Standard 5: Resources
Several different types of resources are included in this section of the module to support the development of knowledge and practices in assessment processes. These include Websites, Learning Modules, Glossary, and References.
Websites - Provide information and resources related to the Standard and Components.
Websites
American Academy of Pediatrics Healthy Children – Ages & Stages
American Academy of Pediatrics Healthy Children – Health Issues, Conditions
American Foundation for the Blind
American Occupational Therapy Association
American Physical Therapy Association
American Speech and Hearing Association
Annual Disability Statistics Compendium
Centers for Disease Control and Prevention – Epilepsy
Centers for Disease Control and Prevention – Milestone Moments: Learn the Signs, Act Early
Children’s Disability Information
Children’s Hospital of Philadelphia Center for Fetal Diagnosis and Treatment
Division for Early Childhood Learning Decks
Division for Early Childhood Recommended Practices
Head Start ECLKC – Culture & Language
Head Start Early Childhood Learning and Knowledge Center
Screening for Substance Use Disorders: Head Start Can Help | ECLKC (hhs.gov)
National Association of School Psychologists
National Clearinghouse for English Language Acquisition
The National Professional Development Center on Autism Spectrum Disorder
National Down Syndrome Society (NDSS)
National Genetics Education and Family Support Center
National Newborn Screening & Global Resource Center
National Organization for Rare Disorders (NORD)
TESOL International Association
U.S. Department of Education, Office of English Language Acquisition
Learning Modules - The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.
Learning Modules
Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.
Glossary
| Term | Definition | Reference/Resource |
| Culturally and linguistically responsive and affirming | Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes.
Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity. |
http://www.nysed.gov/commo n/nysed/files/programs/crs/culturally-responsive-sustainingeducation-framework.pdf
DEC RP Glossary:
Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84. |
| Developmental domains | Specific areas of human growth and development such as cognition, social-emotional, motor/physical, communication, play, and adaptive behavior. | U. S. Department of Education. (n.d.) Definitions. https://www.ed.gov/early-learning/elc-draft-summary/definitions
National Center for Hearing Assessment and Management. (2016) Eligibility and service delivery policies: Differences between IDEA Part C and IDEA Part B: A comparison chart [PDF file]. http://www.infanthearing.org/earlyintervention/docs/aspect-idea-part-c-and-idea-part-b.pdf |
| Family | A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network. | Mapp, K., & Kuttner, P. J.
(2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson. |
| Instruction | A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals. | Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44.
Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38 (1), 4-10. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from https://divisionearlychildhood.egnyte.com/dl/facKSfYlFI/ |
| Intervention | A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals. | Wolery, M. (2004). Using assessment information to plan intervention programs. In M.
McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson. Division for Early Childhood. (2015). DEC recommended practices glossary. Retrieved from https://divisionearlychildhood. egnyte.com/dl/facKSfYlFI/ |
| Play | A distinct developmental domain characterized by activities with objects and people that capture a child’s attention and interest as they experiment, try new ideas and roles, investigate laws of nature, and represent what they know about and are learning from ongoing events. As a context for learning, play skills can be operationalized, predicted, and a focus of intervention and instruction with children’s learning goals embedded in indoor and outdoor play activities. | Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. doi:10.1177/0271121408318799
Brown, S. L. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Penguin. Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297. |
References – Supporting literature and resources which may be assigned as readings for pre-service and in-service learners and most align with the introduction of evidence-based practice for adult learners.
References
Ainsworth, M.D.S., Blehar, M.C., Waters, E., & Wall, S.N. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press.
Batshaw, M.L., Roizen, N.J., & Pellegrino, L. (Eds.). (2019). Children with disabilities (8th Ed.). Brookes Publishing.
Beneke, M., Park, C., Taitingfong, J. (2018). An inclusive, anti-bias framework for teaching and learning about race with young children. Young Exceptional Children, (22)2. 74-86. https://doi.org/10.1177/1096250618811842
Currier, B.A., Jones, M.A., & DeGrace, B.W. (2019). Experiences of families with young power wheelchair users. Journal of Early Intervention. 41(2), 125-140.
Derman-Sparks, L., & Edwards, J.O. (2020). Anti-bias education for young children and ourselves (2nd ed.). NAEYC.
Graignic-Philippe, R., Dayan, J., Chokron, S., Jacquet, A-Y., & Tordjman, S. (2014). Effects of prenatal stress on fetal and child development: A critical literature review. Neuroscience & Biobehavioral Reviews, 43, 137-162. https://doi.org/10.1016/j.neubiorev.2014.03.022
Hassinger-Das, B., Hirsh-Paske, K., & Golinkoff, R.M. (2017). The case of brain science and Guided play: A developing story. Young Children, 72(2), 45-50.
Letourneau, N.L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of emotional and behavioral disorders, 21(3), 211-224. https://journals.sagepub.com/doi/10.1177/1063426611421007
Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297.
McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology Noble, K.G., Houston, S.M., Brito, N.H., Bartsch, H., Kan, E., Kuperman, J.M., Akshoomoff, N., Amaral, D.G., Bloss, C.S., Libiger, O., Schork, J., Murray, S.S., Casey, B.J., Chang, L., Ernst, T.M., Frazier, J.A., Gruen, J.R., Kennedy, D.N., Zijl, P.V…Sowell, E.R. (2015). Family income, parental education, and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773-778.
NAEYC. (2019). Advancing equity in early childhood education position statement
Su, P. L., & Roberts, M.Y. (2019). Quantity and quality of parental utterances and responses to children with hearing loss prior to a cochlear implant. Journal of Early Intervention, 41(4), 366-387.
Thompson, S.D., & Merino, S., (2018). Visual impairments in young children: Fundamentals of and strategies for enhancing development. Young Exceptional Children, (21)3, 157-169.
Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R.M. (2018). The power of play: A pediatric role in enhancing development in young children (Clinical Report). American Academy of Pediatrics. DOI: https://doi.org/10.1542/peds.2018-2058
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| *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 |