Standard 7: Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in professionalism and ethical practice.

Websites

Provide information and resources related to the Standard and Components.

Learning Modules

The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Glossary

Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

DEC Recommended Practices (RPs)
A set of practices based on the best-available empirical evidence as well as the wisdom and experience of the field and that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas, including: leadership, assessment, environment, family, instruction, interaction, teaming and collaboration, and transition.
References
Early Childhood Special Educators
Education professionals who provide Early Intervention and Early Childhood Special Education services to children birth through 8 years who are at risk for and with developmental delays and disabilities.
References
Early Intervention (birth to 3 years)
Individualized services and supports for children birth to 3 years who are at risk for or with developmental delays and disabilities and their families.
References
Evidence-based practice
Used as a noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE.
Used as a verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.
References
  • 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), 164173.
  • 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), 2-11.
High Leverage Practices (HLPs)
Practices that are based on best-available research evidence and field consensus, reflect practices that are frequently used in the classroom, and considered critical for special educators, kindergarten through twelfth grade, because of their high potential to improve student outcomes, and which can be taught in teacher preparation programs.
References
  • McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability, and Reform.
  • McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331337.
Reflective Practice
The process by which EI/ECSE professionals examine their own assumptions, values, beliefs, and professional practices and consider actions to be taken to continuously improve their own practice and/or reconstruct their assumptions, values, and/or beliefs.
References
  • McFarland, L., Saunders, R., & Allen, S. (2009). Reflective practice and self-evaluation in learning positive guidance: Experiences of early childhood practicum students. Early Childhood Education Journal, 36(6), 505-511.
  • Sellars, M. (2017). Reflective practice for teachers (2nd ed.). Washington D.C.: Sage.

References

Supporting literature and resources which may be assigned as readings for pre-service and in-service learners and most align with the introduction of evidence-based practice for adult learners.

  • Amendments to the Assistive Technology Act of 1998, Pub. L. No. 108-364. (2004). Section 3(19). (29 U.S.C.).
  • Americans with Disabilities Act of 1990 (ADA), Pub. L. No. 101-336.
  • Balch, B. V., Memory, D. M., & Hofmeister, D. R. (2008). Teachers and the law: Application essentials, general considerations, and specific examples. Clearing House, 82(1), 5-9.
  • Barrett, D. E., Casey, E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28, 890-898.
  • Bradley-Levine, J. (2018). Advocacy as a practice of critical teacher leadership. International Journal of Teacher Leadership, 9(1), 47-62.
  • Bullock, J. (2012). CEC Needs Assessment Identifies Preferences in Professional Development. The Council for Exceptional Children.
  • Burke, M. M., & Hodapp, R. M. (2016). The nature correlates, and conditions of parental advocacy in special education. Exceptionality, 24, 137-150.
  • 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), 2-11.
  • Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. CEC.
  • Division for Early Childhood. (2009). Code of Ethics. Division for Early Childhood.
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education.
  • Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. (DEC Recommended Practices Monograph Series No. 1). DEC.
  • Feeney, S., & Freeman, N.K. (2018). Ethics and the Early Childhood Educator (3rd ed.). (Rev. ed.). NAEYC.
  • Feeney, S., Freeman, N.K., & Moravcik, E. (2020). Professional boundaries in early childhood education. Young Children, 75(5), 72-78.
  • Individuals with Disabilities Education Act of 2004 (IDEA), Pub. L. No. 108-446.
  • McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriquez, J., Scheeler, M.C., Winn, J., & Ziegler, D. (2017, January). High- leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
  • Mukeredzi, T.G. (2015). Creating space for pre-service teacher professional development during practicum: A teacher educator's self-study. Australian Journal of Teacher Education, 40(2), 125-145.
  • National Association for the Education of Young Children. (2011). NAEYC Code of Ethical Conduct and Statement of Commitment. NAEYC.
  • Rehabilitation Act of 1973, Pub. L. No. 93-112
  • Sellars, M. (2017). Reflective practice for teachers (2nd ed.). Sage.
  • Stegenga, S. M., Skubel, A., Corr, C., & Nagro, S. (2020). Your voice matters: A practitioner’s guide for engaging in policy through advocacy. Young Exceptional Children, published online.
  • U.S. Department of Education (September 28, 2011). Early intervention program for infants and toddlers with disabilities (34 CFR, Part 303). Federal Register, (76)188, U.S. Department of Education.
  • Woolf, S.B. (2019). Critical skills for special educator effectiveness: Which ones matter most and to whom? Teacher Education and Special Education, 42(2), 132-146.
  • Zirkel, P.A. (2020). An updated primer of special education law. Teaching Exceptional Children, 52(4), 261-265.