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1. Analysis of the Developmental Functioning of Early Intervention and Early Childhood Special Education Populations in Oregon. Issues & Answers. REL 2009-078 (ED506260)
Author(s):
Nave, Gary; Nishioka, Vicki; Burke, Arthur
Source:
Regional Educational Laboratory Northwest
Pub Date:
2009-08-00
Pub Type(s):
Numerical/Quantitative Data; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: School Readiness; Early Intervention; Disabilities; Young Children; Program Effectiveness; Special Education; Outcomes of Education; Mathematics Achievement; Reading Achievement; Evaluation; Preschool Children; Accountability; Federal Legislation; At Risk Students; Low Income Groups; Developmental Delays; Communication Disorders
Abstract: This study reports on the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three U.S. Office of Special Education Programs federal reporting child outcome areas. The study analyzes developmental functioning data and key demographic variables (primary disability, gender, race/ethnicity, and primary home language) for the entire population of children in early intervention and early childhood special education services who received services over a 13-month period during 2006/07. The study results show the percentage of children in early intervention and early childhood special education services assessed as functioning below age-expected skill levels on skills assessments using age-related criteria embedded in the Oregon Early Childhood Assessment System database. With few exceptions, the developmental skills that were most often assessed as functioning below age-expected skill levels among children across all demographic subgroups were those important to school readiness in literacy and mathematics. Appended are: (1) The Oregon Early Childhood Assessment System; (2) Research on early intervention and early childhood special education services; and (3) Study methods and limitations. (Contains 16 tables and 1 box.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Response to Intervention: Implications for Early Childhood Professionals (EJ859080)
Jackson, Sarah; Pretti-Frontczak, Kristie; Harjusola-Webb, Sanna; Grisham-Brown, Jennifer; Romani, Jeanne M.
Language, Speech, and Hearing Services in Schools, v40 n4 p424-434 Oct 2009
2009-10-00
Information Analyses; Journal Articles; Reports - Evaluative
Descriptors: Intervention; Early Childhood Education; Speech Language Pathology; Young Children; Curriculum; Educational Practices; Models; Partnerships in Education
Abstract: Purpose: The purpose of this article is to discuss the importance of building strong early childhood communities of interdisciplinary practice in the application of a comprehensive curriculum framework. A curriculum framework is proposed as a means of applying and extending the principles of response to intervention (RtI) to early childhood education providers working with young children, including speech-language pathologists (SLPs). The article presents information regarding the elements of a curriculum framework and suggestions for practice. Method: Literature related to RtI was reviewed to identify common principles of practice. The resulting principles were then aligned to early childhood education recommended practices in order to illustrate the overlapping beliefs. Rationale and support for a curriculum framework as an early childhood education RtI model was then gathered to identify appropriate practices for working with young children who are served in a variety of early childhood settings. Conclusion: SLPs are important members of early educational teams, particularly when applying the principles of RtI using a curriculum framework. SLPs bring the expertise needed to ensure that children achieve critical outcomes. Implementation of the curriculum framework is made possible when everyone involved in supporting young children understands how to apply the elements of a curriculum framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community (EJ859081)
Dinnebeil, Laurie; Pretti-Frontczak, Kristie; McInerney, William
Language, Speech, and Hearing Services in Schools, v40 n4 p435-445 Oct 2009
Journal Articles; Reports - Research
Descriptors: Disabilities; Speech Language Pathology; Young Children; Special Education Teachers; Special Education; Early Childhood Education; Inclusive Schools
Abstract: Purpose: This article, written by experts in itinerant early childhood special education, describes and differentiates approaches to itinerant early childhood special education as a primary service delivery option. Consultative itinerant early childhood special education services, in particular, are a means of ensuring that young children with disabilities have access to the general early childhood curriculum as offered in community-based programs. Method: A discussion of the empirical literature that supports a consultative approach, literature that focuses on behavioral consultation and principles of distributed practice and embedded learning opportunities, is included. In addition, this article outlines a set of assumptions that program personnel make when implementing a consultative itinerant approach to service delivery. The need for and challenges associated with a consultative itinerant approach are discussed. Conclusion: Itinerant early childhood special educators face similar challenges as speech-language pathologists with regard to providing high-quality interventions to children in inclusive settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Constructs of Childhood: Enduring or Open to Change? Early Years Students' Reflections on First Hand Experiences of Childhood and Early Years Education in a Different Country and Culture (EJ856473)
