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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2012 [remove]; Classification:Special Needs Children & Special Child Populations [remove];
47 results found.|
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Access, participation, and supports: A framework for improving inclusive early education opportunities for children with disabilities A summary of research literature and information from the joint Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC; 2009) position statement identifying specific educational practices that promote access, participation, and supports for young children with disabilities and their families |
Other
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After school care for children on the Autism spectrum An investigation of the reported experiences with and needs for after school care by parents of children with Autism Spectrum Disorder (ASD), based on a survey of 54 parents of children with ASD |
Reports & Papers
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Assessing Spanish-English bilingual preschoolers: A guide to best approaches and measures A guide to early childhood bilingual assessment and a review of 37 developmental assessments available in English and Spanish |
Other
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Assessment tools for language and literacy development of young dual language learners (DLLs) A summary of a review of the reliability and validity of measures used to assess the language and literacy development of young dual language learners, based on 7 large-scale government studies and 30 research studies from Canada and the United States |
Fact Sheets & Briefs
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Assistive technology and the communication and literacy development of young children with disabilities A synthesis of 36 research studies on the relationship of the use of different types of assistive technology devices to the communication and literacy development of young children with disabilities |
Literature Review
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Barriers to quality child care & out of school time activities in Maryland A study of families' and child care providers' experiences with accessing and providing child care for children with disabilities in Maryland, based on survey responses from 446 families and 481 child care providers |
Reports & Papers
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Barriers to quality child care & out of school time activities in Maryland [Executive summary] A summary of a study of families' and child care providers' experiences with accessing and providing child care for children with disabilities in Maryland, based on survey responses from 446 families and 481 child care providers |
Executive Summary
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Can child care workers contribute to the early detection of autism spectrum disorders?: A comparison between screening instruments with child care workers versus parents as informants A study of the discriminative validity of an autism spectrum disorders (ASD) screening instrument--the Checklist for Early Signs of Developmental Disorders, filled out by child care workers, compared to frequently used parent questionnaires, based on data from a sample of 357 children between 5.57 and 48.13 months who showed signs of ASD or language delay |
Reports & Papers
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Characterizing disability in Head Start programs: Not so clearcut An identification of Head Start children meeting three different criteria for having a disability or developmental delay, an identification of three additional categories based on alternative criteria, an examination of the children's early literacy, social, and behavioral skills both at entry to Head Start and at the end of kindergarten, and an examination of disability status as a predictor of kindergarten outcomes, based on data from 638 children from the Family and Child Experiences Survey (FACES) 2000 data set |
Reports & Papers
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Chinese immigrant families and bilingualism among young children A study of the relationship between both English and Mandarin language comprehension and gender, birth order, maternal language level, age of child, age of enrollment in English-speaking educational facilities, and languages used by parents in story reading, based on data from 35 4- to 8-year-olds in two-parent Chinese immigrant families, living in two midsize American cities, who attended English-speaking facilities for over 30 months |
Reports & Papers
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Communication skill building in young children with and without disabilities in a preschool classroom A study of the relationship between preschooler participation in a social learning intervention involving turn-taking strategies and children's initiated verbal and nonverbal behavior with peers that did and did not result in peer responses, based on data from multiple assessments of 4 child dyads consisting of children with and without developmental delay or specific language impairment in the 2006-2007 school year at a rural elementary school |
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Developmental assessment of young dual language learners with a focus on kindergarten entry assessment: Implications for state policies A discussion of considerations for the selection and use of state kindergarten entry assessments with the dual language learner population |
Other
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Differential susceptibility to early literacy intervention in children with mild perinatal adversities: Short- and long-term effects of a randomized control trial A study of the moderating influence of perinatal adversities on the impact of the Living Letters computer-based early literacy intervention on early literacy skills, both after the completion of the program and one year later, based on data from 100 5-year-olds who scored at the lowest level of early literacy skills in the fall of the senior kindergarten year in the Netherlands |
