she is excited to be part of a multidisciplinary team supporting inclusive classrooms. Outside of work she enjoys biking, nordic skiing, and gardening.
Erica Yuen, Inclusion Consultant
Erica was born and raised in California. She attended Stanford University, where she received her bachelor’s degree in Human Biology and Spanish. After graduating, Erica began her career in early education working as an in-home therapist for children with autism. She later moved to Washington in order to pursue her master’s degree in Special Education at the University of Washington. Since completing her master’s degree, Erica has had the opportunity develop programs to support learners of all ages in home, clinic, and school-based settings. In addition to her professional experience, Erica has experience with coaching swimmers of diverse needs and abilities. Erica joined the IMPACT team in January 2020 and is looking forward to working with such a dedicated and talented team! When she is not working, Erica enjoys running, cooking, and spending time outdoors.
Additional Consultants on the IMPACT™ Team:
Speech-Language Pathologist: Speech-language pathologists (speech therapists) evaluate, diagnose, and treat communication and swallowing disorders. A speech language pathologist assists in the development of speech sounds, expressive and receptive language, articulation, and pragmatic/social aspects of communication. SLPs also provide support for swallowing or functional feeding disorders.
Occupational Therapist: Occupational therapists provide support for daily living tasks such as feeding and dressing, fine motor skills, and sensory processing. Occupational therapists are experts in understanding sensory sensitivities and sensory seeking behavior and can provide activities to help children with tactile, auditory, vestibular, or proprioceptive needs.
Physical Therapist: Physical therapists evaluate, diagnose, and treat illness or injuries that limit movement. Physical therapists provide support for mobility using exercises, positioning, and assistive devices to restore movement and functional ability. Roles may include improving gross motor skills, balance, coordination, and strength.
Nutritionist: Nutrition services are provided by a dietician who specializes in feeding skills, food habits, developing feeding plans to address nutritional needs, and connecting families with appropriate resources to meet nutritional goals. Nutritionists can assist with tube feeding, gastrointestinal concerns, allergies/intolerances, and growth.
Special Educator: A Special Educator works to design teaching procedures, adapted equipment/materials, and accessible settings for children in a way that addresses their individual differences. Their role is to make children more self-sufficient and integrated into their school community by designing, planning, and monitoring individualized accommodations for children with a range of special health care needs.
Learn about the difference IMPACT can make for early learning centers and children with special needs across King County.
For inquiries, please contact us.
Email: IMPACT@nwcenter.org | Office 206-691-2587 | Fax 206-764-8263
