Standard 2: Multimedia Illustrations
Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.
Component 2.1
| Component and Title | Key Content | Duration | Link |
| 2.1 Practitioner Family-Centered Practices for Working with Families | Several brief vignettes with Early Interventionists, families, children interacting in the home setting as examples of family-centered practices | 3:32 | View |
| 2.1 CONNECT Video 4.2:
The Family’s Viewpoint |
The Family’s Viewpoint: Aaron, the father of little Aaron, a 4-year old boy in a preschool classroom, shares his story and goals for his family’s future. | 1:37 | View
|
| 2.1 CONNECT Video 4.3:
Description of the Family-Professional Partnership Framework |
Description of the Family-Professional Partnership Framework: Dr. Ann Turnbull, Distinguished Professor, Co-Founder, and Co-Director of the Beach Center on Disability, describes the family professional partnership framework to illustrate partnership-oriented practices. | 3:19 | View
|
| 2.1 CONNECT Video 4.1:
Perspectives of Dr. Beth Harry |
Beth Harry, Professor, and Chair of Special Education at the University of Miami discusses the importance of earning the trust of parents from diverse backgrounds by demonstrating respect for their perspectives. Dr. Harry has described the transforming impact of her daughter with special needs on her personal and professional life. She is a nationally recognized leader in research related to cultural diversity within the field of special education, especially on the topic of family-professional partnerships. | 2:56 | View
|
| 2.1 Embrace Possibilities |
The video shares information from the perspectives of families, early care and education, and early intervention service providers on how to identify a possible delay in development or a disability in an infant or toddler. Families share how information, support, and resources were provided to them, and what was most helpful. | 15:51 | View |
| 2.1 Francisco and the Diego Family | The Diego family story allows participants to consider the family's cultural values and beliefs, experiences, and successes; and to think about how this relates to their work with young children with disabilities and their families in their communities. | 10:37 | View |
Component 2.3
| Component and Title | Key Content | Duration | Link |
| 2.3 Getting Services Started | The processes of early identification; referral to early intervention to determine eligibility for the Individuals with Disabilities Education Act (IDEA) Part C services; and support to families who are accessing services are reviewed. | 24:01 | View |
| 2.3 The Individualized Education Program: Partnering for Success | This video considers the IEP process from various perspectives and explores how teams work together to create inclusive experiences that are supported by the IEP process. | 46:48 | View |
| 2.3 The IEP Team Process: Chapter 1 – IDEA and IEPs | An introduction for families to Individualized Education Programs (IEPs), FAPE, and other aspects of IDEA (2004). | 4:20 | View |
| 2.3 Using Video for Really Watching | Early Interventionist Megan Klish Fibbe demonstrates how the use of video can help providers observe infants and toddlers and observe family strengths | 1:52 | View |
| 2.3 EcoMap | An early intervention service provider demonstrates the development of an ecomap as the provider and a mom talk about the family. | 6:13 | View |
| 2.3 EcoMap Demonstration | Alyssa is a 14-month old child with a complex medical diagnosis. She receives home-based nursing services 24 hours a day during the week and 12 hours a day during the weekends. The video shows Dr. McWilliam navigating the EcoMap with Jason and Sarah. | 6:13 | View |
Select a Category:
Blueprint
Activity Bank
| *New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19 | Enhancing Family-Provider Partnerships |
| Tips for Providers: Providing & Coordinating EI Remotely | Tips for Providers: What to say to Families |
| Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) | Tips for Providers: What will a Remote Visit Look Like? |
| Tips for Families: Receiving Remote EI Services | Tips for Families Flyer .pdf What is Remote EI
Consejos para Familias .pdf What is Remote EI? (Spanish) |
| Tips for Families: How to prepare for a Remote EI Visit | Tips for Families: .pdf Preparing for the Visit
TConsejos para Familias: .pdf Preparing for the Visit (Spanish) |
| ECPC Course Enhancement Modules | E-Learning Lessons, Practice Guides & Resources |
| CONNECT Modules | CONNECT Modules and Courses |
| Virginia Early Intervention Professional Development Center | Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf |
| Virginia Early Intervention Professional Development Center | Tools of Trade |
| OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) | Suite of Resources for Early Childhood Professionals |
| Public Consulting Group | Use of telehealth in early intervention (IDEA Part C) |
| Protecting Student Privacy
U.S. Department of Education |
Student Privacy 101 |
| Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic | Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic |
| CEC Hosted Webinar with Resources | Teaching Special Education Online During COVID-19 |
| National Center for Hearing Assessment & Management Utah State University | Welcome to the Tele-Intervention Learning Courses |
| Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators | Series of Podcasts: teaching online, inclusion, etc. |
| National Center for Pyramid Model Innovations - May Newsletter | Pyramid in the Time of COVID-19 |