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 

Autism Speaks

Centers for Disease Control and Prevention – Diseases & Conditions

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 

Colorin Colorado! 

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

Head Start Early Childhood Learning and Knowledge Center – Intervening Early: Substance Use Disorders During Pregnancy

March of Dimes 

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 Information Center for Children and Youth with Disabilities (NICHCY)  

National Newborn Screening & Global Resource Center  

National Organization for Rare Disorders (NORD)

State of Babies Yearbook 

TESOL International Association 

U.S. Department of Education, Office of English Language Acquisition

Zero to Three

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.

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 Intervention33(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://doi.org/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 Intervention33(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. NAEYC.

Su, P. L., & Roberts, M.Y. (2019). Quantity and quality of parental utterances and responses to children with hearing loss prior to 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

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

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

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

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