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Index of On-Line Resources for Special InstructionSelect a Topic to View Resources: Infant & Toddler Mental Health
Red Reflex Examination in Infants - This 2 page policy statement of the American Academy of Pediatrics describes the indications for and the technique to perform this examination, including indications for dilation of the pupils before examination and indications for referral to an ophthalmologist. American Academy of Pediatrics © 2002. Available 29FEB2009:
What is an Audiogram? – This brief article describes various hearing tests for young children and gives examples of audiograms that show mild, moderate, and severe hearing loss. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital © 2007: http://www.babyhearing.org/HearingAmplification/HearingLoss/WhatIsAudiogram.pdf
Adapting and Modifying Toys for Children with Special Needs - This 9-page paper offers tips and advice for making toys more accessible to young children with disabilities. It provides tips for setting up play situations that provide meaningful experiences for the child with disabilities. Presented in 2003 at NAEYC annual conference. Available from ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
Assistive Technology 101 - This 2-page fact sheet available in English and in Spanish explains what assistive technology is, and offers tips on choosing the right assistive technology for your child. It also lists additional online resources for learning more about assistive technology. It is from the Family Center on Technology and Disability website.
English
version:
Spanish
version:
Assistive Technology for Infants and Toddlers – This 3-page fact sheet in English explains the importance of knowing the laws related to assistive technology that a family or child might be entitled to. It also lists additional online resources to further an individual’s knowledge of these laws. It is from the Family Center on Technology and Disability website. http://www.fape.org/pubs/FAPE-12.pdf
Assistive Technology
Laws – An FAQ
document prepared by http://www.fctd.info/resources/ATlaws_print.pdf
Baby Power: A Guide for Families
for Using Assistive Technology with Their http://www2.edc.org/NCIP/library/ec/Power.htm
Opening Doors: Technology and Communication Options for Children with Hearing Loss – This resource document is for parents who have young children with hearing loss. It discusses the importance of early intervention, offers information on acquiring assistive devices, and describes various assistive hearing devices and methods of communication. U.S. Department of Education © 2005. Available ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
Too Young for Eyeglasses? – Many young children struggle against wearing eyeglasses or patches, especially if they are forced. This article offers suggestions for parents to guide and support infants and toddlers to use these vision-correcting devices:
Autism - This 41 page document describes the impact of autism on social/emotional development in early childhood and discusses effectiveness of early intervention on social/emotional development of young children with autism. Available from the Encyclopedia on Early Childhood of the Centre of Excellence for Early Childhood Development © 2005 http://www.child-encyclopedia.com/pages/PDF/Autism.pdf
Autism...A Parent Guide - This 2-page brochure briefly explains autism and tells how the child’s physician can support the family. It is available from HANS (Help Autism Now Society): http://www.helpautismnow.com/p/parentbrochure-front.pdf http://www.helpautismnow.com/p/parentbrochure-back.pdf
Autism Overview:
What We Know - A 16 page
summary of general information on autism in FAQ format that includes
therapy options, red flags, and a glossary. Available from the
National Institute of Child Health and Human Development of the
National Institutes of Health, May 2005.
Autism Spectrum Disorders Fact Sheet – This parent handout is from the Center for Disease Control’s “Learn the Signs. Act Early” campaign. It offers basic information about Autism Spectrum Disorders along with helpful suggestions and resources. Available 20APRIL2010 from:
New Study Shows
Half of Children with Autism Can Be Accurately Diagnosed at Close to
One Year of Age -
A July 2, 2007 press release from Kennedy Krieger Institute
announcing that researchers at KKI have been able to recognize
children with autism earlier than ever before, paving the way for
earlier intervention and improved outcomes.
Red Flags -
Lists
social and communication behaviors which indicate that a young child
may be at risk for atypical development and is in need of immediate
evaluation. Available from First Signs, Inc. © 2001-2007.
