BACKGROUND: The experience of disability and of how work is conducted in the American economy is undergoing new shifts in response to the coronavirus (COVID-19) pandemic. This unique space in time provides an opportunity to re-examine the importance of universal design (UD) as a way to respond to a workforce that is growing more diverse and living longer with disabilities. UD is a set of strategies that creates places and resources that are accessible to all and considers the needs and wants of people from the outset. Through the use of UD, work environments can be more accessible and useable to all employees. OBJECTIVE: This article describes the changes in the experience of disability within the context of COVID-19 and defines UD and UD for learning principles. We then consider how UD reduces stigma and reduces the need for individual accommodations while promoting inclusivity and improving productivity in the workplace. CONCLUSION: We offer strategies for embedding UD into vocational rehabilitation from pre-professional training to practice, all with a new sense of urgency and opportunity that is present as a result of COVID-19.

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K entucky has developed an assessment and accountability system that provides outcome data for a set of state early childhood standards for children birth to 5 years of age that are aligned with early childhood outcomes designated by the Office of Special Education Programs (OSEP). Within this flexible and comprehensive state assessment system, early intervention and care providers, district preschool personnel, and childcare program staff select a criterion-referenced, curriculum-based assessment (CBA) tool to monitor children's progress. The system is designed so that data from these CBA tools can be used for three purposes: (a) to demonstrate child progress and inform instruction at the individualized intervention or classroom level; (b) to promote program improvement and plan program, district, and state supports through the aggregation of assessment data at the program, district, and state level; and (c) to report on child progress to evaluate the success of federal, state, or district programs and initiatives.

This chapter is designed to be a useful guide for early childhood educators, families, and researchers. It presents key roles and related resources for educators to address the well-being of young children, with or without disabilities, who are in the process of transitioning from early childhood settings to primary school. Continuing challenges in early childhood transition practice necessitate renewed attention to practical solutions. The proposed roles of early childhood educators are based on the theoretical frameworks of Pianta and colleagues, Rous and colleagues, and Yelverton and Mashburn. Four key educator roles are proposed: school readiness teacher, relationship and continuity facilitator, resource and case manager, and transition policy advocate. Descriptions and suggestions for implementation of each educator role are provided.

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