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Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities
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Kucharczyk, Suzanne; Sreckovic, Melissa A.; Schultz, Tia R. – Early Childhood Education Journal, 2019
The complex and collaborative work of early childhood practitioners (e.g., educators, speech and language pathologists, occupational therapists, social workers) and families requires effective implementation of evidence-based practices. Effective implementation of early childhood practices can be hindered by deeply held assumptions practitioners…
Descriptors: Speech Language Pathology, Guidance, Evidence Based Practice, Occupational Therapy
A Mixed-Methods Study of Early Intervention Implementation in the Commonwealth of Pennsylvania: Supports, Services, and Policies for Young Children with Developmental Delays and Disabilities
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Mattern, Janet A. – Early Childhood Education Journal, 2015
Participation in high quality early intervention programs is critical for eligible young children who experience atypical development for their future academic success. High quality programs promote access to services, incorporate instructional strategies that encourage children's participation, and advocate public policy that supports…
Descriptors: Early Intervention, Educational Quality, Young Children, At Risk Students
Meeting Needs of Young Children at Risk for or Having a Disability
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Peterson, Carla A.; Mayer, Lynn Milgram; Summers, Jean Ann; Luze, Gayle J. – Early Childhood Education Journal, 2010
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early…
Descriptors: Control Groups, Research Design, Individualized Family Service Plans, Intervention
Using Microsoft[R] "PowerPoint"[TM] to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities
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Parette, Howard Phillips; Hourcade, Jack J.; Boeckmann, Nichole M.; Blum, Craig – Early Childhood Education Journal, 2008
The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education settings nationwide requires that early childhood education professionals develop skills with readily available software programs. This paper provides general recommendations in using Microsoft[R] "PowerPoint"[TM] to…
Descriptors: Early Childhood Education, Phonological Awareness, Young Children, Educational Technology