EDSE 534: Syllabus

1

College of Education & Behavioral Sciences

School of Special Education

EDSE 534 Research, Policy, and Advocacy in Early Childhood Special Education

A. Course Description The course explores efficacy research, state and federal policies and systems, nationally

recommended practices, and advocacy processes that support high quality services in Early

Childhood Special Education (ECSE).

B. Prerequisites None

C. Relationship of this Course to the Program Knowledge Base

The faculty of the School of Special Education shall facilitate the development of educators

who are able to implement professional standards, advocate for children and youth with

exceptionalities and their families, and adhere to the following beliefs and values:

Children and youth with exceptionalities are part of a larger community of diverse

learners;

Children and youth with exceptionalities can learn when provided with effective and/or

differentiated instruction, the adaptation of the learning environment, and culturally

responsive pedagogy and curriculum;

Children and youth with exceptionalities excel when they are held to high standards and

expectations;

The larger mission of education is best served when special educators collaborate with

families, general educators, and related services professionals.

Children and youth with exceptionalities develop lifelong attitudes and behaviors when

responsibility, self-determination, and ownership of their education are expected.

D. Professional Standards Met

[see Appendix A for details]

The knowledge base for Early Childhood Special Education Program (Generalist) license at

the University of Northern Colorado relates to the following program standards:

Colorado Department of Education (CDE), Section 9.08 (Early Childhood Special

Education )

Colorado Department of Education (CDE), Section 9.04 (Early Childhood Special

Education Specialist )

Colorado Department of Education (CDE), Section 8.01 (Early Childhood Education )

EDSE 534: Syllabus

2

Colorado Department of Education Colorado (CDE) Reading Directorate

Council for Exceptional Children, Division for Early Childhood (CEC-DEC)

Colorado Department of Human Services, Large Child Care Director

National Association for the Education of Young Children (NAEYC), Advanced

Standards

E. Course Goals and Objectives

1. Show proficiency in articulating contemporary issues within the field of Early

Childhood Special Education using the framework of recommended practices.

Identify recommended practices for the education of young children with both

typical and atypical development

Identify current and historical policy trends in the field of ECSE.

Articulate ethical and legal parameters for the field.

CDE 9.08: (4)(b-f)

CDE 9.04: (1(a-d, f, h, i)), (3)(k)

CDE 8.01: (3)(a(ii))

PBSCT: 5.07(3); 5.08(3)(a-f), (4)

CEC: 1K(1-3), 2K(4)

NAEYC: 1b

2. Evaluate the evidence-based merits of recommended practices.

Identify standard components of research reports and accurately summarize and

evaluate their procedures and findings.

Report critically and systematically on findings in an area of ECSE research that

aligns with recommended practices.

Demonstrate high quality writing skills using appropriate citations and

referencing for reviewing and reporting on research.

CDE 9.08: (4)(b)

CDE 9.04: (1)(i)

CDE 8.01: (3)(b)

CEC: 9K(1)

NAEYC: 2(c-f, i)

3. Apply knowledge of research and recommended practices to existing or future

program practices.

Articulate a personal philosophy to guide practice that emanates from an

understanding of research, common values, and personal reflection.

Participate in local advocacy or policy-making activities.

CDE 9.08: (4)(a)(i), (4)(c), (8)(a-c)

CDE 9.04: (1(f, h, i)

CDE 8.01: (3)(a(ii, iii))

CEC: 9S(1-8)

NAEYC: 1(b), 2(a-b, h, i)

F. Content of the Course

Research and policy related to early childhood special education

Interpreting ECSE research

Current trends and issues in ECSE

EDSE 534: Syllabus

3

Identification of evidence-based practices

Policy and advocacy definitions and functions

Ethical considerations for the ECSE professional

Advocacy to support young children, families, and critical service systems

National and state policy contexts

Overview of legislative bodies and processes

Application of knowledge of recommended practices in local contexts

G. Course Requirements

Guidelines are provided for each of these assignments under the Assignments tab in Canvas;

www.unco.edu/canvas. No bonus points will be awarded.

Refer to due dates in the Course Schedule (in Appendix B). Refer to Appendix B for

guidelines and rubrics.

