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?.
One who knows a lot about a subject
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.
Personnel Are the…………
Personnel Can Have a
About one in six children in the U.S. have one or more developmental disabilities or other developmental delays.
The brain is adaptable and can be influenced by positive experiences;
The brain is vulnerable and can be harmed by negative experiences
Enough to Eat
A Safe and Consistent Place to Live
Mental Health/Behavioral Strategies for Self Regulation
Model for Viewing Different Ecological Settings as Sources of Learning Experiences and Opportunities
Intervention/ ECSE Programs
To the extent appropriate, service providers in each area of early intervention services included in paragraph (d) of this section are responsible for:
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.
WEBSTER’S NEW WORLD DICTIONARY
Frank A. Clark
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.
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
Geik, Gilkerson & Sponsetter, 1982
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)
Family-related competencies (strategies for including family members as partners in planning and implementing intervention, strategies for promoting interaction between parent and child)
Team-related competencies (skill in integrating the knowledge and recommendations of multiple disciplines into the child’s and family’s daily routines)
Agency-related competencies (knowledge of community resources, developing blended service plans)
Thorp & McCollum, 1988
Evaluation of Program Effectiveness
Bruder & McLean, 1988
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
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
It cannot be changed without changing our thinking.
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
Education Policies Commision, 1938
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
When Will We Know What We Don’t Know?
Van Hoof, 2004
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
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.
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
You\'ll never plow a field by turning it over in your mind."