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Enhancing pre-service learning systems in early childhood intervention

  • Align programs of study to state and national professional organization personnel standards and the Cross Disciplinary Competencies
  • Integrate Division for Early Childhood Recommended Practices (RP) into programs of study
  • Use evidenced based adult learning practices in IHE programs of study
  • Address other identified areas needed to prepare and support a high quality ECI workforce to improve outcomes of infants and young children with disabilities and their families through the delivery of high-quality services in inclusive setting
Integrated pre-service

*NEW* Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators EI/ECSE (approved 2020)

EI/ECSE Personnel Standards 

The EI/ECSE standards represent the first Standards to focus specifically on the preparation of early interventionists and early childhood special educators who work with young children ages birth through eight who have or are at-risk for developmental delays and disabilities and their families, across home, classroom and community settings. These Standards build on the history of EI/ECSE as an integrative but unique field of study, policy, research, and practice and emphasize the unique skills and knowledge required for specialization in working with young children and their families.

Standard 1: Child Development and Early Learning

Standard 2: Partnering with Families

Standard 3: Collaboration and Teaming

Standard 4: Assessment Processes

Standard 5: Application of Curriculum Frameworks in the Planning of Meaningful Learning Experience

Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction

Standard 7: Professionalism and Ethical Practice

Course Development and Curriculum Resources: DEC Specialty Set and CEC Standards (*PRIOR* to 2020)

*DEC Specialty Set and CEC Standards (PRIOR* to 2020)

 

  • Crosswalks of the Division for Early Childhood (DEC) Recommended Practices
    The crosswalks are designed to assist faculty and professional development providers in identifying the intersection of the DEC Recommended Practices with the CEC and NAEYC Standards as well as the DEC knowledge and skill statements. The crosswalks provide a resource to facilitate the integration of the DEC Recommended Practices by higher education faculty and professional development providers into a course/workshop activities, assignments, and fieldwork.

 

  • ECPC Curriculum Planning Tool
    The intended use of the ECPC Curriculum Planning Tool is to provide higher education faculty a tool to develop initial Early Intervention/Early Childhood Special Education (EI/ECSE) programs and blended Early Childhood Education (ECE) and ECSE programs aligned with personnel preparation standards and recommended practices and to ensure that the standards and recommended practices are embedded within and throughout the curriculum. The development of the ECPC curriculum planning tool was driven by the CEC Initial Special Education Professional Preparation Standards (2012), the DEC Initial Specialty Set: ECSE/EI knowledge and skill statements, and the NAEYC Professional Preparation Standards (2010), aligned with the DEC Recommended Practices (RPs) (2014). You will find each DEC RP as a separate tab on the tool.
    A crosswalk for each Recommended Practice within the Recommended Practices topical areas was developed and is located on the Early Childhood Personnel Center website. Given the methodological procedure for these crosswalks, not all personnel standard elements are included. The Leadership practices have not yet been included in the crosswalk.
    This is a downloadable excel file and should be personalized to meet the needs of your EI/ECSE or blended ECE/ECSE program. The tabs represent topics in early childhood special education and are not intended to represent single courses within an EI/ECSE program.

 

  • ECPC Sample Syllabus - Assessment.DOCX
    This sample syllabus provides ideas, resources, activities, readings, and assignments, aligned with personnel preparation standards and recommended practices. Consider state and university policies and add them as appropriate. This is an example only and is not a complete syllabus.

 

  • Personnel Standards Alignment
    These alignments were done to assist higher education faculty and professional development staff to align their curricula with knowledge and skills and standards for early childhood special educators who serve infants and young children and their families.

 

  • Cross-Disciplinary Competencies
    Representatives from each of the seven professional organizations reviewed the competency areas and sub-areas and presented these core competency areas for approval to each of their respective organizations. American Occupational Therapy Association (AOTA); the American Physical Therapy Association (APTA); the American Speech-Language-Hearing Association (ASHA); the Council of Exceptional Children (CEC) and the Division of Early Childhood (DEC), the National Association for the Education of Young Children (NAEYC); and ZERO TO THREE.

 

  • DEC Recommended Practices
    DEC Recommended Practices logo
    DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.

Course Development and Curriculum Resources: *NEW* EI/ECSE Standards (approved 2020)

*NEW* EI/ECSE Standards (approved 2020)

The ECPC Adult Learning Planning Tool is for use by higher education faculty and professional development providers when planning and implementing a topic/content/practice.  These seven evidence-based adult learning practices derived from a metasynthesis of 15 research reviews of professional development which included 550 studies and 50,000 teachers and practitioners (Dunst, Bruder, & Hamby, 2015).

Representatives from each of the seven professional organizations reviewed the competency areas and sub-areas and presented these core competency areas for approval to each of their respective organizations. American Occupational Therapy Association (AOTA); the American Physical Therapy Association (APTA); the American Speech-Language-Hearing Association (ASHA); the Council of Exceptional Children (CEC) and the Division of Early Childhood (DEC), the National Association for the Education of Young Children (NAEYC); and ZERO TO THREE.

CrossWalk of the Practice-Based Professional Preparation Standards Early Intervention/Early Childhood Special Education (2020) with the DEC Recommended (Practices (2014)

The intended use of the ECPC Curriculum Planning Tool is to provide higher education faculty a tool to develop initial Early Intervention/Early Childhood Special Education (EI/ECSE) programs and blended Early Childhood Education (ECE) and ECSE programs aligned with personnel preparation standards and recommended practices and to ensure that the standards and recommended practices are embedded within and throughout the curriculum. The development of the ECPC curriculum planning tool was driven by the EI/ECSE Practice-based Professional Preparation Standards aligned with the DEC Recommended Practices (RPs) (2014). You will find each EI/ECSE Standard as a separate tab on the tool.  This is a downloadable excel file and should be personalized to meet the needs of your EI/ECSE or blended ECE/ECSE program. The tabs represent Standards in early childhood special education and are not intended to represent single courses within an EI/ECSE program.

These sample syllabi provide ideas, resources, activities, readings, and assignments, aligned with the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014).  Consider state and university policies and add them as appropriate.  This is an example only and is not a complete syllabus.

  • DEC Recommended Practices
    DEC Recommended Practices logo
    DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.

E-Learning and CONNECT Resources

Each learning series has an introduction, practice illustration and implementation activities and resources.

Grant Writing Tools

 

 

  • ECPC-Planning-Guide_84-325K_Personnel-Preparation-Grants
    The Office of Special Education and Rehabilitative Services, Department of Education has announced a new personnel preparation funding opportunity.  Use this ECPC planning guide to prepare your application for the Personnel Development to Improve Services and Results for Children with Disabilities: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities Who Have High-Intensity Needs (CFDA 84.325K) Focus Area A: Preparing personnel to serve infants, toddlers, and preschool-age children with disabilities who have high intensity needs. Applications are due May 29, 2020.

Resources for Remote Teaching

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

NCDB Resources for Personnel Preparation Coursework

Coursera Child Development Courses

 

Doctoral Students