Why is joint attention a pivotal skill in autism? This report discusses the critical role of joint attention in the achievement of early intervention outcomes and describes a study of joint attention in infants with autism and related pervasive developmental disorders. Findings show that joint attention was positively associated with language gains. Published online 16JAN 2003 by the Royal Society. Available 6NOV2009:
Baby Brain Map –
An interactive diagram of the
developing brain. Select an age http://www.zerotothree.org/site/PageServer?pagename=ter_util_babybrainflash
Building Baby’s Brain – This guide has “basic” ideas for parents to use to help make their baby’s brain make connections. Department of Child and Family Development, University of Georgia. Published in 1999. Available: http://www.fcs.uga.edu/pubs/PDF/FACS03-1.pdf
Starting Smart: How Early
Experiences Affect Brain Development 2nd. Ed.
http://www.zerotothree.org/site/DocServer/startingsmart.pdf?docID=2422
The Amazing Human Brain and Human
Development – A free
on-line course http://www.childtraumaacademy.com/amazing_brain/index.html
Early Arrival: Finding the Magic
of Everyday Moments with Your Baby in the
http://www.zerotothree.org/site/DocServer/PREEMIE_
This material was developed in
partnership by Zero to Three and the Johnson &
High-Risk Newborns: Prematurity – This Q&A document describes prematurity and identifies the common concerns about how premature birth may affect later development. This article can be printed to share with others. Available from Medical University of South Carolina: http://www.musckids.com/health_library/hrnewborn/prematur.htm
Synthesis on Temperament – A synthesis of research findings that contribute to understanding the role of temperament in early childhood development. From the Encyclopedia of Early Childhood Development © 2007 Centre of Excellence for Early Childhood Development. http://www.child-encyclopedia.com/pages/PDF/synthesis-temperament.pdf
Obesity in Young Children: Impact and Intervention – This research brief describes the growing trend toward obesity in young children and the impact of obesity on children’s development, health and academic performance. Copyright © 2004 National Institute for Health Care Management. Available 6NOV2009:
Best Practices Newsletter –
This free online
newsletter covers a wide range of topics http://www.icdl.com/staging/dirFloortime/newsletter/index.shtml
Causes and
Prevention of Mental Retardation -
This Q&A document briefly describes major biological and
environmental causes of mental retardation, progress toward
prevention, and measures that can be taken to prevent mental
retardation. From the Arc, © May 2005:
Developmental Delay vs.
Developmental Disorder in Young Children:
Developmental Milestones: What Do They Mean? – This handout for parents of children with visual impairments explains how their child’s visual impairment may influence the achievement of developmental milestones. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:
Down Syndrome Fact Sheet - Quick facts on causes, prevalence, characteristics, associated medical risks, and prognosis for persons with Down Syndrome. From the National Down Syndrome Society (NDSS). Available 04MAY2009:
Early Signs of Impaired Motor Development in Infants and Toddlers – This article by Shani Norberg, M.D. was published in the July/August 2001 newsletter A Pediatric Perspective. The article gives an overview of atypical motor development, and informs parents about what to expect during a motor examination and a neurological evaluation. From Gillette Children’s Specialty Healthcare in St. Paul, MN. Available 02September 2009:
Infantile Spasms and TSC: A Devastating Diagnosis – This video, presented by the Tuberous Sclerosis Alliance, shows examples of babies experiencing infantile spasms. Parents and professionals describe the effects of infantile spasms on child development and family functioning. Available on YouTube 04MAY2009: http://www.youtube.com/watch?v=28ihqGfrB-Y
Infantile Spasms in Children with TSC – This 8-page report describes infantile spasms and their potential impact on development. The article describes how to recognize infantile spasms and discusses treatment options. Published by the Tuberous Sclerosis Alliance in June 2006. Available 04MAY2009: http://www.tsalliance.org/documents/Infantile%20Spasms%20in%20Children%20with%20TSC.pdf
Introduction to
Mental Retardation
- This Q&A document explains the term “mental retardation” as
defined by the American Association on Mental Retardation; and
presents the definition of “developmental delay” as defined in the
Developmental Disabilities Act (P.L. 106-402). The article
discusses some of the implications of these terms as applied they
are applied to individuals. From the Arc © 2004:
Practice Parameter: Evaluation of the Child with Global Developmental Delay: Report of the Quality Standards Subcommittee of the American Academy of Neurology and The Practice Committee of the Child Neurology Society - This article sets forth evidence-based recommendations for the neurological evaluation of children with non-progressive global delay. It includes a definition and discussion of “global delay,” including prevalence rate estimates and benefit of early intervention. From the American Academy of Neurology © 2003: http://www.neurology.org/cgi/reprint/60/3/367.pdf
The Implications of Culture on Developmental Delay – This brief describes “delay” and “disability” as culturally and socially defined constructs, discusses issues related to assessment and diagnosis, and offers implication for practice. ERIC Clearinghouse on Disabilities and Gifted Education, © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page: http://www.hoagiesgifted.org/eric/e589.html
Shaken Baby
Syndrome
– This article is a discussion of the developmental disabilities
that can result from babies being shaken by their caregivers. It
includes suggestions for caregivers to prevent shaken baby
syndrome. From the Arc © 2004.
