All Means ALL Handout

What do we mean by quality?

References on the Influence of an Effective Teacher

  • Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, 25, 95-135.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives 8(1). http://olam.ed.asu.edu/epaa/v8n1
  • Jacob, B. A., Lefgren, L., & Sims, D. (2008). The persistence of teacher-induced learning gains. NBER Working Paper 14065. Washington, DC: National Bureau of Economic Research, Inc.
  • Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607. Washington, DC: National Bureau of Economic Research, Inc.
  • Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Journal of Educational Research, 98, 94-100.
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2): 417–58.
  • Rockoff, J., (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.
  • Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics 125(1), 175-214.

Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue: A guide for parents and professionals. Alexandria, VA: Head Start Information & Publication Center.

http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/video/Video%20Presentations/ACreativeAdvent.htm

What do we mean by inclusion?

  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion

Evidence-based practices that support each young child

  • National Professional Development Center on Inclusion. (2009). Research synthesis points on early childhood inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007.pdf

  • National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf

  • Quality Inclusive Practices: Resources and Landing Pads

http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads

This handout may be downloaded at

http://www.fpg.unc.edu/presentations/all-means-all-evidence-based-practices-supporting-each-young-learner

Handout developed by Camille (919) 966-6635Page 1

Handout developed by Camille (919) 966-6635Page 1

Universal Design (UD) / Universal Design for Learning (UDL)
UD and UDL support access to early care and education environments through the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).
Why Do It?
The evidence base /
  • Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Tables 1 and 2. Missoula, MT: Author.

Prmtg_Pos_Outcomes_Companion_Paper.pdf
  • National Center on Universal Design for Learning. Universal Design for Learning Research Evidence (organized by practice)
  • UDL Guidelines

Read
About It
Books, chapters, and articles /
  • Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web.
  • Stockall, N., Dennis, L., & Miller, M. (2012). Right from the start: Universal design for preschool. Teaching Exceptional Children, 45(1), 10-17.

See for
Yourself
Videos and demonstrations /
  • Building Inclusive Childcare Universal Design for Learning [Video]
http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm
  • National Center to Improve Practice (NCIP): Early Childhood Guided Tour
  • UDL At-a-Glance
  • UDL Guidelines in Practice: Grade 1 Mathematics
  • UDL Principles and Practice
  • Videos from the National Center on Universal Design for Learning

Find it
Online
Websites with additional resources /
  • Association on Higher Education and Disability: Universal Design Resources

  • Center for Applied Special Technology (CAST): Transforming education through universal design for learning
  • IRIS Center. (n.d.). Universal Design for Learning: Creating a Learning Environment That Challenges and Engages all Students. http://iris.peabody.vanderbilt.edu/udl/cresource.htm
  • National Center on Universal Design for Learning
  • Supporting Early Literacy Through Universal Design & Assistive Technologyhttp://depts.washington.edu/hscenter/family-literacy-2
  • Tool Kit on Universal Design for Learning
  • Universal Design Education Online

Assistive Technology (AT)
AT interventions involve a range of strategies to promote a child’s access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Combining AT with effective teaching promotes the child’s participation in learning and relating to others.
Why Do It?
The evidence base /
  • Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3-13.
  • Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2010). Effects of different types of adaptations on the behavior of young children with disabilities. Tots n Tech Institute Research Brief, 4(1). http://tnt.asu.edu/files/Adaptaqtions_Brief_final.pdf
  • Tots-n-Tech Research Institute http://tnt.asu.edu/

Read
About It
Books, chapters, and articles /
  • Campbell, P. H., Milbourne, S., & Wilcox, M. J. (2008). Adaptation interventions to promote participation in natural settings. Infants & Young Children, 21(2), 94-106. http://depts.washington.edu/isei/iyc/21.2_Campbell.pdf
  • Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond the Journal: Young Children on the Web.
  • Sadao, K. C., & Robinson, N. B. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore, MD: Brookes.

