Blended practices resource

Resources for Delivering Professional Development

on Blended Practices

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Overview • Target Audience• Intended Use• Table of Contents

• Definitions of blended practices• Key principles of blended practices• Case Study• Development of YEC’s Monograph #16• “Blending” quotes• Resources • References• Terms of Use

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“Blending is the act of combining beliefs, values, traditions, practices and

even funds from multiple disciplines, sources, and perspectives to maximize

our efforts in serving all young children.”

Pretti-Frontczak, Grisham-Brown, & Sullivan, 2014

YEC Monograph 16: Blending Practices for All Children

Blended Practices Defined

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http://bookstore.dec-sped.org/product-p/16.htm


Key Principles

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Blended Practice Principle 1• Ensure all children, regardless of label, funding, or ability have the opportunities

and supports needed to thrive

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Blended Practice Principle 2

Variability of instruction

needs to match the

variability of early

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Blended Practice Principle 3

Authentic assessment is the heart of designing and delivering quality

early education

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Case Study

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To purchase Monograph#16YEC

Monograph 16: Blending Practices for All Children

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“Blending” QuotesHow practices are “blended” will differ

based upon context, goals, and child/family characteristics

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“There are two general categories of teaching practices: instructional and environmental. When blended together, they can result in an intentional and high-quality approach that is responsive to the needs of all children(provide information about environmental practices used as classroom-wide applications to support all children or as individually tailored supports to address the needs of a specific child.”

Campbell & Milbourne, 2014

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“Adapting the classroom environment, project work, and individual lessons to developmentally and individually meet the needs of all children's learning goals requires intentional planning and reflection on the part of the teacher.”

Dorsey, Danner, & Laumann, 2014

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“Blending evidence-based practices for an intentional model of intervention (itinerant ECSE services) that will support successful inclusion of young children with special needs.”

Dinnebeil & McInerney, 2014

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“Blending intentional teaching with embedded instruction leads to quality instruction for all young children in inclusive preschool classrooms.”

Barton, Bishop, & Snyder, 2014

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“Teachers need to fully understand how children's developmental status impacts the type of support provided and have an awareness of the children interests and preferences to ensure that materials and activities are used to promote engagement. It is important for teachers to understand differences in children's abilities to process and act upon information. “

Grisham-Brown, Pretti-Frontczak, Bachman, Gannon, & Mitchell, 2014

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“We propose 6 blending ideas that are important for teacher preparation (be explicit, establish a clear vision, become skilled, use sources from other fields, embrace resources that bridge diverse fields and perspectives, establish a community of practice)”

Catlett, Maude, Nollsch, & Simon, 2014

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Kennedy & Lees, 2014

“University-based and center-based partners can support one another's work toward the shared goals of learning and enhancing blended practices, facilitating a deeper understanding of tiered models, and combines resources to promote the development of infants/toddlers and their families.”

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ReferencesBarton, E. E., Bishop, C. C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Campbell, P. H., & Milbourne, S.A. (2014). Together is better: Environmental teaching practices to support all children's learning. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Catlett, C., Maude, S. P., Nollsch, M., & Simon, S. (2014). From all to each and every: Preparing professionals to support children of diverse abilities. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

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ReferencesDinnebeil, L. A., & Mclnerney, W. F. (2014). Blending practices to support early childhood inclusion: A step-by-step process to guide itinerant early childhood special education serivces. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Dorsey, E., Danner, N., & Laumann, B. (2014). Adapting lesson plans for preschoolers: Addressing state early learning standards. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Grisham-Brown, J., & Hemmeter, M. (in preparation). Blended practices for teaching young children in inclusive settings (2nd ed.), Baltimore, MD: Paul H. Brookes Publishing Co.

Grisham-Brown, J., & Pretti-Frontczak, K. (2013). A curriculum framework for supporting young children served in blended programs. In V. Buysse and E. Peisner-Feinberg (Eds). Handbook of response to intervention (RtI) in early childhood. Baltimore, MD: Paul H. Brookes Publishing Co.

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ReferencesGrisham Brown, J. L., & Pretti-Frontczak, K. (2011). Assessing young children in inclusive settings: The Blended Practices Approach. Baltimore, MD: Paul H. Brookes Publishing Co.

Grisham-Brown, J., Pretti-Frontczak, K., Bachman, A., Gannon, C., & Mitchell, D. (2014). Delivering individualized instruction during ongoing classroom activities and routines: Three success stories. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Kennedy, A. S., & Lees, A. T. (2014). Infant/toddler professional preparation and development using blended practices and tiered supports. Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

Pretti-Frontczak, K., Grisham-Brown, J., & Sullivan, L. (2014). Blending practices for all children (Young Exceptional Children Monograph Series No.16). Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.

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Additional ResourcesDivision for Early Childhood (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Division of Early Childhood (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author.

Division for Early Childhood/National Association for the Education of Young Children, & National Head Start Association (DEC/NAEYC/NHSA) (2013). Frameworks for Response to Intervention in early childhood: Description and implication. Missoula, MT: Author.

Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC). (2009, April). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAYEC). Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute.

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Resources ContinuedEpstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children's learning (2nd ed.). Washington, DC: National Association for the Education of Young Children.

Grisham Brown, J. L., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes Publishing Co.

Ohio Center for Autism and Low Incident. (n.d.). Autism Internet Modules [AIM].

Susan, S.R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Winton, P., Buysee, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT Module 5: Assistive Technology Interventions [Web-based professional development curriculum]. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge.

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Terms of Use• NO DERIVATIVES: Permission is granted to download and use the

PowerPoint document: Resources for Delivering Professional Development on Blended Practices in its presented form for training or education purposes. Individuals or agencies may use a single slide or any combination of slides as long as the content on the slide or in the narrative is not edited and attribution is given.

• NONCOMMERCIAL: This document may not be altered or reproduced to generate revenue for any program or individual. Unauthorized use beyond this privilege is prosecutable under federal law.

• ATTRIBUTION: Pretti-Frontczak, K., Grisham-Brown, J., & Zeng, S. (2015). Resources for delivering professional development on blended practices. Los Angeles: Division for Early Childhood of the Council for Exceptional Children.

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