1 Professional Development Strategies: Adaptations to Learning Opportunities for Children with Disabilities 11 th National Early Childhood Inclusion Institute

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Professional Development Strategies:Adaptations to Learning Opportunities

for Children with Disabilities

11th National Early Childhood Inclusion Institute

May 17, 2011

Carol Trivette, Ph.D., and Allison Jones, M.Ed.

Orelena Hawks Puckett Institute

Asheville and Morganton, North Carolina

Co-Principal Investigator Carol Trivette

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Overview

Describe and identify adult learning strategies.

Examine the key elements of the adaptation continuum and how to support the application using the Participatory Adult Learning Strategy (PALS).

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What is CELL? The Center for Early Literacy Learning

CELL is a research-to-practice technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division.

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What is CELL?The main goal of CELL is to promote the adoption and sustained use of evidence-based early literacy learning practices by early childhood teachers, intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

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CELL Early Literacy Learning Model: Adaptations

Literacy-Rich Environments

EarlyLiteracyLearning

Outcomes

ChildInterests

Everyday Literacy

Activities

ResponsiveTeaching

Adaptations

Adaptations

Adaptations

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Introduction:Adult Learning Strategies

What are they?

Why are they important?

What’s the research?

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HOW WHAT

Relationship Between Implementation and Intervention Practices

Adult Learning Method

Adaptation Practices

PALS Participatory Practices

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Relationship Between the Center’sImplementation and Intervention Practices

Implementation Practices

Evidence-based participatory adult learning strategy (PALS) used to promote practitioners’ knowledge and skills of practices

Intervention Practices

Practitioners promote parents’ and teachers’ adoption and use of evidence-based adaptations in everyday early literacy/ language practices with children

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Participatory Adult Learning Strategy

PALS is a method used by the trainer/coach to support learner’s understanding and mastery of the content that is the focus of the training (e.g., adaptations that promote child participation in early literacy activities). Learners should be as actively involved as possible in their individual learning. The role of the trainer/coach is to guide and support that learning.

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Adult Learning Research Synthesesa

Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in-time-training

58 randomized control design studies and 21 comparison group studies

3,152 experimental group participants and 2,988 control or comparison group participants

Combination of studies in college and non-college settings

Learner outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs

Weighted average Cohen’s d effect sizes for the post test differences between the intervention and nonintervention or comparison groups were used for assessing the impact of the adult learning methods.

a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.

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Six Characteristics Identified in How People Learna Were Used To Code and Evaluate the Adult Learning Methods

Planning

1. Introduce Engage the learner in a preview of the material, knowledge or practice that is the focus of instruction or training

2. Illustrate Demonstrate or illustrate the use or applicability of the material, knowledge or practice for the learner

Application

3. Practice Engage the learner in the use of the material, knowledge or practice

4. Evaluate Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice

Deep Understanding

5. Reflection Engage the learner in self-assessment of his or her acquisition of knowledge

and skills as a basis for identifying “next steps” in the learning process

6. Mastery Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria

a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

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PALS Phases Trainer Roles Trainee Roles

Introduction Preview learning topic Complete pre-training previewDescribe key elements Pre-class/workshop exercisesProvide examples Provide input on the learning topicInclude trainee input In-class/workshop warm-up exercisesIllustrate applicationDemonstrate application

Application Facilitate application Provide examples of applicationObserve trainee application Trainee role playing, games, etc.Provide in vivo feedback/guidance Implement/practice use of the subject matter

Facilitate learner assessment of options Evaluate use of the knowledge or practice

Informed Understanding

Establish learning standards Standards-based evaluationEngage learners in self-assessment Conduct self-assessmentProvide guidance to learners Trainer-guided learner reflectionProvide behavioural suggestions Journaling

Group discussions of understanding

Repeat Learning Process

Joint planning Joint planningTrainer guidance Identify needed information/experiencesTrainer/trainee mentoring Trainer/trainee mentoring

Instructor and Student Roles in the Different Phases of PALS

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Efficacy of theAdult Learning Methods

Effect size for the intervention vs. nonintervention group comparisons is d = .56 (95% Confidence Interval = .41 to .71).