See For
Yourself
Videos and demonstrations /
  • CONNECT Module 5: Assistive Technology http://community.fpg.unc.edu/connect-modules/learners/module-5
  • Family Center on Technology and Disability. Presentations on Assistive Technology.
  • Tots-n-Tech Research Institute http://tnt.asu.edu/
  • Use of Assistive Technology in Early Intervention (webinar)

Find It
Online
Websites with additional resources /
  • AT for infants/toddlers
  • AT for preschool
  • AT training programs for early intervention providers http://tnt.asu.edu/files/May2012.pdf
  • Assistive technology for infants, toddlers, and young children
  • CONNECT Module 5: Assistive Technology
http://community.fpg.unc.edu/connect-modules/learners/module-5
  • Early Childhood and Assistive Technology (PowerPoint presentation)
  • Supporting Early Education Delivery Systems (AT for Infants/Toddlers, AT for Preschool, Training Modules, AT Toolkit)
  • Tots-n-Tech http://tnt.asu.edu/

Handout developed by Camille (919) 966-6635Page 1

Embedded Instruction and Other Naturalistic Interventions
Embedded instruction and naturalistic intervention strategies address specific developmental or learning goals within the context of everyday activities, routines, and transitions at home, at school, or in the community.
Why Do It?
The evidence base /
  • Frontczak, K. L., Barr, D. M., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education, 23, 29-40.
  • Research evidence on embedded instruction for early learning
  • Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2010). Effects of different types of adaptations on the behavior of young children with disabilities. Tots n Tech Institute Research Brief 4(1). http://tnt.asu.edu/files/Adaptaqtions_Brief_final.pdf

Read
About It
Books, chapters and articles /
  • Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Brookes.
  • Grisham-Brown, J., & Pretti-Frontczak, K. (2011). Assessing young children in inclusive settings: The blended practices approach. Baltimore, MD: Brookes.
  • Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Brookes.

See For
Yourself
Videos and demonstrations /
  • Center on the Social and Emotional Foundations for Early Learning (videos) http://csefel.vanderbilt.edu/
  • CONNECT Module 1 http://community.fpg.unc.edu/connect-modules/learners/module-1/
  • CONNECT Module 5 http://community.fpg.unc.edu/connect-modules/learners/module-5
  • Division for Early Childhood (DEC). (2006). DEC recommended practices toolkits. Missoula, MT: Author.
  • Edelman, L. (2001). Just being kids: Supports & services for infants and toddlers and their families in everyday routines, activities & places. Denver, CO: Western Media Products.
  • Embedded Learning Opportunities (videos, PowerPoints) http://depts.washington.edu/hscenter/elo
  • Project INTEGRATE. (n.d.). Integrating therapies into classroom routine.Order from

Find it
Online
Websites with additional resources /
  • Center on the Social and Emotional Foundations for Early Learning (modules) http://csefel.vanderbilt.edu/
  • Embedded Instruction for Early Learning
  • CONNECT Module 1 http://community.fpg.unc.edu/connect-modules/learners/module-1/
  • CONNECT Module 5 http://community.fpg.unc.edu/connect-modules/learners/module-5

Handout developed by Camille (919) 966-6635Page 1

Scaffolding Strategies
Scaffolding strategies are structured, targeted approaches that can be used with children who require more intensive supports across a wide variety of teaching and learning contexts, and in combination with other approaches. Scaffolding strategies include modeling, response prompting, variations of prompting and modeling, peer supports, and corrective feedback.
Why Do It?
The evidence base /
  • Division for Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation.
  • Overton, S. (2011). Peer relationships as support for children with disabilities: An analysis of mothers' goals and indicators for friendship. Focus on Autism and Other Developmental Disabilities, 17(1), 11-29.
  • Dunlap, G., & Powell, D. (2009). Promoting social behavior of young children in group settings: A summary of research.

Read
About It
Books, chapters, and articles /
  • Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore, MD: Brookes.
  • CONNECT Module 1 http://community.fpg.unc.edu/connect-modules/learners/module-1/introduction
  • Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC.
  • Tools of the Mind http://www.mscd.edu/extendedcampus/toolsofthemind/about/booksandarticles.shtml

See for
Yourself
Videos and demonstrations /
  • CONNECT Module 1 http://community.fpg.unc.edu/connect-modules/learners/module-1/
  • Greenberg, J. (2002). Learning language and loving it: The teaching tape and user’s guide. Toronto, Canada: The Hanen Centre.
  • Reading Rockets’ Toddling Toward Reading – Program 10.
  • Strong, B.E., & Tweedy, J. (2005). Song of our children. Boulder, CO: Landlocked Films.