Assignment Standards Addressed Points

Complete assigned readings and face to face

activities 30 points (per face to face session) 120 points

Discussion Board: Complete assigned readings and

related projects. Apply conceptual knowledge from

course readings in online discussion forums (two

DBs)

CDE 9.08: (4)(a(i), b-

e), (8)(a-c)

CDE 9.04: (1(a-d, f, h,

i)); (3)(k)

CDE 8.01: (3)(a(ii, iii),

b)

CEC: 1K(1-3), 2K(4),

9K(1), 9S(1-8)

NAEYC: 1(b), 2(a-f, i)

50

(25 points

each)

Article Reviews: Review two (2) peer-reviewed

research articles in a pre-approved area of focus

related each to recommended practices. These will

contribute to your Literature Review. You should

follow a format that you can use to insert these

assignments into your Policy Paper.

CDE 9.08: (4)(a(i), b-

e), (8)(a-c)

CDE 9.04: (1(a-d, f, h,

i))

CDE 8.01: (3)(a(ii, iii),

b)

CEC: 1K(1-3), 2K(4),

9K(1), 9S(1-8)

NAEYC: 1(b), 2(a-f, i)

50

(25 points

each)

Policy-Advocacy Meeting: Participate in a local or

state policy-making or advocacy meeting, conduct a

brief interview of the group’s leader, and after

requesting it in advance, read information generated

by the group (e.g., meeting minutes, by-laws,

brochures, etc.). In a three- to five-page paper (3-5),

describe the purpose of the policy-making body and

how the group identifies and addresses needs in

ECSE, and reflect on your learning.

CDE 9.08: (4)(a(i), b-

e), (8)(a-c)

CDE 9.04: (1(a-c, f, h,))

CDE 8.01: (3)(b)

CEC: 1K(2-3), 2K(4),

9K(1), 9S(2-6, 8)

NAEYC: 1(b), 2(c, d-f,

h, i)

50

EDSE 534: Syllabus

4

Case Review: Evaluate a detailed case study of an

ECSE scenario against recommended practices in

ECSE. Provide recommendations for improvement.

CDE 9.08: (4)(a(i), b-

e), (8)(a, c)

CDE 9.04: (1(a-d, f, h,

i)); (3)(k)

CDE 8.01: (3)(a(ii, iii))

CEC: 1K(2-3), 2K(4),

9K(1), 9S(1-7)

NAEYC: 1(b), 2(a-f, h,

i)

50

Program Assessment: Complete a program

assessment and include an action plan.

CDE 9.08: (4)(a(i), b-e)

CDE 9.04: (1(a-d, f, h,

i))

CDE 8.01: (3)(a(ii, iii))

CEC: 1K(1-3), 2K(4),

9K(1), 9S(1-8)

50

Literature Review- Policy Paper: Complete a 10- to

12-page Literature Review on a policy issue of your

choice. You must cite applicable regulatory

language and include at least 10 peer-reviewed

research articles with a total of at least 15 sources.

Identify resources that you will use to keep up to

date on this and related issues (e.g., publications,

laws, organizations). See rubric below.

iWebfolio Portfolio artifact.

CDE 9.08: (4)(a(i), b-e)

CDE 9.04: (1(a-d, f, h,

i))

CDE 8.01: (3)(a(ii, iii))

CEC: 1K(1-3), 2K(4),

9K(1), 9S(1-8)

NAEYC: 1(b), 2(a-f, h,

i)

100

Total 470

H. Grading Criteria

Grade Percentage Grade Percentage

A 95-100 C 80-83

A- 93-94 C- 78-79

B+ 91-92 D+ 76-77

B 88-90 D 72-75

B- 86-87 D- 70-71

C+ 84-85 F Less than 70

I. Required Readings

1. American Psychological Association (2009). Publication manual of the

American Psychological Association, Sixth Edition. Washington, DC: American

Psychological Association.

Bailey, D., & Bruder, M. B. (2005). Family outcomes of early intervention and early childhood

special education: Issues and considerations. Washington, D.C.: Early Childhood

Outcomes Center.

EDSE 534: Syllabus

5

Castaneda, R., & Golden, O. (2009). Infants and toddlers in state and federal budgets: Summary

report from urban institute roundtable. Washington, D.C.: The Urban Institute. Retrieved

from http://www.urban.org/

Cook, B. G., & Cook, S. C. (2011). Unraveling evidence-based practices in special education.

The Journal of Special Education, 1–12. doi:10.1177/0022466911420877

DEC. (2010). Reauthorization of the Elementary and Secondary Education Act. The Division of

Early Childhood of the Council for Exceptional Children.

