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Definition of Expert. One who knows a lot about a subject OR One who has a powerpoint. If you treat an individual as he is he will stay as he is, but if you treat him as he ought to be, and could be, he will become what he ought to be and could be. ~ Goethe. What Do We Know?. - PowerPoint PPT Presentation
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Definition of Expert
One who knows a lot about a subject
OR
One who has a powerpoint
If you treat an individual as he is he will stay as he is, but if
you treat him as he ought to be, and could be, he will become what he ought to be and could
be.~ Goethe
What Do We Know?
What Do We Know?
If the Child and Family Outcomes are the Dependent Variables
Personnel Are the…………
• Independent Variable• Mediator• Moderator• All of the Above
The Conclusion Being:
Personnel Can Have a
Powerful Impact....or NOT
About one in six children
in the U.S. have one or
more developmental
disabilities or other
developmental delays.
•Attention-Deficit/Hyperactivity Disorder
•Autism Spectrum Disorders
•Cerebral Palsy
•Fetal Alcohol Spectrum Disorders
•Fragile X Syndrome
•
•Hearing Loss
•Intellectual Disability
•Kernicterus
•Muscular Dystrophy
•Tourette Syndrome
•Vision Impairment
Early Childhood Challenges
• Changing characteristics of families
• Changing characteristics of children
• Changing characteristics of communities
• Changing characteristics of early childhood programs
• Changing responsibilities of early childhood systems
Science of Learning
The brain is adaptable and can be influenced by positive experiences;
The brain is vulnerable and can be harmed by negative experiences
Needs of Young Learners in Early Childhood:
Enough to EatConsistent Family/Caregivers A Safe and Consistent Place to LiveMedical HomeMental Health/Behavioral Strategies for Self
RegulationLearning Opportunities
Larger Society
Early Intervention/ ECSE Programs
Community
Family
Child
Home Routines
Community Activities
Program Practices
Cultural Beliefs/Values
Model for Viewing Different Ecological Settings as Sources of Learning Experiences and Opportunities
And, changing roles for early childhood professionals:
ListenerConceptualizerCollaboratorSynthesizerInstructor/EducatorEvaluator
Bricker(1976)
Qualified Personnel who provide early intervention services include …
•Special educators
•Speech-language pathologists and audiologists
•Occupational therapists
•Physical therapists
•Psychologists
•Social workers
•Nurses
•Registered dietitians
•Family therapists
•Vision specialists, including ophthalmologists and optometrists
•Orientation and mobility specialists
•Pediatricians and other physicians
General Role of Service Providers
• Consulting with parents, other service providers, and representatives of appropriate community agencies to ensure the effective provision of services in that area;
• Training parents and others regarding the provision of those services; and
• Participating in the multidisciplinary team’s assessment of a child and the child’s family, and in the development of integrated goals and outcomes for the individualized family service plan.
To the extent appropriate, service providers in each area of early intervention services included in paragraph (d) of this section are responsible for:
Implications for Services
• Family-Centered Philosophy
• Collaborations/Teaming
• Evidenced Based Practices
• Measurable and Functional Outcomes
Family-Centered Philosophy
Care that recognizes and respects the pivotal role of the family in the lives of children. It supports families in their natural caregiving roles, promotes normal patterns of living, and ensures family collaboration and choice in the provision of services to the child.
Team Process
Collaboration
1. to work together, especially in some literary, artistic, or scientific understanding;
2. to cooperate with an enemy invader.
WEBSTER’S NEW WORLD DICTIONARY
Collaboration Between People:
The process whereby two people
create something each thinks is his
own.
Frank A. Clark
DEC Recommended Practices: Interdisciplinary Models
• Teams including family members make decisions and work together.
• Professionals cross disciplinary boundaries.
• Intervention is focused on function, not services.
• Regular caregivers and regular routines provide the most appropriate opportunities for children’s learning and receiving most other interventions.
Definition of EvidencedBased Practice
Practices that are informed by research, in which the
characteristics and consequences of environmental variables are empirically established and the relationship directly informs what a practitioner can do to produce a desired outcome.
(Dunst, 2010)
• Evidence is not value-free.
• There are no universal solutions or quick fixes.
• Evidence is often incomplete or equivocal.
• Evidence can be quite complex.
Early Childhood Research Paradigms
• Families have powerful impact (Family Engagement)
• More is not necessarily better (Redefine Intensity)
• Intervention has different effects(Fidelity Measures)
• Outcomes depend on……
Measurable Outcomes as Evidence of Effectiveness
We can collect data on the effectiveness
of different interventions with different
children and then use these data as the
basis of future interventions. Ysseldyke & Algozzine, 1982, p 258
Are Personnel Prepared?
