CLAD
RESOURCES
Cultural, Linguistic, & Ability Diversity
Supplemental Resources for
Early Childhood Education Curriculum
January, 2014
Developed through the Supporting Change & Reform in Inclusive
Personnel Preparation (SCRIPP) grant - U.S. Department of Education,
Office of Special Education Programs (OSEP)
1
Table of Contents
Introduction
Assistive Technology
Cultural and Linguistic Resources
Early Intervention (EI)
Ethics
Evidence-Based Practice
Family
Giftedness
Inclusion
People First Language
Positive Behavior Support
Response to Intervention (RTI)
Social-Emotional Development
Transitions (EI to Preschool; Preschool to School Age)
Universal Design for Learning (UDL)
2
INTRODUCTION
The following resources have been intentionally identified to help support the
understanding and application of cultural, linguistic, and ability diversity (CLAD)
practices within early childhood education. CLAD practices affirm and value the
uniqueness of children and families and they create opportunities for meaningful
educational access and participation so that all are included.
These resources supplement the Early Childhood curriculum for the purpose of
embedding CLAD philosophy and practices. Each of the 14 topics relates to a specific
area of cultural, linguistic and ability diversity. The resources within each topic include
relevant articles, forms, websites, and videos. Resources specific to Pennsylvania are
also included.
Students will access and use these resources in each course to build knowledge
and skills. Faculty will guide students in the use and application of these resources.
3
Assistive Technology
•
Assistive Technology (AT) is a range of strategies used to promote children’s
access to learning opportunities. Assistive technology ranges from making simple
changes to the environment and materials to helping a child use special
equipment. (NPDCI, 2011) AT includes Low technology or High technology used
by individuals in order to perform functions that might otherwise make it difficult
or impossible for them to participate equally.
• Assistive Technology 101
http://www.fctd.info/
• Assistive Technology for Infants, Toddlers, and Young Children with Disabilities
www.pacer.org/publications/pdfs/ALL7.pdf
• Assistive Technology for Infants, Toddlers and Young Children
http://www.nectac.org/topics/atech/atech.asp
• EZ AT 2: Simple Assistive Technology Ideas for Children Ages Birth to Three
http://www.pacer.org/stc/pubs/EZ-AT-book-2011-final.pdf
• The Family Center on Technology and Disability.
http://www.fctd.info/
• Tots N Tech
http://tnt.asu.edu
VIDEOS
• CONNECT – The Center to Mobilize Early Childhood Assistive Technology
Connect Module 5 Assistive Technology
http://community.fpg.unc.edu/connect-modules/learners/module-5
• Meet Mason
https://www.youtube.com/watch?v=IcUNnnwFm4g
PENNSYLVANIA
• Assistive Technology Resource Pack for Early Intervention Families and
Professionals: Frequently Asked Questions
http://www.pattan.net/category/Resources/Instructional%20Materials/Brows
e/Single/?id=4de79eb6cd69f98019550000
• Assistive Technology in Early Intervention
http://www.eita-pa.org/assistive-technology/
4
Cultural and Linguistic
The following selections include philosophical and foundational perspectives as
well as practical strategies for supporting children who are culturally and
linguistically diverse.
• Division for Early Childhood Position Statement
http://www.dec-sped.org/papers
• “On Assessing Young English Language Learners” – NAEYC Position
Statement Summary
http://www.naeyc.org/positionstatements/cape
• Responding to Linguistic and Cultural Diversity – Summary
http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• Strategies for Supporting All Dual Language Learners
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs
• The Changing Face of the United States: The Influence of Culture on Early
Child Development:
http://www.zerotothree.org/site/DocServer/Culture_book.pdf?docID=6921
• The Iceberg Concept of Culture
http://www.homeofbob.com/literature/esl/icebergModelCulture.html
• Who Are English Language Learners with Disabilities?
http://ici.umn.edu/products/impact/261/2.html
5
Early Intervention
Early Intervention (EI) is the process of providing education and services to
support infants and toddlers who have, or are at risk for, developmental delays.
EI builds upon the natural learning that occurs in early childhood.