DEC. (2012, October 24). CEC releases new position on special education teacher evaluation.

The Division of Early Childhood of the Council for Exceptional Children.

Division for Early Childhood, Policy, Advocacy. (2012). Division for Early Childhood.

Retrieved November 2, 2012, from http://www.dec-sped.org/PolicyAdvocacy

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early

childhood special education 2014. Retrieved from http://www.dec-

sped.org/recommendedpractices

Dunst, C. J. (2002). Family-Centered Practices: Birth Through High School. Journal of Special

Education, 36(3), 139. doi:Article

Early Childhood Learning & Knowledge Center. (2012). Federally sponsored resources. Head

Start. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/Head%20Start%20Program

Epley, P., Gotto, G., Summers, J. A., Brotherson, M. J., Turnbull, A. P., & Friend, A. (2010).

Supporting families of young children with disabilities: Examining the role of

administrative structures. Topics in Early Childhood Special Education, 30(1), 20–31.

doi:10.1177/0271121410363400

ESEA Reauthorization: A Blueprint for Reform | U.S. Department of Education. (2012).U.S.

Department of Education. Retrieved November 2, 2012, from

http://www2.ed.gov/policy/elsec/leg/blueprint/index.html

Evidence-based practice—Wanted, needed, and hard to get. (2012).Council for Exceptional

Children. Retrieved November 2, 2012, from

http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&ContentID=6515&t

emplate=/CM/ContentDisplay.cfm

Harvard Family Research Project. (2006). Family involvement in early childhood education (

No. 1). Family Involvement Makes a Difference. Cambridge, MA: Harvard Graduate

School of Education.

Hebbeler, K., Spiker, D., & Kahn, L. (2011). Individuals with disabilities education act’s early

childhood programs: Powerful vision and pesky details. Topics in Early Childhood

Special Education, 31(4), 199–207. doi:10.1177/0271121411429077

Hiebert-Murphy, D., Trute, B., & Wright, A. (2011). Parents’ definition of effective child

disability support services: Implications for implementing family-centered practice.

Journal of Family Social Work, 14(2), 144–158. doi:10.1080/10522158.2011.552404

IDEA - Building The Legacy of IDEA 2004. (2012).U.S. Department of Education. Retrieved

November 2, 2012, from http://idea.ed.gov/explore/home

Lippitt, J. (2001). Policy and policy making for infants, toddlers, and their familie: A primer for

practitioners. Zero to Three, 21, 4–8.

McWilliam, P. J. (2000). cc: Parker Ellis. Lives in Progress. Baltimore: Brookes Publishing

Company.

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving

children from birth through age 8. National Association for the Education of Young

Children. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf

NAEYC. (2012a). Technology and interactive media as tools in early childhood programs.

Technology and interactive media as tools in early childhood programs serving children

EDSE 534: Syllabus

6

from birth to age 8. Retrieved from http://www.naeyc.org/content/technology-and-young-

children

NAEYC. (2012b). A call for excellence in early childhood education. The National Association

for the Education of Young Children. Retrieved from

http://www.naeyc.org/policy/excellence

NAEYC. (2012c). Call to action for the 112th Congress. The National Association for the

Education of Young Children.

Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early

childhood special education: Evidence-based practices. The Journal of Special

Education, 37(3), 164–173. doi:10.1177/00224669030370030601

OSERS’ Individuals with Disabilities Education Act (IDEA) Regulations Page, IDEA Part-C.

(2012).U.S. Department of Education. Retrieved November 2, 2012, from

http://www2.ed.gov/policy/speced/reg/idea/part-c/index.html

OSERS’ Individuals with Disabilities Education Act (IDEA) Regulations, IDEA Part-B.

(2012).U.S. Department of Education. Retrieved November 2, 2012, from

http://www2.ed.gov/policy/speced/reg/idea/part-b/index.html

Podvey, M. C., Hinojosa, J., & Koenig, K. P. (2011). Reconsidering insider status for families

during the transition from early intervention to preschool special education. The Journal

of Special Education. doi:10.1177/0022466911407074

Ramey, C., & Ramey, S. (2004). Early learning and school readiness: Can early intervention

make a difference? Merrill-Palmer Quarterly, 50(4), 471–491.

doi:10.1353/mpq.2004.0034

Raspa, M., Baily, Jr., D., & Scarborough, A. (2010). Service provider combinations and the

delivery of early intervention services to children and families. Infants & Young

Children, 23(2), 132–144.

