Presented by CONNECT

Pam Winton, Virginia Buysse, Maggie Connolly, Chih Ing Lim, Jonathan Green, Christine Lindauer

Ann Turnbull

Beth Rous & Patti Singleton

Embedded Learning Opportunities to Support Inclusion 

CONNECT

Session Objectives

Participants will:Become aware of the web‐based resources that Connect is developing.Learn a research‐based instructional design sequence to aid in making evidence based decisions.Identify how to utilize these resources in professional development efforts.

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Purposes of CONNECT

Web‐based PD resources and modulesFocus on young children with disabilities and their familiesHelp build early childhood practitioners’ abilities to make evidence‐based decisions

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Rationale

Focus on teacher qualityLink between college degrees and high quality is not a givenImportance of faculty and PD providers as “knowledge mediators”

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Examples of how modules will be used?

Our primary target audience will:Send learners to website as assignmentDownload resources to use ala cartePresent ‘live’ in class and work through as group Others?

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Current Context

Info glut / technology advancesShrinking resourcesIncreasing faculty workload

Early Childhood Teacher 

Preparation Programs

All other departments 

within Institutes of Higher Education 

(IHEs)

61.2 Students / FT Faculty

38.7 students / FT Faculty*

*source: Early and Winton, 2001

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Needs AssessmentDelphi Survey: Participants

2‐year faculty

4‐year faculty

OSEP Project Directors

PD Providers

Early childhood state policymakers

Family faculty

Families

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What PD Providers wantShort video clips that illustrate practice

Activities

Interactive resources

24/7 availability

Flexibility & ease of use

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Top 10 Topics (In Rank Order)Family‐centered practices

Intervention strategies to support inclusion

Atypical /Typical child development

Assessment

Evidence‐based practices

Socio‐emotional development

Family‐professional collaboration

IEPs/IFSPs: Developing child and family goals

Collaboration among professionals / teaming

Inclusion

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Factors influencing module choice

1. Results from the needs assessment (i.e., Delphi and other literature)

2. Possible linkages with OSEP‐funded or other national centers (e.g., National Early Childhood Transition Research and Training Center; TACSI)

3. Leveraging resources (e.g., staff expertise on certain topics such as transitions)

4. OSEP approval

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Upcoming modules

Inclusion: Embedded interventions to promote participation

Transitions

Family‐professional partnerships

CONNECT Module Design

Research base for instructional design

Focus on realistic problems

Relevance & quality of content

Emphasis on a decision‐making process

Learner feedback & evaluation

(Bransford, Brown, & Cocking, 2000; Trivette, 2005)

A decision‐making process that integrates the best available research evidence with family & professional wisdom & values

Evidence-Based Practice (EBP)

(Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006 )

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Integration of how people learn and EBP

Research on

how adults learn

Decision‐making skills based on 5‐step 

process

CONNECT’s Learning Cycle

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CONNECT’s 5-step Learning Cycle

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

Module 1Inclusion:

Embedded interventions to promote participation

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Definition and Examples of Embedded Interventions

Embedded interventions are specially designed practices that are used to promote children’s engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home, and community. 

Examples:• Incorporate a counting activity into snack time• Add books to the dramatic play center to promote concepts of print

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Small Group Activity:Instructions

1. Complete Activity 1 on the Project Activity worksheet.

2. Round Robin – Identify the important information from the 2 perspectives you have just heard.

3. Choose a reporter from your small group to share answer to Question 5 with large group. 

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Step 1: DilemmaLuke’s Story

Family’s Perspective (Christine)

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

Teacher’s Perspective (Jackie)

Teacher’s perspectivesFamily’s perspectives

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For children like Luke who have significant language delays and limited experience being around other children are embedded interventions effective practices to achieve the following outcomes, that Luke will communicate his wants and needs to adults and peers; and will participate in learning activities with peers, such as story time and circle time? 

Turn the Dilemma into an Answerable Question

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

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Step 3: Content

Definition & examples of teaching strategiesBest available researchRelated policiesRelated consensus statementsFamilies’ perspectives

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

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Teaching strategies used to implement embedded interventionsEnvironmental ModificationAltering or arranging the classroom, home, or community environment to promote participation, engagement, and learning of children

Peer SupportEnlisting peers to help children reach goals and participate fully and meaningfully in the classroom, home, or community

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

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Sources of Knowledge

ResearchResearch Synthesis Points

PoliciesPolicy Advisory on Inclusion

Consensus statementsDEC / NAEYC Joint Position Statement on Early Childhood Inclusion

Experience‐based wisdomParents Speak Out

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Step 4: Decision-Making

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

Summarize the general sources of knowledge from Step 3

Integrate sources of knowledge

Consider that information in light of the unique context of Luke’s situation in order to make a decision

Describe how to implement the decision

Unique Practice ContextUnique Family ContextNature of evidence

Evidence‐Based Practice Decision‐Making Tool

Sources of Knowledge

Child / Family Response

Recommendation

Best Available ResearchResearch Synthesis

Laws/Policies/StandardsPolicy AdvisoryJoint Position Statement on Early Childhood Inclusion

Experience‐based KnowledgeParents Speak Out

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Steps 5: Evaluation

Step 1: Dilemma

Step 2:Reflection

Step 3:Content

Step 4: Decision‐Making

Step 5:Evaluation

> > > >

What information would you gather to evaluate whether the practice was implemented as designed?

What information would you gather to evaluate the results of the intervention?

How will that information be used to make adjustments and identify next steps?

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Come follow Christine on her journey to make inclusion a reality

for her son:http://community.fpg.unc.edu/ 

Early Childhood CommunityPose a Question. Share a Challenge. Contribute Ideas.

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Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.Buysse, V., & Wesley, P. W. (Eds.). (2006). Evidence‐based practice in the early childhood field.  Washington, DC: Zero to Three Press. Buysse, V., Wesley, P.W., Snyder, P., & Winton, P. (2006). Evidence‐Based Practice: What does it  really mean for the early childhood field?. Young Exceptional Children, 9(4),2-10.Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N.(2007). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in the Health Professions, 26(1), 13‐24.Graham, I. D., Tetroe, J., & KT Theories Research Group. (2007). Some theoretical underpinnings of knowledge translation. Academic Emergency Medicine,14(11), 936‐941.Smith, D. D., Pion, G., Skow, K., Tyler, N., Yzquierdo, Z., Brown, J., & Givner, C. (n.d.). The IRIS Center for faculty enhancement: On‐line course enhancement modules and materials for use in the preparation of education professionals. Retrieved January 26,2009, from http://iris.peabody.vanderbilt.edu/ Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem‐solving skills. Bridges, 3(1), 1‐18.Wales, C. E., & Stager, R. A. (1978). The guided design approach. Englewood Cliffs, NJ: Educational Technology Publications. 

References