• OSEP Ideas That Work – U.S. Office of Special Education Programs
www.osepideasthatwork.org
• Birth through 5 – Natural Environment and Least Restrictive Environment
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/preschoolSE/B5_Summer0
4.pdf
• Guidelines for the Individualized Family Service Plan (IFSP) Under Part C of
IDEA
http://www.ldaamerica.org/aboutld/professionals/guidelines.asp
• The Individualized Education Program (IEP)
http://www.ldaamerica.org/aboutld/parents/special_ed/print_iep.asp
Developmental Delays
• Developmental Delay as an eligibility category
http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/Position
Statement_DevDelay.pdf
Forms
• IFSP Individual Family Service Plan
http://www.pattan.net/category/Legal/Forms/Browse/Single/?id=4db2885acd69f
9c443550000&bor=ag=Infant/Toddler**l=English
• IEP Individual Education Plan
http://www.pattan.net/category/Legal/Forms/Browse/Single/?id=52b1bbd10c1c
44d3288b456a&bor=ag=School%20Age**l=English
Transition
• Resources on page 12
VIDEO
• CONNECT – Module 3- Communication for Collaboration Technology
http://community.fpg.unc.edu/connect-modules/learners/module-3
• Early Assessment
http://www.youtube.com/watch?v=KrUNBfyjlBk
• Early Intervention
6
http://www.youtube.com/watch?v=UyUqZo3OxoA&feature=related
PENNSYLVANIA
• A Family Guide to Inclusive Early Learning in Pennsylvania
http://www.elc-pa.org/FamilyGuidetoEarlyLearningFinal.Nov.2012.pdf
• An Early Education Provider’s Guide to Early Intervention in Pennsylvania
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse
/Single/?id=4dc09560cd69f9ac7f4b0000
• Pennsylvania Early Intervention Resources
http://www.education.state.pa.us/portal/server.pt/community/early_interventi
on/8710
•
Screening in Early Intervention: Facts for Families
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Bro
wse/Single/?id=50bcd50c0c1c442b32000002
•
PA Early Intervention web site
http://www.portal.state.pa.us/portal/server.pt/community/early_interventio
n/8710
7
Ethics
Ethics refers to standards of behavior, principles, and codes of conduct of a
profession. The field of early childhood education adheres to the professional
ethics of several organizations dedicated to young children.
• National Association for the Education of Young Children (NAEYC): Code of
Ethical Conduct and Statement of Commitment
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
• Division for Early Childhood (DEC) Code of Ethics. DEC is a division of Council
for Exceptional Children (CEC)
http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/Code%20of%20Et
hics_updated_Aug2009.pdf
• Council for Exceptional Children (CEC): Special Education Professional Ethical
Principles and Practice Standards for Special Education Professionals
http://www.cec.sped.org/Standards/Ethical-Principles-and-PracticeStandards?sc_lang=en
8
Evidence-Based Practice
Evidence-based practice is a decision-making process that integrates the best
available scientific research with family and professional wisdom and values
• Evidence-Based Practice Empowers Early Childhood Professionals and
Families
http://projects.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
9
Family Collaborations
Family involvement contributes to young children's learning and development. In
addition, federal law requires collaboration between schools and families of
children with disabilities.
• On Our Minds. Talking to families of infants and toddlers about developmental
delays. Young Children 65 (1): 44-46.
http://www.naeyc.org/files/yc/file/201001/OnOurMindsWeb0110.pdf
• What do I Say to Parents When I am Worried About Their Child?
http://www.earlychildhoodnews.com/earlychildhood/article_print.aspx?ArticleId=208
• “Partnering with Families of Children with Special Needs” (PDF)/ Julie A. Ray,
Julia Pewitt-Kinder, and Suzanne George
“http://www.naeyc.org/files/yc/file/200909/FamiliesOfChildrenWithSpecialNeeds
0909.pdf
•
“Do No Harm: Creating Welcoming and Inclusive Environments for Lesbian,
Gay, Bisexual, and Transgender (LGBT) Families in Early Childhood Settings”
(with an online handout) (PDF)/ Tracy Burt, Aimee Gelnaw, and Lee Klinger
Lesser
http://www.naeyc.org/files/yc/file/201001/LesserOnlineExtra2.pdf
•
“Empathy and Cultural Competence: Reflections from Teachers of Culturally
Diverse Children” (PDF)/ Michaela W. Colombo
http://www.naeyc.org/files/yc/file/200511/ColomboBTJ1105.pdf
• Partnering with Families of Children/Julie A. Rey, Julia Pewitt-Kinder, and
Suzanne George
http://www.naeyc.org/files/yc/file/200909/FamiliesOfChildrenWithSpecialNeeds
0909.pdf
PENNSYLVANIA
• A Family Guide to Inclusive Learning in Pennsylvania (pages 63-64).
