Standard 7: Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in professionalism and ethical practice.

Websites - Provide information and resources related to the standard and components.

Websites

Americans with Disabilities Act

Council for Exceptional Children

Council of Parent Attorneys and Advocates (COPAA)

Division for Early Childhood

Early Childhood Technical Assistance Center

Electronic Code of Federal Regulations (e-CFR) 

U.S. Department of Education, IDEA 

Head Start Early Learning and Knowledge Center

National Association for the Education of Young Children

National Center to Improve Practice (NCIP) – Early Childhood Guided Tour

National Disability Rights Network 

National Information Center for Children and Youth with Disabilities (NICHCY)  

Office for Civil Rights, U.S. Department of Education, Policy Guidance Portal 

Wrightslaw

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
DEC Recommended Practices (RPs) A set of practices based on the best available empirical evidence as well as the wisdom and experience of the field and that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas:
  • Leadership,
  • Assessment,
  • Environment,
  • Family,
  • Instruction,
  • Interaction,
  • Teaming and collaboration, and
  • Transition
 Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education in 2014. Retrieved from https://www.dec-sped.org/dec-recommended-practices

 
Early Childhood Special Educators Education professionals who provide Early Intervention and Early Childhood Special Education services to children birth through 8 years who are at risk for and with developmental delays and disabilities. DEC Personnel Preparation Position Statement (2017) https://www.decdocs.org/positi on-statement-personnel-standa
Early Intervention (birth to 3 years) Individualized services and supports for children birth to 3 years who are at risk for or with developmental delays and disabilities and their families. https://ectacenter.org/partc/par tc.asp
Evidence-based practice Used as a Noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE.

 Used as a Verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.

 Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164173.

Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
High Leverage Practices (HLPs) Practices that are based on best-available research evidence and field consensus, reflect practices that are frequently used in the classroom, and considered critical for special educators, kindergarten through twelfth grade, because of their high potential to improve student outcomes, and which can be taught in teacher preparation programs. McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability, and Reform. Retrieved from  https://ceedar.education.ufl.edu/portfolio/ccsc-2017-high-leverage-practices/

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331337.
Reflective Practice The process by which EI/ECSE professionals examine their own assumptions, values, beliefs, and professional practices and consider actions to be taken to continuously improve their own practice and/or reconstruct their assumptions, values, and/or beliefs. McFarland, L., Saunders, R., & Allen, S. (2009). Reflective practice and self-evaluation in learning positive guidance: Experiences of early childhood practicum students. Early Childhood Education Journal, 36(6), 505-511.

Sellars, M.  (2017).  Reflective practice for teachers (2nd ed.).  Washington D.C.: Sage.

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

Amendments to the Assistive Technology Act of 1998, Pub. L. No. 108-364. (2004). Section 3(19).  (29 U.S.C.)

Americans with Disabilities Act of 1990 (ADA), Pub. L. No. 101-336.

Balch, B. V., Memory, D. M., & Hofmeister, D. R. (2008). Teachers and the law: Application essentials, general considerations, and specific examples. Clearing House, 82(1), 5-9.

Barrett, D. E., Casey, E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28, 890-898. http://dx.doi.org/10.1016/j.tate.2012.04.003

Bradley-Levine, J. (2018). Advocacy as a practice of critical teacher leadership. International Journal of Teacher Leadership, 9(1), 47-62.

Bullock, J. (2012). CEC Needs Assessment Identifies Preferences in Professional Development.  The Council for Exceptional Children.

Burke, M. M., & Hodapp, R. M. (2016). The nature correlates, and conditions of parental advocacy in special education. Exceptionality, 24, 137-150.

Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. CEC.

Division for Early Childhood. (2022).  Code of Ethics.  Division for Early Childhood. https://www.decdocs.org/member-code-of-ethics

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014.

Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. (DEC Recommended Practices Monograph Series No. 1). DEC.

Feeney, S., & Freeman, N.K. (2018). Ethics and the Early Childhood Educator (3rd ed.). (Rev. ed.). NAEYC.

Feeney, S., Freeman, N.K., & Moravcik, E. (2020).  Professional boundaries in early childhood education. Young Children, 75(5), 72-78.

Individuals with Disabilities Education Act of 2004 (IDEA), Pub. L. No. 108-446.

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriquez, J., Scheeler, M.C., Winn, J., & Ziegler, D.  (2017, January).  High- leverage practices in special education.  Council for Exceptional Children & CEEDAR Center.

Mukeredzi, T.G. (2015). Creating space for pre-service teacher professional development during practicum: A teacher educator's self-study. Australian Journal of Teacher Education, 40(2), 125-145.

National Association for the Education of Young Children. (2011). NAEYC Code of Ethical Conduct and Statement of Commitment.  NAEYC.

Rehabilitation Act of 1973, Pub. L. No. 93-112.

Sellars, M.  (2017).  Reflective practice for teachers (2nd ed.).  Sage.

Stegenga, S. M., Skubel, A., Corr, C., & Nagro, S. (2020). Your voice matters A practitioner’s guide for engaging in policy through advocacy. Young Exceptional Children, published online. https://journals.sagepub.com/doi/10.1177/1096250620950311

U.S. Department of Education (September 28, 2011).  Early intervention program for infants and toddlers with disabilities (34 CFR, Part 303).   Federal Register, (76)188, U.S. Department of Education.

Woolf, S.B. (2019). Critical skills for special educator effectiveness: Which ones matter most and to whom? Teacher Education and Special Education, 42(2), 132-146.

Zirkel, P.A. (2020). An updated primer of special education law. Teaching Exceptional Children, 52(4), 261-265.

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