Evidence-based Practices That
Support Each Child’s Access to
Learning
part of
Extending Your Reach
A Master Class for Faculty and Leaders on Resources, Tools, and
Strategies for Supporting Young Children Who Are Culturally,
Linguistically, and Ability Diverse and Their Families
Supported by SCRIPP
(Supporting Change and Reform
in Inclusive Personnel
Preparation) U.S. Department of
Education Grant H325N110013
Designed and delivered by Camille Catlett
(919) 966-6635 catlett@mail.fpg.unc.edu
Hosted by Northampton Community College
Things that we know impact quality
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Evidence-based curriculum
Ratios
Teacher preparation
Wages
Things that may be even more important
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Intentional teachers
Individual attention
Opportunities to speak and be listened to
Time to play
Family engagement
Developmentally, culturally/linguistically, and individually responsive
practices
1
Things That Impact Quality
Family engagement
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Harvard Family Research Project. (2006, Spring). Family involvement makes a difference:
evidence that family involvement promotes school success for every child of every age. Harvard
Family Research Project: Harvard Graduate School of Education.
Izzo. C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment
of teacher perceptions of parent involvement in children’s education and school performance,
American Journal of Community Psychology, 27(6), 817-839.
Mantizicopoulos, P. (2003). Flunking kindergarten after Head Start: An inquiry into the
contribution of contextual and individual variables. Journal of Educational Psychology, 95(2),
268-278.
McWayne, C., Hampton, V., Fantuzzo., J. Cohen, H. L., & Sekino, Y. (2004). A multivariate
examination of parent involvement and the social and academic competencies of urban
kindergarten children. Psychology in the Schools, 41(3), 363-377.
National Center on Outcomes Resources. (2000). Speaking out: Parents speak out about quality
in services. Towson, MD: Author.
http://www.thecouncil.org/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=677
Effective, intentional teachers
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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
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/ACreativeAdv
ent.htm
Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young children’s
learning. Washington, DC: NAEYC
Grisham-Brown, J., Hemmeter, M. L., Pretti-Frontczak, K. (2005). Blended practices for
teaching young children in inclusive settings. Baltimore: Paul Brookes.
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.
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.
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Rothstein, J. (2010, February). Teacher quality in educational production: tracking, decay, and
student achievement. Quarterly Journal of Economics 125(1), 175-214.
Time to play
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The importance of play in promoting health child development and maintaining strong parentchild bonds http://www.aap.org/pressroom/PLAYfinal.pdf
Outdoor play: Combating sedentary lifestyles
outdoorplay_thigpen.pdf (application/pdf Object)
Recess and the importance of play: A position statement
http://www.eric.ed.gov/PDFS/ED463047.pdf
Overview of play: Its uses and importance in early intervention/early childhood special
education
http://journals.lww.com/iycjournal/Fulltext/2011/07000/Overview_of_Play__Its_Uses_and
_Importance_in_Early.2.aspx#
Developmentally, culturally/linguistically, and individually appropriate practices
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Copple, C., & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early
Childhood Programs Serving Children from Birth Through Age 8. 3rd ed. Washington, DC:
NAEYC.
Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and
ourselves. Washington, DC: NAEYC.
Division for Early Childhood (DEC). (2007). Promoting positive outcomes for children with
disabilities: Recommendations for curriculum, assessment, and program evaluation.
http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/
Prmtg_Pos_Outcomes_Companion_Paper.pdf
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten
systems. New Haven, CT: Yale University Child Study Center.
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Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in
early learning and development: Lessons from the Early Childhood Longitudinal Study – Birth
Cohort (ECLS-B). Washington, DC: Child Trends.
http://www.childtrends.org/Files/Child_Trends-2009_07_10_FR_DisparitiesEL.pdf
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Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007. Washington,
DC: U.S. Department of Education, Institute of Education Sciences, National Center for
Education Statistics.
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Lee, V. E. & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences
in achievement as children begin school. Washington, DC: Economic Policy Institute.
Inclusion
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DEC-NAEYC Definition and Position Statement on Early Childhood Inclusion
http://npdci.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion/
National Professional Development Center on Inclusion
http://community.fpg.unc.edu/npdci
3
Evidence-based Practices
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Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence-based practice in the early childhood field.
Washington, DC: Zero to Three.
Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does
it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating
adaptations for routines and activities. Baltimore: Paul Brookes.
Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and
activities. Missoula, MT: DEC.
http://www.dec-sped.org/Store/Additional_Resources
National Professional Development Center on Inclusion. (2011). Research synthesis points on
quality inclusive practices. Chapel Hill: The University of North Carolina, FPG Child
Development Institute, Author. http://npdci.fpg.unc.edu/resources/articles/NPDCIResearchSynthesisPointsInclusivePractices-2011
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005).
Research in special education: Scientific methods and evidence-based practices. Exceptional
Children, 71, 137–148.
4
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.
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Why Do It?
The evidence
base
Read
About It
Books,
chapters, and
articles
See For
Yourself
Videos and
demonstrations
Find It
Online
Websites with
additional
resources
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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/
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. http://journal.naeyc.org/btj/200311/assistivetechnology.pdf
Sadao, K. C., & Robinson, N. B. (2010). Assistive technology for young children: Creating inclusive learning environments.
Baltimore, MD: Brookes.
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. http://www.fctd.info/powerpoints
Tots-n-Tech Research Institute http://tnt.asu.edu/
Use of Assistive Technology in Early Intervention (webinar)
http://www.aucd.org/template/event.cfm?event_id=2825&id=740&parent=740
AT for infants/toddlers http://www.scoe.net/seeds/resources/at/atInfants.html
AT for preschool http://www.scoe.net/seeds/resources/at/atPreschool.html
AT training programs for early intervention providers http://tnt.asu.edu/files/May2012.pdf
Assistive technology for infants, toddlers, and young children http://www.nectac.org/topics/atech/atech.asp
CONNECT Module 5: Assistive Technology
http://community.fpg.unc.edu/connect-modules/learners/module-5
Early Childhood and Assistive Technology (PowerPoint presentation) http://www.fctd.info/powerpoints
Supporting Early Education Delivery Systems (AT for Infants/Toddlers, AT for Preschool, Training Modules, AT Toolkit)
http://www.scoe.net/seeds/resources/at/at.html
Tots-n-Tech http://tnt.asu.edu/
5
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