www.elc-pa.org
10
Giftedness
Children who are gifted demonstrate exceptional aptitude in intellectual,
academic, creative, artistic and/or leadership domains. The education of young
children who are gifted should address and nurture their individualized abilities.
•
National Association for Gifted Children (NAGC) Early Childhood Position
Statement
http://www.nagc.org/uploadedFiles/PDF/Position_Statement_PDFs/Early%20Child
hood%20PositionFinal.pdf
•
Gifted Individualized Education Plan (GIEP)
http://www.portal.state.pa.us/portal/portal/server.pt/community/gifted_education
/7393
11
Inclusion
Inclusion embodies the values, policies, and practices that support the right of
every infant and young child, regardless of ability, to participate in a broad range
of activities and contexts as full members of families, communities, and society.
The defining features of inclusion that can be used to identify high quality early
childhood programs and services are access, participation, and supports
(DEC/NAEYC 2009). Federal law supports inclusion in educational settings.
• Early Childhood Inclusion. Joint Position Statement of the Division for Early
Childhood , a division of the Council for Exceptional Children (DEC) and the
National Association for the Education of Young Children (NAEYC)
http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion/
• Cara’s Kit provides guidance on make adaptations in daily activities and
routines to promote the participation of all children (toddlers and preschoolers)
in early childhood classrooms: Toddler assessment, Preschool assessment,
Learning areas adaptations, and Adaptation chart provided.
HHHHHH
• Inclusive Planning Checklist: Center-Based Early Care and Education
Programs
http://www.specialquest.org/sqtm/inc_plan_chklist_center.pdf
Legal
ADA (Americans with Disabilities Act)
• Q & A About the ADA
http://www.childcarelaw.org/documents/ADAQ_A-October2012.pdf
• Commonly Asked Questions About Child Care & the ADA
www.ada.gov/childq%26a.htm
• Child Care & the ADA
www.wrightslaw.com/advoc/articles/child.care.pdf
IDEA (Individual with Disabilities Education Act)
• Building the Legacy: IDEA 2004
http://idea.ed.gov/
• OSEP Ideas That Work – U.S. Office of Special Education Programs
www.osepideasthatwork.org
Section 504
• Teachers’ Desk Reference: Chapter 15/Section 504 Services
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse
/Single/?id=522f676d8b03321125000002
12
VIDEO
• CONNECT – The Center to Mobilize Early Childhood Knowledge
Embedded Intervention Module 1 - Foundations of Inclusion Birth to 5
http://community.fpg.unc.edu/connect-modules/learners/module-1
• CONNECT – The Center to Mobilize Early Childhood Knowledge
Embedded Intervention Module 4 – Family and Professional Partnerships
http://community.fpg.unc.edu/connect-modules/learners/module-4
PENNSYLVANIA
• Keys to Successful Early Childhood Inclusion.
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse
/Single/?id=4dc09560cd69f9ac7f520000
• A Family Guide to Inclusive Early Childhood Learning In Pennsylvania (See
section _1.4__ Early Intervention)
http://www.elc-pa.org/resource/a-family-guide-to-inclusive-early-learning-inpennsylvania/
People First Language
13
People first language emphasizes the person, not the disability. Using people
first language shows respect and promotes positive attitudes towards individuals
who have disabilities.
• People First Language by Kathie Snow
http://www.disabilityisnatural.com/images/PDF/pfl09.pdf
• People First Language Pledge
http://signetwork.org/content_page_assets/content_page_207/people%20first%
20pledge.pdf
Positive Behavior Support
14
Positive Behavior Support PBS) is an approach that uses research-based
strategies to teach new skills, make changes to a child’s environment, and
decrease and replace problem behaviors. PBS provides a process for
developing an understanding of why a child has challenging behavior.