Regulations.gov - Home. (2012). Retrieved November 2, 2012, from

http://www.regulations.gov/#!home;tab=search

Schidler, D., Broadstone, M., Chauncey, B., Kiron, E., & Lim, Y. (2009). The impact of Head

Start partnership on child care quality: Final report (Child Care Quality Study).

Washington, D.C.: Office of Policy, Research, and Evaluation, U.S. Department of

Health and Human Services.

Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results

from a national survey to document trends in state-level policies and practices. The

Authors, 9(1), 1–18.

Tseng, V. (2012). The uses of research in policy and practice. Sharing Child and Youth

Development Knowledge, Social Policy Report, 26(2), 1–24.

Worsham, D. (2009). Effective strategies for increasing family involvement and improving

outcomes in early intervention programs (Research Brief). Eugene, OR: Western

Regional Resource Center.

Zero to Three Policy Center. (2007). Tracking services for infants, toddlers & their families: A

look at federal early childhood programs and the roles of state and local governments

(pp. 1–22). Washington, D.C.: Zero to Three Policy Center. Retrieved from

http://www.zerotothree.org/policy

Suggested Readings [See Appendix B]

J. Accommodations Statement

Students who believe that they may need accommodations in this class are encouraged to contact

the Disability Support Services, voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit

EDSE 534: Syllabus

7

www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a

timely fashion.

K. Academic Honesty

Students are required to follow guidelines related to academic honesty as outlined in the student

handbook, available at http://www.unco.edu/dos/docs/StudentHandbook.pdf. Also see guidance

related to plagiarism at http://www.unco.edu/dos/student_plagiarism.html.

The ECSE faculty have also implemented the following policies with respect to originality of

products: Policy on Originality of Products: You are encouraged to build upon your own

previous work from other classes and programs, and to integrate material and ideas that you have

learned in other classes into this class, with appropriate referencing. But projects from other

classes are not to be duplicated and turned in to fulfill this course’s requirements, nor can you

take work that you completed in another class and simply re-configure it, or enhance it, for this

class. You also cannot take a project done in this class by another student who took this class at

an earlier date, or is in this class now, and submit it as your project with or without minor

changes. In other words, you are expected to do original work for each project and assignment

that you complete in this class. Failure to do so means that, at the very least, you will receive an

automatic “F” on that assignment, and the instructor can take additional action if he/she feels that

it is necessary.

L. Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning

environment where diversity and individual differences are understood, respected, appreciated,

and recognized as a source of strength. We expect that students, faculty, administrators and staff

within CEBS will respect differences and demonstrate diligence in understanding how other

peoples’ perspectives, behaviors, and worldviews may be different from their own.

M. Liability Statement pertaining to field experiences:

UNC purchases insurance that provides liability coverage to teacher candidates (subject coverage

limitations and deductibles of the applicable insurance policy) for claims made against the

teacher candidate while s/he is acting in the course and scope of her/his responsibilities in field

experience. Such coverage is subject to limitations and exclusions for, among other things,

alleged intentional acts and other uncovered claims.

In addition, the teacher candidate, during her/his practice teaching in a school is deemed an

employee of the school district for the purposes of workers’ compensation and liability insurance

as provided for other school employees.

Personality Liability: It is each teacher candidate’s choice to determine if s/he wishes to purchase

additional liability coverage. Several professional organizations, including but not limited to the

Colorado Education Association, the Council for Exceptional Children, and the National

Education Association, offer personal – professional liability insurance that can be purchased by

the teacher candidate at her/his expense.

EDSE 534: Syllabus

8

APPENDIX A

Professional Standards Met in the Course

Colorado Department of Education

Colorado Department of Education (CDE) Early Childhood Special Education Generalist

Standard Section 9.08

(4) The early childhood special education teacher is knowledgeable about

professionalism, and is able to

(a) self-evaluate and participate in professional development opportunities to

remain current on:

(i) knowledge of the field; practice, personal philosophy; and a rationale

for decision-making; and to remain involved in:

(ii) continual self-assessment, reflection, and understanding of the impact

of choices and actions on young children, including those with special

needs, and on families, and other education and support services

professionals.

