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For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 1)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 2)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 3)
For the RPMs project, Dr. Catherine Corr answers questions related to Interaction. (Question 4)
Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 1)
Dr. Jeanette McCollum provides tips on how to take children’s and families’ cultural context into consideration. (Question 2)
Samtra Devard, the mother of three children, including one who has a disability, shares how practitioners play an important role in fostering peer interactions and her perspective as a parent on the long term benefits of developing relationships with typically developing peers early.
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 1)
Dr. Rashida Banerjee provides ideas and strategies on interacting with children who have low-incidence disabilities (e.g., hearing or vision impairments). (Question 2)
Caroline Gooden talks about why it is important to include a child’s individual goals and outcomes in planning and preparing for transition. (Question 1)
Caroline Gooden talks about why it is important to include a child’s individual goals and outcomes in planning and preparing for transition. (Question 2)
Christine Lindauer, mother of a 10-year-old with disabilities, discusses the importance of preparation for transition.
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 1)
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 2)
Cori Hill talks about various aspects of transitioning from the Neonatal Intensive Care Unit (NICU) and into early intervention. (Question 3)
Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 1)
Ted Bovey talks about the structure and organization of the classroom environment and how environmental adaptations can support the engagement of all children. (Question 2)
Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 1)
Constance Walker talks about the fact that early childhood programs are failing boys, particularly boys of color, and provides strategies for how to address this disturbing trend. (Question 2)
Amanda Arevalo talks about how the use of assistive technology can improve a young child’s independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 1)
Amanda Arevalo talks about how the use of assistive technology can improve a young child’s independence, learning experiences, and help meet his/her developmental and/or family goals in various environments. (Question 2)
André talks about the process of identifying and accessing assistive technology for his daughter and the practitioners' role in the process.
Ruth Gallucci talks about the importance of engaging general early childhood teachers as members of the team for implementing services to young children with disabilities in a classroom setting.
Linda Wilson is a program director who talks about community collaborations and local partnerships as being critical to the functioning of her local program, and her strategies for facilitating those relationships.
Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
Anderson White shares strategies for working with specialists who come into her classroom to support the children with disabilities.
Ruth Gallucci talks about the importance of engaging general early childhood teachers as members of the team for implementing services to young children with disabilities in a classroom setting
Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
Judy Swett shares a parent perspective regarding the critical involvement of family members as active team members.
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Susan Hodges talks about strategies for ensuring effective teaming with families whose native language is not English.
Linda Wilson is a program director who talks about community collaborations and local partnerships as being critical to the functioning of her local program, and her strategies for facilitating those relationships.
Ann Turnbull shares her experience as a parent of a child with disabilities and the importance of empathetic communication, and how to engage in empathetic communication.
Chaw Chaw shares her experience working with families who are refugees. (Q4)
Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q1)
Gabriella shares her experience choosing between a preschool special education classroom and an inclusive classroom for Diego, her son with autism.
Audio responses are in Spanish, transcript has English Translation (Q2)
Kate Boone shares about her experience growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q1)
Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q2)
Kate Boone shares about her experiences growing up with her brother, Matt, who has severe speech disabilities. She talks about the importance of building siblings’ capacity and provides some tips on how professionals can include siblings in their brother or sister's services. (Q3)
Chaw Chaw shares her experience working with families who are refugees. (Q1)
Chaw Chaw shares her experience working with families who are refugees. (Q2)
Chaw Chaw shares her experience working with families who are refugees. (Q3)
Pam Dawson talks about Tele-Intervention (TI), which is virtual service delivery model. Pam discusses the benefits and challenges of TI and provides strategies for successful implementation.
Pam Dawson talks about Tele-Intervention (TI), which is virtual service delivery model. Pam discusses the benefits and challenges of TI and provides strategies for successful implementation.
Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
Denise Binder shares information about Practice-Based Coaching (PBC), a relationship-based method of professional development. PBC uses a three-component cycle of goal setting, focused observation, and feedback to build provider and caregiver capacity to promote adult-child interactions.
Irlanda Jimenez talks about the various ways practitioners can use visual supports to facilitate learning among young children who are dual language learners. Irlanda empathizes the importance of providing concrete examples of things the child might have experience with—as well as creating that experience, if necessary--in order to facilitate the child’s participation in a given activity. This clip is borrowed with permission from The IRIS Center. (2015). Dual Language Learners with Disabilities: Supporting Young Children in the Classroom.
Aly Hethcoat shares the importance of using data collection to inform instruction. She talks about using “question of the day” to provide her with the opportunity to embed an intervention as well as collect data to inform instruction.
Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.
Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child’s experiences, family, culture and community in order to inform eligibility determination and instructional planning.
Jen Brown talks about the use of clinical reasoning in helping to support and/or clarify assessment results. Clinical reasoning helps practitioners to better understand the context of the child’s experiences, family, culture and community in order to inform eligibility determination and instructional planning.
Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child’s age, level of development and in accordance with cultural and linguistic characteristics.
Karen Nemeth addresses the importance of using assessment materials and strategies that are appropriate for the child’s age, level of development and in accordance with cultural and linguistic characteristics.
Mary Clare Freeman is a bilingual special educator who talks about the effective use of formal assessments in working with English Language Learners to understand what students know/learn and how they learn, as well as monitor their individual progress. She provides an example of a particular student, Marlon, to illustrate how she used assessment information to inform her instruction and monitor his progress.
Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.
Veda Crandall shares her insight as both a child care administrator and a parent about how to effectively involve parents in the identification of developmental concerns, assessment and service delivery planning process.
Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making, program planning and interventions as well as facilitate strong partnerships between practitioners and families.
Jennifer Kaufman talks about the importance of always assessing through subtle observations of children and families. Information gathered through subtle observations can inform decision-making,
Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.
Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.
Patricia Maris discusses how observation is an essential component of completing a quality assessment. Observation reveals important skills and interests of the child, which in turn informs more meaningful and functional outcomes and practices for both the child and family.