Alphabet Block Play: Alphabet Exposure - This practice guide illustrates different ways to introduce the letters of the alphabet to infants. The guide includes suggestions for using Braille blocks. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from:
http://www.earlyliteracylearning.org/cellpract_practitioner/alpha_block_play/index.php
Bridges to Literacy: Early Routines That Promote Later School Success -
This article explains the development of young children’s early literacy skills. It also gives parents suggestions on how to incorporate literacy into a child’s everyday life in order to support their literacy growth. Published by Zero to Three. Available 17 July 2009:
Children’s Active Participation in Reading and Storytelling Can Enhance Early Literacy Learning. CELLnotes v.1, # 2, Center for Early Literacy Learning © 2007. This brief summarizes research findings on the effectiveness of active reading experiences for promoting early literacy. http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n2.pdf
Desired Versus Actual Literacy Learning Practices in Early Intervention and Preschool Special Education. CELLpapers v. 2, # 2, Center for Early Literacy Learning © 2007. This research summary presents findings from a national survey of the appropriateness and use of early literacy learning practices with young children receiving Part C or Part B 619 services. http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n2.pdf
Early interactions with children who are deaf/blind – This fact sheet from the National Information Clearinghouse on Children Who Are Deaf-Blind © 2002 presents practical suggestions for families and professionals teaching young children who are deaf-blind. http://www.dblink.org/pdf/early.pdf
Early Intervention and Cued Speech: A Position Statement of the National Cued Speech Association (NCSA) – This position statement identifies issues related to early intervention services and the use of cued speech instruction as a means to address the language and literacy learning needs of very young children with auditory and/or language-related disorders. Available from the National Cued Speech Association (revised 2007): http://www.cuedspeech.org/PDF/PS/NCSA_Position_Statement_EI_and_CS_4-13-2007.pdf
Early Literacy – This 2-page document describes early literacy development during the first three years, gives examples of early literacy skills that infants and toddlers can achieve at various developmental levels, and offers tips for sharing books with babies and toddlers. Zero to Three © 2003:
http://www.zerotothree.org/site/DocServer/
Early Literacy Learning Can Be Promoted Through Experiences with Print and Language. Center for Early Literacy Learning © 2007 CELLnotes v.1 # 1. This brief summarizes findings from research on early literacy identifying what parents and early educators can do to help young children develop into competent readers and writers later on. http://www.earlyliteracylearning.org/cellpapers/cellnotes_v1_n1.pdf
Helping Your Baby Learn About Reading and Writing – This tip sheet for parents of children with visual impairments offers suggestions for early literacy learning. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:
Infant Babbling Activities: Vocalizing and Listening- This practice simply involves imitating and repeating an infant’s babbling sounds as part of interacting and playing with a child. The guide includes suggested modification for a child with special needs. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/infant_babbling_act/index.php
http://www.earlyliteracylearning.org/cellpract_practitioner/infant_cooing_act/index.php
Infant Scribbling Activities: Pre-emergent Writing - This practice guide has some ideas for how you and parents can encourage the infants in your care to experiment with early writing. The guide includes adaptations for infants with motor impairments. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/infant_scribbling_act/index.php
Let Little Fingers Do the Drawing: Pre-emergent Writing - This practice guide includes activities that help infants learn to use their fingers to “draw,” “paint,” and “scribble.” The guide includes suggestions for infants with visual impairments. Developed by the Center for Early Literacy Learning © by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/let_little_fing_drawing/index.php
Letters and Symbols are Everywhere – This practice guide explains how practitioners can help toddlers understand that the printed words and symbols around them have meaning. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 20APRIL2010 from:
Literacy-Rich Home Activities – This practice guide includes ideas about how to fill a home with opportunities for infants to learn the joys of books, stories, conversation, and much more. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/literacy_home/index.php
http://www.earlyliteracylearning.org/cellpract_practitioner/literacy_outings/index.php
Literacy-Rich Word Activities - This practice guide uses formal and informal language and literacy learning activities to expose and introduce infants to listening to storytellers, reading books, playing word games, and more. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/literacy_word/index.php
Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases – This research article by Erickson, K.A., Hatton, D., Roy, V. Fox, D. & Renne, D. (JVIB 2007 v.101 #2) presents findings from a case study focusing on three themes (1) family-centered approach, (2) role of the early interventionist in language and concept development, and (3) need to focus on senses as they relate to literacy.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
http://www.earlyliteracylearning.org/cellpract_practitioner/mealtime_conversat/index.php
My Turn, Your Turn – This is a colorful, 2-page parent practice guide that offers strategies for helping toddlers learn to engage in turn taking that is essential to interactions with others. Published by Center for Early Literacy Learning (CELL) © 2008. Available 31MARCH2009:
Parent-Child Activities That Promote Learning and Literacy 0-12 months – This brief describes three simple activities for parents to do to enhance their child’s early literacy skills. © Zero to Three.
http://www.zerotothree.org/site/
Pre-Reading Activities for Blind Preschoolers – This article presents activities that are fun and important to development of hand and arm strength for very young children who are blind. Available from The National Federation of the Blind © 2004: http://nfb.org/legacy/fr/fr14/fr04se20.htm
Reading with an Infant: Ideas for Getting Started – Offers tips for reading with children ages 4 to 15 months old. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadWithInfant.pdf
Reading with Young Children Learning Spoken Language – Practical suggestions for parents and caregivers to use when reading to young children who are deaf or hard of hearing and are learning spoken. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadYoungChildHoH.pdf
Reading with Young Children Who Sign – Practical strategies for parents and caregivers to use when reading with children who sign. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReadYoungChildSign.pdf
Reasons for Reading with Young Children Who Are Deaf or Hard of Hearing– Handout for parents and caregivers that provides three important reasons to engage children who are deaf or hard of hearing in reading activities. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/ReadWithMe/ReasonsForReading.pdf
Rhyming Games for Toddlers – This practice guide focuses on using rhymes to help toddlers develop sensitivity to the sounds in words and the rhythms in language. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 20APRIL2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/rhyming_games_toddlers/index.php
Simple Signing - This practice guide offers strategies for helping toddlers use signs and gestures to communicate more effectively. Tips can be used with toddlers with and without disabilities. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 20APRIL2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/writing_through_art/index.php
Talking Pointers: Vocalizing and Listening - This practice guide offers ideas for getting an infant looking and “talking” to you by making all kinds of sounds. An example is given for modifying the activity with a child who has a hearing impairment. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 30MARCH2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/talking_pointers/index.php
World of Learning – This practice guide offers tips for providing literacy-rich environments for toddlers. The guide includes accommodations for a child with motor impairments. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 20APRIL2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/world_of_learning/index.php
Writing Through Art – This practice guide suggests ways that practitioners can encourage toddlers to experiment with various art materials to develop motor and cognitive skills that will help them to later become writers of letters and words. Developed by the Center for Early Literacy Learning © 2008 by the Orelena Hawks Puckett Institute. Available 20APRIL2010 from: http://www.earlyliteracylearning.org/cellpract_practitioner/writing_through_art/index.php
Building culturally & linguistically competent services to support young children, their families, and school readiness – This 146 page document is a toolkit that provides checklists, self-reflection forms, and specific suggestions and strategies for individuals providing services to culturally diverse young children and their families. It includes sections about program planning and implementation, learning about the family and community, the early care environment, early learning characteristics, effective family friendly communication, and tips on training providers and personnel. Georgetown University Center for Child and Human Development, 2004. Available from ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
Empowering Families of Young Children with Visual Impairments – This article offers suggestions for family centered practices, support-based early intervention, development of functional outcomes, and effective home visiting practices. From D.V.I. Quarterly Spring 2004. http://www.cecdvi.org/DVIIQ/2004/Spring_Hatton.htm