McGillivray, Gill
European Early Childhood Education Research Journal, v17 n3 p271-282 Sep 2009
2009-09-00
Journal Articles; Reports - Descriptive
Descriptors: Intervention; Poverty; Foreign Countries; Student Experience; Reflection; Student Exchange Programs; International Educational Exchange; Questionnaires; Social Development; Social Psychology; Tourism; Childhood Attitudes
Abstract: It can be argued that globalisation brings change for children and their families in the guise of increased poverty and inequality; for example, for the world's poorest populations and communities. Students undertaking Early Childhood Studies degrees in the United Kingdom are likely to encounter modules with a focus on childhood in a variety of contexts (for example, historically, sociologically, psychologically, educationally) and thus grapple with key issues such as poverty and inequality. This research aimed to explore early years students constructs of childhood, with a specific focus on their reflections and experiences during a week-long visit to the Gambia, West Africa. The research aimed to examine ways in which students interpreted and reflected upon experiences during the visit, potentially in terms of their constructs of childhood, their views on intervention and reflections on a culture and country different from their own. The work of Bronfenbrenner, Bourdieu and post-structural approaches stimulated by MacNaughton were useful in providing a theoretical basis for discussion and analysis. Findings suggest that interpretations of aspects of childhood, community, education, poverty and intervention were unsettled by first-hand experiences. There is scope for debate in terms of how enduring or embedded the apparent unsettling is, but student responses indicated a heightened awareness of sociological issues as a result of the experiences afforded by the visit. Findings will also contribute to the planning of future visits and international collaborations. In conclusion, opportunities for shared discourse are needed for more critical debate and deconstruction of perceptions and interpretations and to promote a deeper awareness of issues of poverty and ethical intervention for all participants. The variation in students' own positions and habitus influences reflections. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care (EJ855405)
Fenech, Marianne; Waniganayake, Manjula; Fleet, Alma
Asia-Pacific Journal of Teacher Education, v37 n2 p199-213 May 2009
2009-05-00
Journal Articles; Reports - Evaluative
Descriptors: Teacher Education Programs; Early Childhood Education; Foreign Countries; Teacher Shortage; Teacher Recruitment; Educational Quality; Educational Improvement; Educational Policy; Policy Analysis; Performance Factors; Teacher Motivation; Occupational Aspiration; Student Educational Objectives
Abstract: In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and broader policy contexts, we argue that the early childhood profession is a profession on the margins and that this marginalisation complicates efforts to enhance numbers of early childhood teachers. Mindful of this marginalisation, we draw upon preliminary findings from a study exploring the motivations, beliefs and expectations of mature age postgraduate students to highlight practical issues pertaining to students and early childhood teacher education programs that further complicate policy drives to increase the supply of early childhood teachers. We propose that the success of such policy drives is dependent on a comprehensive addressing of the complexities raised in this paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Retention of Staff in the Early Childhood Education Workforce (EJ858851)
Holochwost, Steven J.; DeMott, Kerri; Buell, Martha; Yannetta, Kelly; Amsden, Deborah
Child & Youth Care Forum, v38 n5 p227-237 Oct 2009
Descriptors: Early Childhood Education; Teacher Persistence; Preschool Teachers; Labor Turnover; Educational Quality; Surveys; Teacher Attitudes; Age Differences; Teaching Experience; Teaching Conditions; Teacher Employment Benefits
Abstract: What incentives can the administrators of early childhood education facilities offer their staff in order to retain them? In light of research identifying low staff turnover as a key component of high quality early childhood education, the answer to this question has ramifications beyond human-resources management. This paper presents the results of a statewide survey of early childhood educators, which indicate that both personal factors (age and experience) and the availability of benefits are associated with intent to remain in the field. The applicability of these findings to employment policies in the field of early childhood education are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. 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) (EJ853318)