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Effect Sizes for the Six Adult Learning Characteristics

ADULT LEARNING CHARACTERISTICS

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Cumulative Effectsof the Adult Learning Characteristics

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The PALS Journal

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PALS Video

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Adaptations

Let’s take a lookat the PALS model

at work in adaptations.

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Introduction:Adaptations

Modification or change made to an environment, activity, materials, or interaction to maximize a child’s ability to participate in everyday interest-based learning opportunities

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Participation is the main focus when considering adaptations for a child with disabilities or special needs.

Introduction:Adaptations

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Introduction:Adaptations for Children with Disabilities

Adaptations ensure that children with disabilities:• Can express their interests and have them

interpreted correctly.• Can engage in early literacy activities. • Can become skillful and competent in early

literacy activities and behaviors.• Can master early literacy behaviors.

In other words, adaptations offer the necessary support so that children with disabilities can participate in activities at the greatest level possible.

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Introduction:Adaptation Continuum

Adapt Environment

Adapt Activity

Adapt Materials

Adapt Instruction

Physical Assistance

Source: Cara’s Kit, Milbourne & Campbell, 2007.

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ActivityAdaptation

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Introduction:Activity Adaptation

Selecting an activity based on a child’s interests and adjusting the activity in ways necessary to ensure that the child can participate in the activity independently

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Illustration: Activity AdaptationOftentimes, an adaptation to an activity involves adding visual, kinesthetic, and auditory aids to support the child in participating in the activity or routine.

Examples Add movements to a song to keep an active

child engaged. Add props to story time to help a child follow

along and understand the story. The adult may ask, “What additional support

might this child need in order to fully enjoy and participate in this activity?”

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Illustration:Adapting the Activity

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Scenario: You work with a child who loves music and movement. She is able to move her arms freely, but unable to grasp an instrument. What way(s) could you adapt the activity in order for her to participate in music and movement to her greatest ability?

Practice:Adapting the Activity

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▪ How did/could the adaptation increase the child’s ability to participate?

▪ Did this adaptation require purchasing anything additional?

▪ What role did the adult play in this adaptation?

Evaluate:Adapting the Activity

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Could this adaptation be generalized (used to increase participation in other activities/routines)?

Reflect:Adapting the Activity

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Reflection:Using Adaptations

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EnvironmentalAdaptation

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Introduction:Environmental Adaptation

Modification made to the environment to ensure that a child can get to and participate in an activity independently

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The PALS Journal

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Engage the learner in a preview of the material, knowledge, or practice that is the focus of instruction or training.

Take five minutes to write down how you would introduce environmental adaptations.

Introduce

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Demonstrate or illustrate the use or applicability of the material, knowledge, or practice for the learner.

Take five minutes to write down how you would illustrate environmental adaptations.

Illustrate

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Engage the learner in the use of the material, knowledge, or practice.

Take five minutes to write down how you would practice environmental adaptations.

Practice

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Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice.

Take five minutes to write down how you would evaluate environmental adaptations.

Evaluate

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Engage the learner in a self-assessment of his or her acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process.

Take five minutes to write down how you would reflect on environmental adaptations.

Reflection

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Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria.

Take five minutes to write down how you would assess mastery of environmental adaptations.

Mastery

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The complete Adaptations Training Presentation

is available on the Center for Early Literacy Learning website at

www.earlyliteracylearning.org

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Carol M. Trivette, Ph.D. Allison Jones, M.Ed.

Orelena Hawks Puckett Institute128 South Sterling Street

Morganton, NC 28655828-432-0065 (phone)

828-432-0068 (fax)Email: [email protected]; [email protected]

Website: www.puckett.org

Documents

1 Professional Development Strategies: Adaptations to Learning Opportunities for Children with Disabilities 11 th National Early Childhood Inclusion Institute