Family-Centered Practices for Infants and Young Children with Visual Impairments – This is an 8-page position paper of the Division of Visual Impairments of the Council of Exceptional Children (CEC). It addresses developmental needs, recommended practices and personnel issues relevant to children with visual impairment. Published by Division of Visual Impairment, Council for Exceptional Children, 2003. Available 04MAY2009: http://www.cde.state.co.us/cdesped/download/pdf/blv-FamilyCenteredPractices.pdf
Helping Your Special Needs Child – This simple tip sheet is for parents who suspect their child may have a special need. It highlights the importance of getting help, and offers ideas for getting assessments and other help. Reading Rockets® © 2008: http://www.readingrockets.org/article/220?theme=print
Healthy Beginnings, Healthy Futures – This guide was developed for judges, but it contains much information that also will be useful to special instruction providers who work with families and children in the welfare system. The 161 page document includes information on physical and mental health and development of very young children, Part C and the Child Abuse, Prevention and Treatment Act (CAPTA), and other federal laws and programs that address the needs of young children. Copyright © 2009 American Bar Association, National Council of Juvenile and Family Court Judges, and Zero to Three. Available 6NOV2009:
Serving the Underserved: A Review of the Research and Practice in Child Find, Assessment, and the IFSP/IEP Process for Culturally and Linguistically Diverse Young Children – This 40 page document includes (1) research and suggestions regarding initial identification, referral, and service delivery for culturally and linguistically diverse children and their families, (2) recommendations for conducting culturally sensitive assessments for young children from diverse backgrounds, and (3) recommendations for embracing cultural and linguistic diversity within the IFSP/IEP process. Sponsored by the Office of Educational Research and Improvement (OERI), 2001. Available from ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
Benefits of Preschool Inclusive Services- This is an informative list of the benefits of inclusion for preschool children with disabilities. The list also describes the benefits for others involved in the inclusion. Those others include the children without disabilities, communities, the families of the children with disabilities, and the families of children without disabilities. Copyright © 2002, University of Kansas, Circle of Inclusion Project. Available 24Aug2009:
Let’s Grow
Together: Inclusive Early Childhood Education - This tip sheet identifies the benefits of an inclusive approach to
early childhood education and describes key features of inclusive
programs. Developed by the Center for Community Inclusion and
Disability Studies, Maine’s University Center for Excellence in
Developmental Disabilities Education, Research and Services (2006).
Infant & Toddler Mental Health: Bonding and Attachment in Maltreated Children – A free on-line course which includes four brief lessons, each with clearly stated objectives and a self-assessment. Available from the Child Trauma Academy: http://www.childtraumaacademy.com/bonding_attachment/index.html
Sensory Food Aversions in Infants and Toddlers – Irene Chatoor, co-director of the Infant and Toddler Mental Health Program and the Multidisciplinary Feeding Disorders Clinic at Children’s National Medical Center, discusses many issues related to food aversions in very young children. Published January 2009 © Zero to Three. Available 18MAR2009:
Introducing DC: 0-3 R. A
brief guide to the Diagnostic Classification of Mental Health
Disorders of Infancy and Early Childhood, Revised Edition.
Available from Zero to Three, © 2005.
Early Intervention and Recovery Among Children with
Failure to Thrive: Follow-up at Age 8.
This is an abstract of a research report published in PEDIATRICS,
July 2007.
What to Expect & When to Seek Help: Social and Emotional Development in Infancy Ages Birth - 12 Months - A Bright Futures Developmental Tool for Families and Providers offers a framework for beginning a conversation together about how best to support healthy social and emotional development in infancy (birth to 1 year). From Georgetown University Center for Child and Human Development © 2006: http://www.brightfutures.org/tools/BFtoolsIN.pdf
What to Expect & When to Seek Help: Social and Emotional Development in the Early Childhood Years Ages 1-4 Years - A Bright Futures Developmental Tool for Families and Providers offers a framework for beginning a conversation together about how best to support healthy social and emotional development during early childhood. From Georgetown University Center for Child and Human Development © 2006: http://www.brightfutures.org/tools/BFtoolsEC.pdf
Where to Seek Help: Social and Emotional Development – A Bright Futures Referral Tool for providers. This tool provides information on how to develop a referral network of developmental, behavioral, and family support services. From Georgetown University Center for Child and Human Development © 2006: http://www.brightfutures.org/tools/BFtoolsWhere.pdf
Understanding
Children: Language Development
–
This 4-page
article helps parents monitor and promote their children’s language
development and early literacy skills through the first six years.