• Positive Behavior Support Family Question and Answers
http://csefel.vanderbilt.edu/modules/module3b/handout6.pdf
• Position Statement Behavioral Supports – The Arc
http://www.thearc.org/document.doc?id=3651
• PBIS Frequently Asked Questions
http://www.pbis.org/pbis_faq.aspx
PENNSYLVANIA
• Early Intervention Teacher’s Reference Guide: Positive Behavior Supports
and Interventions
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/
Single/?id=4e0100fb150ba08f7b110000
Response to Intervention (RTI)
15
RTI is a tiered process of instruction designed to maximize children’s
achievement. Through RTI, children at risk for poor learning outcomes are
identified and their progress is monitored while being provided with evidencebased interventions.
• Response to Intervention (RTI) in Early Childhood
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-RTIConcept-Paper-FINAL-2-2012.pdf
• Framework for Response to Intervention in Early Childhood: Description and
Implications
http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/DEC_NAEYC_NH
SA%20Joint%20Paper%20on%20RTI%20in%20Early%20Childhood_final.pdf
• Response to Intervention Special Education Guide
http://www.specialeducationguide.com/pre-k-12/response-to-intervention/
• Considerations for Including English Language Learners in a Response to
Intervention System
http://ici.umn.edu/products/impact/261/9.html
VIDEO
• CONNECT – The Center to Mobilize Early Childhood Knowledge Tiered
instructions Module 7
http://community.fpg.unc.edu/connect-modules/resources/videos/video-7-6
16
Social-Emotional Development
Social-emotional development addresses a child’s self-concept, self-control,
cooperation, needs and social relationships. Social-emotional development is
linked to academic success.
• The Center on the Social and Emotional Foundations for Early Learning
(CSEFEL)
http://csefel.vanderbilt.edu/
• “You Got It!” Teaching Social and Emotional Skills
http://www.naeyc.org/files/yc/file/200611/BTJFoxLentini.pdf
Mental Health
• Center for Early Childhood Mental Health Consultation
http://www.ecmhc.org/index.html
PENNSYLVANIA
• Pennsylvania: Early Childhood Mental Health Consultation Project.
http://www.pakeys.org/pages/get.aspx?page=Programs_ECMH
17
Transitions (EI to Preschool; Preschool to School Age)
Transitions involve an intentional set of activities that promote communication
between sending and receiving practitioners. Effective transitions also engage
families in collaborative planning with the goal of preparing them and their
children for a change in settings or programs.
VIDEO
• Connect The Center to Mobilize Early Childhood Knowledge
Module 2 Transitions
http://community.fpg.unc.edu/connect-modules/resources/videos/ Module 2
• Getting Ready for Kindergarten
http://www.youtube.com/watch?v=lCNsAX1JNQo&feature=related
PENNSYLVANIA
• Guidelines to Support the Early Intervention Process: Transition
http://pattan.netwebsite.s3.amazonaws.com/images/2012/07/24/EI_Trans_Guidelines_7_12.
pdf
Universal Design for Learning (UDL)
UDL is a framework for guiding educational practice that provides flexibility in the
ways information is presented, how students respond and demonstrate
18
knowledge, and in the ways they are engaged. UDL considers the ability,
cultural, and linguistic diversity of children so that instructional barriers are
reduced and curriculum is accessible and engaging for all.
• Q&A for Educators. National Universal Design for Learning Task Force
http://www.udlcenter.org/advocacy/faq_guides/educators.
• The Universal Design of Early Education Moving Forward for All Children
http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
• Universal Design for Learning (UDL) Checklist for Early Childhood
Environments
http://www.northampton.edu/
Documents/Departments/ECE/Checklist%20and%20Questions.pdf
• Universal Design for Learning At Home,
http://www1.pgcps.org/UDL/index.aspx?id=129034
VIDEOS
• Video: The Three Principles of UDL
http://www.udlcenter.org/print/231
• Video: UDL at a Glance
http://www.cast.org/udl/index.html
PENNSYLVANIA
• Teacher’s Desk Reference: Practical Information for Pennsylvania’s
Teachers. Universal Design for Learning
http://pattan.netwebsite.s3.amazonaws.com/images/2012/04/23/TDR_3_3_UDL_3_12.pdf
19