(b) articulate current issues and trends; legal issues including procedural

safeguards, legislation, and other public policies affecting all children,

including those with special needs; their families; programs for young

children, including those with special needs; and the early childhood special

education teaching profession.

(c) articulate the early childhood/special education teaching profession, its

multiple historical, philosophical, and social foundations, and how these

influence current thought and practice.

(d) demonstrate an awareness of and commitment to professional ethics

(e) communicate the importance of working with specialists, para-

professionals/para-educators, volunteers, and other adults.

(f) incorporate state and national early childhood/special education program

standards, into student planning

(8) The early childhood educator is knowledgeable about professionalism, and is able to:

(a) actively seek out opportunities for professional development, by remaining

current on appropriate professional literature and resources and/or

participating in relevant content-area oriented educational and other

organizations, and experiences to inform and improve practice

(b) establish and maintain positive, collaborative relationships with families,

colleagues, other professionals, and work effectively as a team member

(c) advocate for young children and their families, and improve the quality of

programs and services for all young children, including those with special

needs

Colorado Department of Education Early Childhood Special Education Specialist Standards,

Section 9.04

(1) The early childhood special education specialist is knowledgeable about professional

practice(s), and is able to:

EDSE 534: Syllabus

9

(a) articulate the historical, philosophical, and legal bases of services for young

children, both with and without special needs.

(b) communicate about ethical and policy issues, as related to educational, social,

and medical services for young children, both with and without special needs,

and their families.

(c) identify current trends and issues in early childhood education, early

childhood special education, and special education, and incorporate such

information into planning for students.

(d) identify, and apply to planning, legislation that affects children, families, and

programs for children.

(f) advocate, on behalf of young children and their families, for improving the

quality of programs and services for young children, and for enhanced

professional status and working conditions, for early childhood special

educators.

(h) participate actively with applicable professional organizations.

(i) read and critically apply documented research and proven-effective practices.

(3) The early childhood special education specialist is knowledgeable about screening,

evaluations and assessment, and is able to:

(k) develop and utilize program evaluation to monitor the quality of the learning

environment, as it affects children, their families, and the community.

Colorado Department of Education Early Childhood Education Standards, Section 8.01

(3) The early childhood educator adheres to high standards of professionalism, by

remaining current in knowledge and practice, and by seeking out professional

development which supports those standards. The early childhood educator is able to:

(a) reflect on practice and a personal educational philosophy that provides a

foundation for sound instructional decision-making, as based on, but not

limited to:

(ii) ongoing awareness of current issues and trends, legal issues including

procedural safeguards, legislation, and other public policies affecting

children, families, programs for young students and the early

childhood profession.

(iii) incorporate into planning, proven and effective advancements in the

early childhood profession.

(b) actively seek out opportunities for professional development, including, but

not limited to content-related coursework; seeking resources; and participating

in relevant in-services and other experiences which can inform and improve

practice, professional activities, such as curriculum reviews, visiting related

programs, reviewing current professional literature; and joining pertinent

professional organizations.

(c) The early childhood educator is knowledgeable about, and:

(ii) complies with state and national early childhood program standards.

(iii) advocates for young children and their families, to improve the quality

of programs and services for young children.

EDSE 534: Syllabus

10

Council for Exceptional Children

Council for Exceptional Children (CEC) Knowledge and Skill Base for All Beginning Special

Education Teachers of Early Childhood Students. EC

1K (1) Historical and philosophical foundations of services for young children both with

and without exceptional learning needs

1K (2) Trends and issues in early childhood education and early childhood special

education

1K (3) Law and policies that affect young children, families, and programs for young

children

2K (4) Significance of sociocultural and political contexts for the development and

learning of young children who are culturally and linguistically diverse

9K (1) Organizations and publications relevant to the field of early childhood special

education

9S (1) Recognize signs of child abuse and neglect in young children and follow reporting

procedures.

9S (2) Use family theories and principles to guide professional practice.

9S (3) Respect family choices and goals.

9S (4) Apply models of team process in early childhood.

9S (5) Advocate for enhanced professional status and working conditions for early

childhood service providers.

9S (6) Participate in activities of professional organizations relevant to the field of early

childhood special education

9S (7) Apply research and effective practices critically in early childhood settings

9S (8) Develop, implement, and evaluate a professional development plan relevant to

one’s work with young children.

