Ec special educators
1 / 8

EC Special Educators - PowerPoint PPT Presentation

  • Updated On :

EC Special Educators. conceptualizer synthesizer instructor evaluator listener. The Role of the Early Childhood Special Educator. Assess development plan intervention implement intervention coordinate services follow through with recommendations from others

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'EC Special Educators' - mendel

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Ec special educators l.jpg
EC Special Educators

  • conceptualizer

  • synthesizer

  • instructor

  • evaluator

  • listener

Slide2 l.jpg

The Role of the Early Childhood Special Educator

  • Assess development

  • plan intervention

  • implement intervention

  • coordinate services

  • follow through with recommendations from others

  • assess family resources, priorities, and concerns

  • plan and implement services for families

  • coordinate interagency services

  • conduct program evaluation

  • serve as an advocate for children & families

Practice defined l.jpg


A label that is commonly applied to quality programs; instruction. Best practice implies that there is one set of instruction that is appropriate for all children

Developmentally Appropriate

High quality earlychildhood education which provides a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children while responding to the needs of families


Curriculum & instruction that is:

research based family-centered

multicultural “normalized”


developmentally & chronologically age-appropriate

Practice Defined

Developmentally appropriate practice l.jpg
Developmentally Appropriate Practice

  • Age Appropriateness: instruction and experiences of children are appropriate to the physical, emotional, social, and cognitive developmental levels of the children as predicted by the universal, predictable sequences of growth and change that occur in children between birth and age 9.

  • Individual Appropriateness: The curriculum and the adults’ interactions with children should be responsive to children’s individual differences.

Guidelines of dap l.jpg
Guidelines of DAP

I. Curriculum:

A. Provides for all areas of development

B. Is based on observations of children’s needs and interests

C. Curriculum planning emphasizes learning as an interaction process: explorations & interaction with environment

D. Experiences (lessons) should be concrete, real, and relevant

E. Provides for a wider range of interests and abilities than the chronological age range of the group suggests

F. Teachers: vary the materials, activities, and experiences as the children change and grow

Dap guidelines continued l.jpg
DAP Guidelines Continued

G. Give opportunities to choose

H. adults facilitate children’s learning

I. Provide multicultural & nonsexist experiences, materials, and equipment

J. Balance rest and active movement

K. Include outdoor experiences

II. Guidelines to adult behavior:

A. Respond quickly and directly to children

B. Provide opportunities for communication

C. Provide support, focused attention, physical proximity, and encouragement

D. Use appropriate behavior management techniques

Dap guidelines continued7 l.jpg
DAP Guidelines Continued

III. Home & School

A. Encourage participation and observation

B. Share expertise & resources

C. Show respect

IV. Developmental Evaluation

A. Use assessment information to adapt curriculum to match the developmental needs of children, to communicate with families, and to evaluate the programs’ effectiveness

B. Use developmental assessments and observations to identify children with special needs & abilities

C. Interpret evaluative information according to the child’s unique cultural and familial background

D. School placement should be developmentally appropriate

References l.jpg

Bredekamp, S. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

Noonan, M. J., & McCormick, L. (1993). Early Intervention in natural environments: Methods and procedures. Pacific Grove, CA: Brooks/Cole Publishing Co.

Odom, S. L. & McLean, M. E. (1996). Early Intervention/Early Childhood Special Education: Recommended Practices. Austin, TX: Pro-ed.

National Association for the Education of Young children (NAEYC); Division for Early Childhood of the Council for Exceptional Children (DEC/CEC), & National Board for Professional Teaching Standards (NBPTS). (1996). Guidelines for preparation of early childhood professionals. Washington, DC: NAEYC.