Roles of the Infant Early Intervention Specialist
• Facilitator/Consultant
• Infant Specialist
• Parent Educator
• Team Collaborator
• Program Developer and AdvocateGeik, Gilkerson & Sponsetter, 1982
1. Child-related competencies (cognitive, social, and affective development; skills in developmental assessment; design of learning environments; strategies to promote engagement and interaction; skills in data collection and evaluation)
2. Family-related competencies (strategies for including family members as partners in planning and implementing intervention, strategies for promoting interaction between parent and child)
3. Team-related competencies (skill in integrating the knowledge and recommendations of multiple disciplines into the child’s and family’s daily routines)
4. Agency-related competencies (knowledge of community resources, developing blended service plans)
Common Infancy Core
Thorp & McCollum, 1988
Assessment
Family Involvement
Program Implementation
Teaming
Program Administration
Program Planning
Typical Development
Atypical Development
Evaluation of Program Effectiveness
Case Management
Medical Management
Other
Breakdown of Early Intervention Competencies
Bruder & McLean, 1988
35
The Center’s Completed Projects• Study I: The National Landscape of Early Intervention and
Early Childhood Special Education
• Study II: The Higher Education Survey for Early Intervention and Early Childhood Special Education Personnel Preparation
• Study III: The Analysis of Federally Funded Doctoral Programs in Early Childhood Special Education
• Think Tank in Simsbury, CT September 11-12, 2006
• Study IV: The Impact of Credentials on Early Intervention Personnel Preparation (Credentialing Part C)
• Think Tank in Washington, DC May 24-25, 2006
• Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators (619)
• Think Tank in Washington, DC June 11-12, 2007
• Study VI: Training and Technical Assistance Survey of Part C & 619 Coordinators
• Study VII: Confidence and Competence of 619/Part C Service Providers
36
The Center’s Projects• Study VIII: Alignment of ECSE Higher Education Curricula
with National Personnel Standards
• Study IX: Parent Perceptions of Confidence and Competence of 619/Part C Service Providers
• Study X: Case Studies Highlighting States from Study VI on Training and TA
37
Web Site Information
Center Informationhttp://www.uconnucedd.org/
Data Reportshttp://www.uconnucedd.org/projects/early_childhood/publications.html
What Do We Need To Do?
You cannot satisfy hunger by drawing a cake
A paradigm is a set of rules and regulations that:
• define boundaries• tell us what to do to be successful within
those boundaries
The world we have created is a product of our thinking.
It cannot be changed without changing our thinking.
Einstein
21st Century
• Change is the Constant
• Technology
• Instant Gratification
• Viral Communication
• Personalized Learning
PERSONALIZED LEARNING
http://www.khanacademy.org/
Teachertube
YoutubeU
ed·u·ca·tion /ˌɛdʒʊˈkeɪʃən/
1. the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
2. the act or process of imparting or acquiring particular knowledge or skills, as for a profession.
3. a degree, level, or kind of schooling: a university education.
4. the result produced by instruction, training, or study: to show one's education.
5. the science or art of teaching; pedagogics
The Purpose of Education
• Self Realization
• Human Relationships
• Economic Efficiency
• Civic Responsibility Education Policies Commision, 1938
Schools
Social institutions established by society to
instill in children its belief and knowledge
base and, that, school instruction is both
systematic and deliberate. Ysseldyke &Algozzine, 1982, p 7
Education in the 21st Century
• Still Racing to……..• State Common Core Standards• Growing Diversity in Students • Different Family Structures• Huge Achievement Gaps and Disparities• RTI• Learning to Learn
Life Long Learning
When Will We Know What We Don’t Know?
Evidenced Based Practices in Adult Learning
• Needs assessment
• Multifaceted strategies
• Sequencing
• Interaction
• Commitment to Change Van Hoof, 2004
Meta-analysis of the Effectiveness of Adult Learning Methods
The findings refute claims that self-directed learning and self-discovery in the absence of instructor guidance or feedback are effective
Dunst,Trivette, & Hamby, 2010, p107
More…….
The findings support…..the importance of instructor guidance and feedback, learner reflection and critical thinking, real world relevance and immediate applicability, and the use of performance standards for having learners assess their progress.
Even More……
The more actively involved learners were is mastering new knowledge or practice and the more instructors or trainers supported and facilitated the learning process, the better were the learner outcomes. Dunst, Trivette, & Hamby, 2010
Adult Learning
You'll never plow a field by turning it over in your mind." --Irish proverb
Can We Shift the Paradigm?