National Association for the Education of Young Children

National Association for the Education of Young Children, Advanced Standards

(1)

o 1b: Know about, understand, and value the importance and complex characteristics of

children’s families and communities. They use this understanding to create respectful,

reciprocal relationships that support and empower families, and to involve all families in

their children’s development and learning

o 1e: Candidates identify and conduct themselves as members of the early childhood

profession. They know and use ethical guidelines and other professional standards related

to early childhood practice. They are continuous, collaborative learners who demonstrate

knowledgeable, reflective, and critical perspectives on their work, making informed

decisions that integrate knowledge from a variety of sources. They are informed

advocates for sound educational practices and policies.

(2)

o 2a: Demonstrate a high level of competence in understanding and responding to diversity

of culture, language, and ethnicity

o 2b: Demonstrate in-depth knowledge and thoughtful application of NAEYC’s Code of

Ethical Conduct and other guidelines relevant to their professional role

o 2c: Possess a high level of oral, written, and technological communication skills, with

specialization for the specific professional role(s) emphasized in the program

EDSE 534: Syllabus

11

o 2d: Demonstrate in-depth, critical knowledge of the theory and research relevant to the

professional rolls(s) and focus area(s) emphasized in the program

o 2e: Demonstrate a high level of skill in identifying and using the human, material, and

technological resources needed to perform their professional roles and to keep abreast of

the field’s changing knowledge base

o 2f: Using systematic and professionally accepted approaches, demonstrate inquiry skills,

showing their ability to investigate questions relevant to their practice and professional

goals.

o 2h: Demonstrate competence in articulating and advocating for sound professional

practices and public policies for the positive development and learning of all young

children

o 2i: Reflect on and use their abilities and opportunities to think strategically, build

consensus, create change, and influence better outcomes for children, families, and the

professions.

EDSE 534: Syllabus

12

APPENDIX B

Suggested Readings

Bailey, D., & Bruder, M. B. (2005). Family outcome of early intervention and early

childhood special education: Issues and considerations. Washington, DC: Early

Childhood Outcomes Center. Retrieved from

http://www.earlyonredesign.com/Files/Family_Outcomes_Issues_01-17-05.pdf

Brantlinger, E., Jimenez, R., Klingner, J., & Pugach, M. (2005). Qualitative studies in special

education. Council for Exceptional Children, 71(2), 195-207.

Castaneda, R. M., & Golden, O. (2009). Infants and toddlers in state and federal budgets:

summary report from urban institute roundtable. Retrieved from

http://www.urban.org/uploadedpdf/411942_infants_and_toddlers.pdf

Colorado Department of Education. (2011). Early childhood initiatives. Retrieved from

http://www.cde.state.co.us/early/

Colorado Department of Education. (2011). Results matter: Colorado child and family

outcomes system. Retrieved from

http://www.cde.state.co.us/resultsmatter/rm_system.htm

Colorado Department of Human Services. ( 2011). Early childhood connections. Retrieved

from http://www.earlychildhoodconnections.org/

Council for Exceptional Children. (2011). Evidence-based practice: Wanted, needed, and

hard to get. Retrieved from

http://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTML

Display.cfm&ContentID=6515

Council for Exceptional Children. (2011). CEC’s ESEA reauthorization

recommendations. Retrieved from

http://www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/CECPolicyResou

rces/NoChildLeftBehind/CEC_2010_ESEA_Policy_WEB.pdf

Council for Exceptional Children. (2011). NCLB-A law under fire. Retrieved from

http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=9314&T

EMPLATE=/CM/ContentDisplay.cfm

Council for Exceptional Children, Division of Early Childhood. Retrieved from

http://www.dec-sped.org/

Crais, E., Roy, V., & Ree, K. (2006). Parents’ and professionals’ perceptions of the

implementation of family-centered practices in child assessments. American Journal

of Speech-Language Pathology, 15, 365-377.

Department of Education. (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities: Final rule. Retrieved from http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf . IDEA topical summaries are available at http://idea.ed.gov/explore/home

Department of Education. (2008). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities: Final rule. Retrieved from http://edocket.access.gpo.gov/2008/pdf/E8-28175.pdf.

