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- Good, Better, Best Professional Development Resources That Support Each Young Learner The Presentation Team Patricia M. BlascoWestern Oregon University (OR) Camille Catlett FPG Child Development Institute (NC) Laurie DinnebeilUniversity of Toledo (OH) Tracey West FPG Child Development Institute (NC)
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- Overview of 325N The programs under this focus area must enhance or redesign their curricula by: (1) incorporating evidence-based and competency- based practices and content in special education into each course; and (2) providing at least one practicum experience in a program that serves children with disabilities ages birth through five and their families.
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- Required Competencies to be Developed (i) Collaborating and working effectively with licensed and certified professional practitioners, as appropriate. (ii) Implementing social-emotional and behavioral interventions and classroom management practices. (iii) Implementing instructional strategies to support early development and learning or academic achievement. (iv) Using technology to enhance childrens development and access to natural learning opportunities or improve student achievement and participation in the general education curriculum.
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- Required Competencies (continued) (v) Observing and collecting data for progress monitoring. (vi) Communicating effectively with children and families. (vii) Assisting in the implementation of transition plans and services across settings from EI to preschool, preschool to elementary school, elementary school to secondary school, and secondary school to postsecondary education or the workforce, as appropriate. (viii) Working with children and families from diverse cultural and linguistic backgrounds, including English learners with disabilities and high-need children with disabilities and their families.
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- Pooling Data to Answer Questions Needs assessment was adapted from federally funded Crosswalks project Data pooled among 5 grantees Northampton Community College Tacoma Community College University of North Carolina at Chapel Hill University of Toledo Western Oregon University 2 programs administered a 36- item survey while the other 3 administered a 28-item survey
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- Overview of Needs Assessment Survey has 3 sections: EC and EI Content Areas, Instructional Strategies and Demographics EC and EI Content: Using a scale of 1 (Low) -5 (High), respondents indicated their current level of knowledge, emphasis on ECSE content in the courses they teach, knowledge of where to access resources related to ECSE content, and comfort teaching the content with regard to the statements Instructional Strategies: Using a scale of 0 (None) 5 *High), respondents indicated their skills and emphasis on ECSE content and skills in the courses they teach
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- Who were the Participants? 116 early childhood faculty from 12 community colleges in North Carolina, Ohio, Oregon, Pennsylvania, and Washington #s of faculty respondents in each of the CCs surveyed ranged from 3 to 51 The demographics of the faculty were similar to findings from national surveys (Early & Winton, 2001; Maxwell, Lim & Early, 2006)
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- Faculty Knowledge and Skills: Top Areas of Need Using AT to enhance childrens development and access to natural learning opportunities Using AT to enhance childrens participation in the general curriculum Implementing transition plans Knowledge of relevant state and federal regulations Using EBPs in EI and ECSE Embedded intervention strategies Using data from progress monitoring Implementing IFSPs and IEPs Implementing social/emotional intervention strategies Implementing instructional intervention strategies
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- Research Question What is the relationship between faculty members' knowledge, skills and comfort level related to ECSE topical areas and the degree to which they are addressing those areas in Community College program coursework in ECE ?
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- Using AT to Enhance Childrens Access to Natural Learning Opportunities Levels of emphasis in courses taught were correlated to knowledge and skills (r(113) =.56, p
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