N/A
Young Exceptional Children, v12 n4 p42-47 2009
2009-00-00
Journal Articles; Opinion Papers
Descriptors: Early Childhood Education; Disabilities; Young Children; Educational Practices; Inclusive Schools; Mainstreaming; Special Needs Students; Social Values; Federal Legislation; Access to Education; Student Needs; Educational Philosophy; Teacher Expectations of Students; Standards; Professional Development; Accountability
Abstract: Today an ever-increasing number of infants and young children with and without disabilities play, develop, and learn together in a variety of places--homes, early childhood programs, neighborhoods, and other community-based settings. The notion that young children with disabilities and their families are full members of the community reflects societal values about promoting opportunities for development and learning, and a sense of belonging for every child. It also reflects a reaction against previous educational practices of separating and isolating children with disabilities. Over time, in combination with certain regulations and protections under the law, these values and societal views regarding children birth to 8 with disabilities and their families have come to be known as early childhood inclusion. The most far-reaching effect of federal legislation on inclusion enacted over the past three decades has been to fundamentally change the way in which early childhood services ideally can be organized and delivered. However, because inclusion takes many different forms and implementation is influenced by a wide variety of factors, questions persist about the precise meaning of inclusion and its implications for policy, practice, and potential outcomes for children and families. The lack of a shared national definition has contributed to misunderstandings about inclusion. Division for Early Childhood (DEC) and National Association for the Education of Young Children (NAEYC) recognize that having a common understanding of what inclusion means is fundamentally important for determining what types of practices and supports are necessary to achieve high quality inclusion. This DEC/NAEYC joint position statement offers a definition of early childhood inclusion. The definition was designed not as a litmus test for determining whether a program can be considered inclusive, but rather, as a blueprint for identifying the key components of high quality inclusive programs. In addition, this document offers recommendations for how the position statement should be used by families, practitioners, administrators, policy makers, and others to improve early childhood services. (Contains 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Designing a Curriculum for EC Teachers and Caregivers (EJ839472)
Schweinhart, Lawrence J.
Exchange: The Early Childhood Leaders' Magazine Since 1978, n186 p34-37 Mar-Apr 2009
No
Descriptors: Early Childhood Education; Outcomes of Education; Caregivers; Young Children; Teacher Educators; Preschool Teachers; Teacher Qualifications; Preschool Curriculum; Curriculum Design
Abstract: Early childhood programs are not institutionalized like educational programs for children and youth. Instead, they operate in schools, several types of community agencies, other people's homes, and parents' own homes. Several long-term studies show that high-quality preschool programs can have long-term effects and strong return on investment. However, several other, short-term studies show that most existing preschool programs have at best modest effects on children's development. A central task of university-based early childhood teacher educators is to provide prospective early childhood teachers with coursework towards bachelors' degrees and certification. These apply mainly to schoolteachers and are not required of most teachers and caregivers in community agencies or private homes or parents in their own homes. Early childhood teacher educators in community colleges and pre- and in-service training programs of all sorts must train adults for these roles as well, beginning in high school. Thus, an early childhood curriculum must not only provide basic principles and practices of teaching and learning that are accessible to caregivers and parents as well as teachers; it must also provide teachers with a fully articulated structure that specifies content objectives consistently with a lifelong curriculum supported by an assessment system. In this article, the author discusses how to design a curriculum for early childhood teachers and caregivers. Implications for early childhood curriculum are presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Early Childhood Technology Integrated Instructional System (EC-TIIS): Phase 3. Final Report (ED504740)
Robinson, Linda; Schneider, Carol; Daytner, Gary; Johanson, Joyce; Hutinger, Patricia
Center for Best Practices in Early Childhood Education
2009-03-00
Information Analyses; Reports - Evaluative
Descriptors: Disabilities; Young Children; Workshops; Educational Technology; College Faculty; Community Colleges; Higher Education; Special Education; Federal Programs; Program Effectiveness; Educational Strategies; Program Evaluation; Surveys; Pretests Posttests; Professional Development; Distance Education; Electronic Learning; Web Based Instruction; Internet; Online Courses; Web Sites; Parent Education; Parent Materials; Best Practices; Parent Participation