Department of Education. (2007). Early intervention program for infants and toddlers with disabilities: Proposed rule. Retrieved from http://www.gpo.gov/fdsys/pkg/FR-2007-05-09/pdf/07-2140.pdf

Division for Early Childhood of the Council for Exceptional Children. (2007). DEC comments on the part C NPRM. Retrieved from http://www.dec-sped.org/uploads/docs/policy_advocacy/IDEA/DEC_Final_Part_C_Comments_7_23_07.pdf

EDSE 534: Syllabus

13

Division for Early Childhood of the Council for Exceptional Children. (2010). Reauthorization of the elementary and secondary education act. Retrieved from http://www.dec-sped.org/

Dunst, C. J., Trivette, C. M., Humphries, T., Raab, M., & Roper, N. (2001). Contrasting

approaches to natural learning environment interventions. Infants and Young

Children, 14(2), 48-63.

Dunst, C. J., & Trivette, C. M. (2008). Using research evidence to inform and evaluate early

childhood intervention practices. Topics in Early Childhood Special Education, 29(1),

40-52. doi: 10.1177/0271121408329227.

Education Law Center. (2010, February). Including children with disabilities in state pre-k

programs. Retrieved from

http://www.edlawcenter.org/ELCPublic/Publications/PDF/PreKPolicyBrief_Inclusion

ChildrenWithDisabilities.pdf

Education Law Center. (2010, February). Access to pre-k education under the Mckinney-

Vento homeless assistance act. Retrieved from

http://www.edlawcenter.org/ELCPublic/Publications/PDF/PreKPolicyBrief_AccessT

oEducation.pdf

Epley, P., Gotto, G. S., Summers, J. A., Brotherson, M. J., Turnbull, A. P., & Friend, A.

(2010). Supporting families of young children with disabilities: Examining the role of

administrative structures. Topics in Early Childhood Special Education, 30(1), 20-31.

doi: 10.1177/0271121410363400.

Federal Budget. (2011). Promoting early learning for success in school and in life. Retrieved

from http://www.whitehouse.gov/omb/budget/Overview/

Fixsen, D. L., & Blase, K.A. (2009). Technical assistance in special education: Past, present,

and future. Topics in Early Childhood Special Education, 29,(1), 62-64. doi:

10.1177/0271121409333795.

FPG Snapshot. (2007). Relationship of English-only to young children’s social and language

skills. Retrieved from http://www.fpg.unc.edu/~snapshots/snap41.pdf

Gallagher, J., Danaher, J. C., & Clifford, R. M. (2009). The evolution of the national early

childhood technical assistance center. Topics in Early Childhood Special Education,

29(1), 7-23. doi: 10.1177/0271121408330931.

Gersten, R., Fuchs, L., Comption, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005).

Quality indicators for group experimental and quasi-experimental research in special

education. Council Exceptional Children, 71(2), 149-164.

Guralnick, M. J. (2000). An agenda for change in early childhood inclusion. Journal of Early

Intervention, 23(4), 213-222. Also, responses to this feature article: Bruder, pp. 223-

230) and Turnbull & Turnbull, pp. 231-234.

Harvard Family Research Project. (2006). Family involvement in early childhood education.

Retrieved from www.hfrp.org

Holdheide, L., & Reschly, D. (2008). Teacher preparation to deliver inclusive services to

students with disabilities. Retrieved from www.tqsource.org

Horner, R., Carr, E., Halle, J., Mcgee, G., Odom, S., & Wolery, M. (2005). The use of single-

subject research to identify evidence-based practice in special education. Council for

Exceptional Children, 71(2), 165-179.

Kahn, L., Hurth, J., Kasprzak, C., Diefendorf, M., Goode, S., & Ringwalt, S. (2009). The

national early childhood technical assistance center model for long-term systems

change. Topics in Early Childhood Special Education, 29(1), 24-39. doi:

10.1177/0271121409334039.

Kids Count state-level data online. (2011). Retrieved from http://www.aecf.org/kidscount/sld

EDSE 534: Syllabus

14

Lippitt, J. A. (2001). Policy and policy-making for infants, toddlers, and their families: A

primer for practitioners. Zero to Three, 21, 4-8.

Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results

from a national survey to document trends in state-level policies and practices. Early

Childhood Research & Practice, 9(1). Retrieved from

http://ecrp.uiuc.edu/v9n1/little.htm

McWilliam, P. J. Lives in progress. Baltimore: Brooks.

National Association for the Education of Young Children. (2009). A call for excellence in

early childhood education. Retrieved from http:// www.naeyc.org/policy/excellence.