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The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers' cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study: This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design: The research method used in the CCB project is a variation of the multivocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results: Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations: Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent-staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities. (author abstract) |
Reports & Papers
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Early childhood education interventions for children with disabilities: The Incredible Years A review of research on the impact of The Incredible Years, an intervention to build young children's socioemotional skills, on the development of preschool children with disabilities, based on the application of a review protocol and evidence standards to 166 studies of The Incredible Years |
Literature Review
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Early childhood education interventions for children with disabilities: Milieu teaching A review of research on the impact of milieu teaching, an instructional practice to encourage targeted behavior in children through the manipulation of their natural environment, on the outcomes in seven developmental domains of preschool children with disabilities, based on the application of a review protocol, evidence standards, and effectiveness criteria to 161 studies of milieu teaching |
Literature Review
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Early childhood education interventions for children with disabilities: Phonological awareness training A review of research on the impact of phonological awareness training on the communication and language competencies of preschool children with learning disabilities, based on the application of a review protocol, evidence standards, and effectiveness criteria to 225 studies of phonological awareness training |
Literature Review
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Early childhood education interventions for children with disabilities: Play-based interventions A review of research on the impact of play-based interventions on the development of preschool children with disabilities, based on the application of a review protocol and evidence standards to 62 studies of play-based interventions |
Literature Review
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Early childhood special education and early intervention personnel preparation standards of the Division for Early Childhood: Field validation A field validation survey of the revised initial and new advanced personnel standards for early childhood special education and early intervention professionals created by the Division for Early Childhood (DEC) of the Council for Exceptional Children, based on the questionnaire responses of a purposeful sample of several hundred members of DEC and the National Association for the Education of Young Children, as well as other invited stakeholders |
Reports & Papers
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Early Intervention Speech and Language Therapy Service: Meeting the needs of children, families, practitioners and communities A summary of an evaluation of the Speech and Language Therapy Service, which provides targeted services as part of broader school readiness and health initiatives in Tallaght West, Ireland, that examines: program implementation, uptake, and accessibility; children's speech outcomes; and parent and practitioner experiences, based on analyses of program administrative data, on parent focus groups and interviews, and on practitioner and staff interviews and focus groups |
Fact Sheets & Briefs
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Ecological features of preschools and the social engagement of children with autism A study of the peer engagement of children with Autism Spectrum Disorder (ASD) in classroom activity areas, by type of engagement, and by group arrangement, as well as a comparison of the likelihood of their peer engagement during child-initiated or adult-initiated activities, based on data from 68 preschoolers with ASD in 24 classrooms across North Carolina, Colorado, and Florida, at the beginning of the school year |
Reports & Papers
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The effects of teacher-implemented naturalistic intervention on the communication of preschoolers with autism A study of the relationship between participation in a teacher training intervention on teacher-delivered communication opportunities and the expressive communication of 3 boys with autism, based on data from 7 teaching staff |
Reports & Papers
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Evaluation of the Speech and Language Therapy Service of Tallaght West Childhood Development Initiative An evaluation of the Speech and Language Therapy Service, which provides targeted services as part of broader school readiness and health initiatives in Tallaght West, Ireland, that examines: program implementation, uptake, and accessibility; children's speech outcomes; and parent and practitioner experiences, based on analyses of program administrative data, on parent focus groups and interviews, and on practitioner and staff interviews and focus groups |
Reports & Papers
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Evaluation of the Speech and Language Therapy Service of Tallaght West Childhood Development Initiative [Executive summary] A summary of an evaluation of the Speech and Language Therapy Service, which provides targeted services as part of broader school readiness and health initiatives in Tallaght West, Ireland, that examines: program implementation, uptake, and accessibility; children's speech outcomes; and parent and practitioner experiences, based on analyses of program administrative data, on parent focus groups and interviews, and on practitioner and staff interviews and focus groups |
Executive Summary
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