Abstract: The Early Childhood Technology Integrated Instructional System 3 (EC-TIIS 3), housed in the Center for Best Practices in Early Childhood (the Center) within the College of Education and Human Services at Western Illinois University (WIU), was funded in 2004 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a three-year Steppingstones of Technology Innovation Phase 3 Project. EC-TIIS 3 was designed to confirm the positive results of EC-TIIS 2 (Hutinger, Robinson, Schneider, & Daytner, 2006) and to test the effects of web-based training on a diverse audience in large, complex settings, ultimately providing a website that is easy for educators and families to use and that contains information leading to improved technology services for young children. The EC-TIIS site is a unique teaching/learning website that combines training content from the Center's tested and effective early childhood technology-related projects, into a series of nine workshops designed to provide technology knowledge and skills. The major goals of EC-TIIS 3 were four-fold: (1) to test the effects of EC-TIIS' online training on a diverse audience in large, complex settings, ultimately providing a teaching/learning community web site easy for families and educators to access and use; (2) to improve access to functional use of technologies in developmentally appropriate curriculum targeting young children with disabilities and their families; (3) to determine the effects of strategies to increase the quantity and quality of web-based training and data collection; and (4) to further refine EC-TIIS usability, to advance the availability, quality, and use of technology in addressing the practical problem of improving online education. Study 3, which included university and community college faculty and students, was designed to explore, confirm, extend, and compare findings related to use of the workshops as a supplement to university and community college courses and as a stand-alone graduate course. Results of EC-TIIS 3 demonstrate attainment of the study's research goals and the effectiveness of the workshops on the use of technology with young children with disabilities. Research results confirm Phase 2 findings. Data results from the surveys and workshop pre and post assessments indicate that EC-TIIS online workshops were effective in increasing knowledge, attitude, and skill in using technologies in the early childhood environment. (Contains 23 tables.) [For the Phase 2 report, see ED491294. For the Phase 1 report, see ED489166.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. Perspectives of Early Childhood Teachers on Parent-Teacher Partnerships in Five European Countries (EJ834198)
Hujala, Eeva; Turja, Leena; Gaspar, Maria Filomena; Veisson, Marika; Waniganayake, Manjula
European Early Childhood Education Research Journal, v17 n1 p57-76 Mar 2009
Descriptors: Educational Research; Cross Cultural Studies; Early Childhood Education; Young Children; Parent Teacher Cooperation; Foreign Countries; Professional Development; Teacher Attitudes; Parent Participation; Questionnaires; Parent Role
Abstract: Societal conditions impacting on parenting have radically changed during the past two decades. There is variation between and within societies depending on social, cultural, political and economic factors. Today, Early Childhood and Care (ECEC) services play an increasingly important role in supporting families with young children during birth to the age of compulsory education. Accordingly, the collaboration between families and early childhood professionals has emerged as an essential topic of educational research and professional development. The International Parent-Professional Partnerships (IPP) research study focuses on the contemporary challenges of the parent-teacher partnerships in early childhood education from a cross-cultural perspective. The purpose of the research is to examine parent-teacher partnerships in ECEC services in Estonia, Finland, Lithuania, Norway and Portugal by looking into the national contexts and comparing these findings with each other. The research utilises both quantitative and qualitative analysis of survey data collected in the participating countries. The survey questionnaire focuses on teachers' views of parents' involvement in ECEC centres. The results show that there are differences in teachers' approaches to parent-teacher partnerships between societies as well as within each country. Parents also differ in their capacity to develop and maintain partnerships with teachers. It seems that there are differences in the professional status of the teachers in each country, which are, in turn, connected to the parents' role in the parent-teacher partnerships in ECEC services. This study aims to deepen the understanding of the nature of parent-teacher partnerships in contemporary contexts of early childhood education through cross-cultural research, and to enhance the training and professional development of early childhood professionals. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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