National Association for the Education of Young Children. (2009). Developmentally

appropriate practice in early childhood programs serving children from birth

through age 8. Retrieved from http://www.naeyc.org/

National Association for the Education of Young Children. (2009). Key messages of the

position statement. Retrieved from http:// www.naeyc.org.

National Association for the Education of Young Children. (2009). Making a difference:

Excellence in early childhood education. Retrieved from http:// www.naeyc.org.

National Association for the Education of Young Children. (2009). Prevent the gap, sustain

children’s successes, and reap economic benefits for the nation by helping young

children and their families thrive. Retrieved from

http://www.naeyc.org/files/naeyc/file/policy/federal/Calltoaction111th.pdf

National Association for the Education of Young Children (2007, February). Making a

difference: Excellence in Early Childhood Education: Recommendations to the 111th

Congress. Retrieved from http://www.naeyc.org/policy/federal/recommendations

National Dissemination Center for Children with Disabilities. (2010). NICHCY research 102:

Adding up the evidence. Retrieved from

http://www.nichcy.org/Research/Basics/Pages/Research102.aspx

National Early Childhood Technical Assistance Center (NECTAC). Retrievable from

http://www.nectac.org/

National Early Childhood Technical Assistance Center. (2006). Preschool Grants Program

(Section 619 of Part B of IDEA). Retrieved from

http://www.nectac.org/partc/partc.asp

National Professional Development Center on Inclusion. (2007). Research synthesis points

on early childhood inclusion. Retrieved from http://community.fpg.unc.edu/npdci

Infants and Toddlers with Disabilities (Part C of IDEA). (2006). Retrieved from

http://www.nectac.org/partc/partc.asp

Odom, S. L. (2009). The tie that binds: Evidence-based practice, implementation science, and

outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61.

doi: 10.1177/0271121408329171.

Odom, S. L.; Brantlinger, E.,. Gersten, R., Horner, R. H., Thompson, B., Harris, K. R.

(2005). Research in special education: Scientific methods and evidence-based

practices. Exceptional Children, 71(2), 137-148.

Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early

childhood special education: Evidence-based practices. The Journal of Special

Education, 37(4), 164-173.

Powell, D., & Dunlap, G. (2010). Family-focused interventions for promoting social-

emotional development in infants and toddlers with or at risk for disabilities.

Retrieved from www.challengingbehavior.org.

Ramey, C., & Ramey, S. (2004). Early learning and school readiness: Can early intervention

make a difference. Merrill-Palmer Quarterly, 50(4), 471-491.

EDSE 534: Syllabus

15

Salisbury, C., Engstrom, E. C., & Woods, J. (2010). Providers’ reported and actual use of

coach strategies in natural environments. Topics in Early Childhood Special

Education, 1-12. doi: 10.1177/0271121410392802

Schilder, D., Broadstone, M., Chauncey, B., Kiron, E., Miller, C., & Lim, Y. (2009). Child

care quality study: The impact of head start partnership on child quality. Newton:

Education Development Center.

Strain, P. & Dunlap, G. (2011). Being an evidence-based practitioner. Retrieved from

http://www.challengingbehavior.org/do/resources/documents/rph_practitioner.pdf

Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of family-systems

intervention practices on parent-child interactions and child development. Topics in

Early Childhood Special Education, 30(1), 3-19. doi: 10.1177/0271121410364250

Turnbull, A., Turnbull, R., & Erwin, E., & Sodook, L (2005). Family functions (Chapter 3).

Families, professionals, and exceptionality, pp. 48-69. Upper Saddle River, NJ:

Pearson.

United States Congress (2004). Individuals with Disabilities Education Improvement Act of

2004 (IDEA 2004). Retrieved from http://frwebgate.access.gpo.gov/cgi-

bin/getdoc.cgi?dbname=108_cong_public_laws&docid=f:publ446.108

Worsham, D. (2007). Effective strategies for increasing family involvement and

improving outcomes in early intervention programs. Western Regional Resource

Center. Retrieved from http://ea.niusileadscape.org/lc/Record/3

Wright, T. S. (2011). Countering the politics of class, race, gender, and geography in early

childhood education. Educational Policy, 25(1), 240-261. doi:

10.1177/0895904810387414

Zero to Three. (2007). Tracking services for infants, toddlers & their families: A look at

federal early childhood program and the roles of state and local governments.

Retrieved from

http://www.zerotothree.org/site/DocServer/FedITProgramsAug07.pdf?docID=4041