Find it
Online
Websites with Additional Resources /
  • Center for Early Literacy Learning Practice Guides with Adaptations
  • CONNECT Module 1 http://community.fpg.unc.edu/connect-modules/learners/module-1/
  • Carter, E. W., Cushing, L. S., & Kennedy, C. H. (n.d.). What are peer support arrangements?

Handout developed by Camille (919) 966-6635Page 1

Family-Professional Collaboration
Family-professional collaboration supports opportunities for both relationship building and the active participation of parents and practitioners in achieving mutually agreed upon goals. The collaborative efforts build and strengthen family and professional capacity to provide or mediate the provision of resources, supports, and services that ensure inclusion of children with disabilities in typical school and community activities.
Why Do It?
The evidence base /
  • Dunst, C. J., & Trivette, C. M. (2009). Meta-analytic structural equation modeling of the influences of family-centered care on parent and child psychological health. International Journal of Pediatrics, 2009, 1-9.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370-378.
  • Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of family-systems intervention practices on parent-child interactions and child development. Topics in Early Childhood Special Education, 30(1), 3–19.

Read
About It
Books, chapters, and articles /
  • Blue-Banning, M., Summers, J. A., Frankland, H. C., & Nelson, L. L. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.

  • Dunst, C. J., Trivette, C. M., & Snyder, D. M. (2000). Family-professional partnerships: A behavioral science perspective. In M.J. Fine & R.L. Simpson (Eds.), Collaboration with parents and families of children and youth with exceptionalities (2nd ed., pp. 27-48). Austin, TX: Pro-Ed.
  • Fialka, J. M., Feldman, A. K., & Mikus, K. C. (2012). Parents and professionals: Partnering for children with disabilities. Thousand Oaks, CA: Corwin.
  • Rouse, L. (2012). Family-centered practice: Empowerment, self-efficacy, and challenges for practitioners in early childhood education and care. Contemporary Issues in Early Childhood, 13(1).
  • Turnbull, A., & Turnbull, R. (2010). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

See for
Yourself
Videos and demonstrations /
  • Chen, D., & Cox, A. R. (2005). The first IEP: Parent perspectives. Baltimore, MD: Brookes. Cost: $49.95.
  • CONNECT Module 4: Family-Professional Partnerships http://community.fpg.unc.edu/connect-modules/learners/module-4
  • Edelman, L., DeVarona, C., & Mogen, S. (Producers). (2009). Finley’s parent-teacher conference [Video]. Denver: Results Matter Video Library, Colorado Department of Education.

Handout developed by Camille (919) 966-6635Page 1

Family-Professional Collaboration
Family-professional collaboration supports opportunities for both relationship building and the active participation of parents and practitioners in achieving mutually agreed upon goals. The collaborative efforts build and strengthen family and professional capacity to provide or mediate the provision of resources, supports, and services that ensure inclusion of children with disabilities in typical school and community activities.
See for
Yourself
Videos and demonstration(continued) /
  • Edelman, L. (Producer). (2009). Reflections during the final home visit [Video]. Denver: Results Matter Video Library, Colorado Department of Education.
  • Edelman, L., DeVarona, C., & Mogen, S. (Producers). (2009). Sharing documentation with families [Video]. Denver: Results Matter Video Library, Colorado Department of Education.
  • Edelman, L., DeVarona, C., & Mogen, S. (Producers). (2009). Sharing video documentation with families [Video]. Denver: Results Matter Video Library, Colorado Department of Education.
  • Edelman, L. (Producer). (2009). Thompson family circles: All about relationships[Video].Denver:Results Matter Video Library, Colorado Department of Education.
  • Edelman, L., DeVarona, C., & Mogen, S. (Producers). (2009). Using video to celebrate progress [Video]. Denver: Results Matter Video Library, Colorado Department of Education.
  • Edelman, L. (Producer). (2010). Using video to support inclusion and collaboration with families [Video]. Rohnert Park, CA: Desired Results access Project, Napa County Office of Education, Research and Professional Development Center.

Find It
Online
Websites with additional resources /
  • CONNECT Module 4 http://community.fpg.unc.edu/connect-modules/learners/module-4
  • Family-Centered Principles and Practices
  • Institute for Patient- and Family-Centered Care
  • National Center on Parent, Family and Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
  • SpecialQuest Module on Building Relationships With Familieshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Staff%20Support%20and%20Supervision/Orientation/specialquest-training-library/training-library.html

Handout developed by Camille (919) 966-6635Page 1