Standard 5: 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 5.1
| Component and Title | Key Content | Duration | Link |
| 5.1 Gloria Ladson-Billings – Successful Teachers of African American Children | Gloria Ladson-Billings (Ph.D. Stanford ’84) is the Chair of the Department of Curriculum & Instruction where she holds the Kellner Family Endowed Professorship in Urban Education and is a Faculty Affiliate in the Departments of Educational Policy Studies and Afro American Studies at the University of Wisconsin-Madison. She briefly discusses 3 characteristics of teachers successful in working with children who are African American based on her research. | 3:01 | View |
| 5.1 Introduction to Culturally Relevant Pedagogy | Education experts Jackie Jordan Irvine, Geneva Gay, and Kris Gutierrez explain how to make culturally relevant pedagogy a reality in your classroom. | 4:39 | View |
| 5.1 Introducing the Dual Language Learners (DLL)Program Assessment (DLLPA)_ | Explore how to use the DLLPA to promote an integrated approach across management systems and program services. It helps Head Start, childcare, and pre-K programs assess systems and services key to improving practices for children who are DLLs and their families. The tool also supports cultural and linguistic responsiveness and family engagement. | 1 hour | View |
| 5.1 OELA Podcast Series – Integrating Language into Early Childhood Education | This podcast explores the four key practices presented in the brief: embracing an asset orientation, promoting multilingual development, providing frequent interaction with complex texts, and teaching foundational literacy skills. These practices are based on recommendations from the National Academies of Science, Engineering, and Medicine report Promoting the Educational Success of Children and Youth Learning English: Promising Futures. | 24:01 | View |
| 5.1 What Makes Us Different | Thirteen-year-old Joshua Bingwa from Kenya uses nature, specifically a bee, to discuss similarities and differences between “humans” and other living things. | 6:09 | View |
Component 5.2
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 and Title | Key Content | Duration | Link |
| 5.2 Designing Environments | Learn about features of the physical and social classroom environment that maximize young children's engagement and learning. | 4:47 | View |
| 5.2 Getting Kids Involved: Creating Opportunities for Learning | This video introduces and illustrates many ways that adaptations can be used to promote the active participation of infants, toddlers, and preschoolers in everyday literacy activities. You will see examples of adaptations in-home and classroom environments, activities, materials, and/or instructions. | 12:13 | View |
| 5.2 Getting the Right Size: UDL | Using a shoe store analogy, this short video by OCALI provides an overview of Universal Design for Learning. | 2:22 | View |
| 5.2 Jenni’s Story | This vignette illustrates how a physical therapist worked with the entire family to address the family’s goal that two-and-a-half-year-old Jenni walks independently. | 8:12 | View |
| 5.2 Making Sense of Universal Design for Learning | This video provides a rationale for UDL, discusses the principles of UDL, and identifies aspects of the curriculum and environment to be addressed. | 3:52 | View |
| 5.2 Nolan’s Story | This vignette illustrates how a physical therapist worked with the family using low-tech adaptations and household items to make bath time a fun, social, and enriching experience for almost three-year-old Nolan and his entire family. | 6:28 | View |
| 5.2 UDL to Change the World | UDL practitioners from across the world briefly discuss how they use the Universal Design for Learning framework to empower all learners, including themselves. | 1:03 | View |
| 5.2 An Inclusion Story | What "inclusive services" mean and can look like for a young child with a disability and his family are discussed. Strategies for providing coordinated, comprehensive, family-centered services through their partnerships with families, early care and education, early intervention, and other community partners in their own programs and communities are identified. | 26:14 | View |
| 5.2 Creating Bright Futures | This video highlights the SpecialQuest vision for including infants and toddlers with disabilities and their families in early care and education programs with early intervention and other community supports. Families' and service providers' perspectives on inclusion are discussed. | 11:20 | View |
| 5.2 Getting Started | This video offers a story of one program that includes a young child named Jalisa in an early care and education setting. The video offers specific examples of how to plan for this inclusion across a variety of roles. | 23:12 | View |
| 5.2 Preschool Inclusion: Working Together to Make It Happen | Provides the rationale for inclusion from the perspective of professionals and families. Benefits for the classroom staff and children are discussed. | 18:09 | View |
| 5.2 Preschool Inclusion: Samantha | Aspects of the successful inclusion of Samantha in a Head Start preschool classroom are discussed. Her Dad, speaking Spanish, discusses his goals for Samantha in this inclusive preschool. | 10:14 | View |
| 5.2 Preschool Inclusion: Drew | The array of resources needed to support the inclusion of a child with a disability is identified. Through the story of Drew's family, viewers also consider the influence of a parent's own disability on the collaborative process of inclusion. | 6:07 | 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 |