NICHCY: National Dissemination Center for Children with Disabilitites

"Taking the First Steps: Critical Practices in Early Intervention and Early Childhood Special Education for Infants and Young Children with Deaf-Blindness" was the topical focus of this conference held on April 27 and 28, 2004.

National Consortium on Deaf-Blindness (NCDB)

Dunst, C.J., Trivette, C.M.

CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents. This Cellnotes summarizes findings reported in Trivette, C. M., & Dunst, C. J. ( 2007). Relative effectiveness of dialogic, interactive, and shared reading interventions, Cellreviews 1(2), 1-12.

Center for Early Literacy Learning (CELL)

The Early Childhood Outcomes Center (ECO)

In response to the Notice of Proposed Information Collection Requests published in the March 6, 2005 Federal Register, the ECO Center presents its recommendations for revisions to the indicators to be requested from states by the Office of Special Education Programs (OSEP) as part of their Part C State Performance Plan (SPP) and Annual Performance Report (APR) Part C Indicator Measurement Table and Part B State Performance Plan (SPP) and Annual Performance Report (APR) Part B Indicator Measurement Table. Recommendations are made with regard to four indicator areas: 1) Child Outcomes for Part C; 2) Child Outcomes for Part B Preschool; 3) Family Outcomes for Part C, and 4) Family Outcomes for Part B Preschool. These recommendations are based on what the ECO Center has learned in its work on outcomes and indicators, and on input received on a previous draft of this document from its stakeholder groups (the Part C Coordinators Work Group, the 619 Coordinators Work Group, the Family Work Group, the Child Technical Work Group, and the Family Technical Work Group).

Early Childhood Outcomes Center (ECO)

This document was created by the NPDCI staff upon the suggestion of participants at the NPDCI National Planning Meeting; Washington, DC; February 26, 2007. It provides specific suggestions on what can be done before, during, and after a meeting to create a participatory gathering.

 

 

National Professional Development Center on Inclusion (NPDCI)

Ringwalt, Sharon

In recent years, there has been a growing emphasis on the mental health and social and behavioral developmental needs of very young children. In response, state administrators and local providers of early intervention and preschool programs have worked to strengthen their screening and assessment of children’s social and emotional development. To meet this need, NECTAC compiled this product. This list of instruments was gathered through a review of: the infant mental health literature, states’ Part C and Part B-Section 619 Web sites, screening and assessment texts, and publishers’ Web sites. The screening instruments include both those that address multiple developmental domains as well as those that focus on the social-emotional developmental domain. The screening instruments are further sub-divided into those which must be administered by professionals and those that may be completed by family members or other caregivers. The information for each instrument includes a description, the age range for which the instrument was validated, the time to administer, the scoring procedure, psychometric properties, and requirements for administrators, and a link to, or address for, the publisher or source of more information.

National Early Childhood Technical Assistance Center (NECTAC)

Shaw, Evelyn; Goode, Susan; Ringwalt, Sharon; Ayankoya, Betsy

This resource was updated in December, 2005. It is an annotated bibliography presenting resources related to the early identification of culturally and linguistically diverse children.

National Early Childhood Technical Assistance Center (NECTAC)

Müller, Eve; Ahearn, Eileen

This document reports on the background, purpose and proceedings of a policy forum entitled, “High Quality Inclusion Opportunities for Preschool-Age Children with Disabilities,” held on December 13-15, 2004. Project Forum at the National Association of State Directors of Special Education (NASDSE) convened this policy forum as part of its cooperative agreement with the U.S. Department of Education’s Office of Special Education Programs (OSEP). Purposes and Objectives of the Policy Forum The purposes of this policy forum were to (1) continue the dialogue among stakeholders about increasing high quality inclusion opportunities for preschool-age children with disabilities and (2) generate options for resources and strategies that will promote high quality inclusion opportunities.

Project Forum

Center for Early Literacy Learning (CELL)
 

CELLpractices include descriptions of methods and procedures for implementing evidence-based preliteracy, emergent literacy, and early literacy learning practices. CELL practice guides are grouped into two categories: practice guides especially for parents and for practitioners working with parents, and practice guides for early childhood practitioners working with young children.

Center for Early Literacy Learning (CELL)
 

Center for Early Literacy Learning (CELL)

CELLpractices include descriptions of methods and procedures for implementing evidence-based preliteracy, emergent literacy, and early literacy learning practices. CELL practice guides are grouped into two categories: practice guides especially for parents and for practitioners working with parents, and practice guides for early childhood practitioners working with young children..

Center for Early Literacy Learning (CELL)

Dunst, Carl; Bruder, Mary Beth

CELLpapers are articles that provide background information about the conceptual frameworks used to guide Center for Early Literacy Learning activities and the results of evaluation and research studies conducted by CELL staff. In this article, findings from a national survey of practitioners’ confidence and competence planning and implementing early literacy learning practices with infants, toddlers, and preschoolers with disabilities or delays are presented. Participants were 2,300 Part C early intervention and Part  (619) preschool special education practitioners in 45 States and the U.S. Virgin Islands. Results showed that the largest number of practitioners judged themselves as less confident and capable than was expected. Practitioners’ judgments varied considerably as a function of their professional disciplines and somewhat by program type (Part C vs. Part B). Implications for provision of training opportunities in early literacy learning are described.

Center for Early Literacy Learning (CELL)