Read
About It
Books, chapters,
and articles




See for
Yourself
Videos and
demonstrations






Find it
Online

Websites with
additional
resources





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.
http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/
Prmtg_Pos_Outcomes_Companion_Paper.pdf
National Center on Universal Design for Learning. Universal Design for Learning Research Evidence (organized by practice)
http://www.udlcenter.org/research/researchevidence/
UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines
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.
http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
Stockall, N., Dennis, L., & Miller, M. (2012). Right from the start: Universal design for preschool. Teaching Exceptional Children,
45(1), 10-17.
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
http://www2.edc.org/NCIP/tour/toc.htm
UDL At-a-Glance http://www.youtube.com/user/UDLCAST#p/f/0/pGLTJw0GSxk
UDL Guidelines in Practice: Grade 1 Mathematics http://www.youtube.com/watch?v=KuTJJQWnMaQ
UDL Principles and Practice http://www.youtube.com/user/UDLCAST#p/f/0/pGLTJw0GSxk
Videos from the National Center on Universal Design for Learning
http://www.udlcenter.org/resource_library/videos/udlcenter/
Association on Higher Education and Disability: Universal Design Resources
http://www.ahead.org/resources/universal-design/resources
Center for Applied Special Technology (CAST): Transforming education through universal design for learning
http://www.cast.org/
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 http://www.udlcenter.org/
Supporting Early Literacy Through Universal Design & Assistive Technology http://depts.washington.edu/hscenter/familyliteracy-2
Tool Kit on Universal Design for Learning http://www.osepideasthatwork.org/UDL/index.asp
Universal Design Education Online http://www.udeducation.org/
6
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7
Stop and Reflect
Please provide a response to each question in the space provided. By March 13, please
email your completed form to Jacqui Carr Gouveia (jcarrgouveia@northampton.edu).
QUESTION
RESPONSE
Remember Sophia?
 3 years old
 Lives with her parents who arrived this fall from
Colombia to take faculty positions at a local university
 Cognitive, motor, and social-emotional skills are all
age appropriate
 Speaks and understands Spanish
 Has a few English labels; rarely initiates or engages in
conversation with her English-speaking classmates
 Often seems very quiet or withdrawn
 Loves being in the housekeeping area and listening to
the tape of Spanish songs her mother recorded for
her classroom
How might you use
• multiple means of representation (visual, auditory,
kinesthetic)
• multiple means of engagement (interests,
preferences, curiosity, motivation)
• multiple means of expression (speaking, pointing,
singing, drawing, gestures)
• assistive technology
to support Sophia?
Remember Drew?
• Diagnosed with autism at 30 months
• Cognitive skills are near age-appropriate
• Significant delays in social and communication skills
• Rarely initiates or engages in social conversation
• Favorite toys: trains, Disney figurines, markers
• Tendency to tantrum
• Difficult time following directions
• Reacts strongly when told “no”
Drew can find transitions to be very challenging. How
could you use the Adaptation Notes to think about ways
in which you could help him be successful during
transitions?
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EVALUATION FORM
DIRECTIONS: Please take a moment to provide feedback on this event. Check the box that corresponds to your
opinion for each statement or check “not at all” if it doesn’t apply to you. Please add any additional comments that you
may have at the bottom of the page. Please complete the survey, and then send it to Jacqui Carr Gouveia
jcarrgouveia@northampton.edu before March 13, 2013. Your input is being collected as part of the evaluation of the
SCRIPP
Please
project
rateand
theitsfollowing
effectiveness.
statements using the rating scale. Place an “x” in the box under your rating.
1.
I have increased my understanding of factors that contribute to quality in early childhood
settings.
Very Much

2.
A Fair Amount

A Little

Not at All

Much

A Fair Amount

A Little

Not at All

Much

A Fair Amount

A Little
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Not at All

Much

A Fair Amount
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A Little
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Not at All
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A Fair Amount
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A Little
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Not at All
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A Fair Amount

A Little
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Not at All
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The information shared was useful.
Very Much

7.
Much

The information shared was relevant.
Very Much
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6.
Not at All
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The information shared was of high quality.
Very Much

5.
A Little

I have increased my knowledge of the assistive technology.
Very Much

4.
A Fair Amount

I have increased my knowledge of key concepts related to Universal Design/Universal
Design for Learning.
Very Much

3.
Much

Much

Overall, this session was beneficial.
Very Much

Much

Other comments or reactions? (please use the back of this form for extra space)
9