Published in 2004. Available from Iowa State University, University
Extension:
Assessment Basics:
From Observation to Instruction
– This tip sheet presents suggestions for planning developmentally
appropriate instructional activities based on assessment information
gathered through observational strategies. Developed by the Center
for Community Inclusion and Disability Studies, Maine’s University
Center for Excellence in Developmental Disabilities Education,
Research and Services (2006).
Hand-Over-Hand: What Lesson Do We Teach? – Hand-over-hand is a common technique for instructing children who are blind. This article by Andrea Story discusses potential effects of the hand-over-hand strategy on children’s feelings of independence, and considers alternative approaches to instruction. Available from the National Federation of the Blind © 2004: http://nfb.org/legacy/fr/fr14/fr04se18.htm
Helpful Hints for Parents of Blind Infants and Toddlers – Christine Faltz, the author of this article, is a blind mother of two blind children. She offers suggestions from her experience on how parents can help their blind infant or toddler learn about his environment. The Federation of the Blind Magazine for Parents and Teachers of Blind Children, v. 23 (2). National Federation for the Blind © 2004. Available 31MARCH2009:
Infants and Toddlers with Visual Impairments: Suggestions for Early Interventionists – This article discusses strategies for exemplary, family-centered early intervention services for very young children who have visual impairments. Published 2002. Available from ERIC Clearinghouse on Disabilities and Gifted Education: http://www.ericdigests.org/2003-5/infants.htm
Birth to 4 months
Principles of Adult
Learning
– This article by
Stephen Leib (1991) describes key considerations for helping adults
learn, remember, and apply new information and skills.
Thoughtful
Teaching: Developmentally Appropriate Practice - This tip sheet describes key concepts associated with
developmentally appropriate practices (DAP) for educating young
children. Developed by the Center for Community Inclusion and
Disability Studies, Maine’s University Center for Excellence in
Developmental Disabilities Education, Research and Services (2006).
Using Ordinary Materials to Promote Discovery and Learning with Infants and Toddlers- Infants and toddlers learn through play and active exploration of their environment. This is a tip sheet from Early Head Start lists household items that can support discovery and learning through play with your infant or toddler. Available 24Aug2009:
What’s Different about the Way Visually Impaired Children Learn? – This article provides tips for parents on helping their child explore and learn. From the American Foundation for the Blind and The National Association of Parents of Children with Visual Impairments. Available from the Family Connect for Parents of Children with Visual Impairments website 7NOV2009:
Child Care Settings
and the Americans with Disabilities Act - Part C of the IDEA includes child care settings as
potential “natural environments” for early intervention services.
This Q&A document describes requirements and provisions of the
Americans with Disabilities Act (ADA) as they relate to child care
programs. From the Arc © 2003:
Community as Sources of Children’s Learning Opportunities - This article summarizes findings from a survey of a culturally and ethnically diverse sample of families with young children with disabilities to discover types of learning opportunities that occur within community settings and events. Suggestions for practice include a description of “community mapping.” Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute: http://everydaylearning.info/lov1-4.php
Delivery of Effective Instruction in Natural Environments – A digest that discusses the natural environments mandate, identifies instruction in natural environments as a recommended practice, and describes implications for practice. ERIC Clearinghouse on Disabilities and Gifted Education © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page: http://www.hoagiesgifted.org/eric/e591.html
Family and Community Activity Settings, Natural Learning Environments and Children’s Learning Opportunities – This article summarizes findings from research on learning opportunities within activity settings of natural environments and offers suggestions for practice. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute: http://everydaylearning.info/lov1-2.php
Family Life as Sources of Children’s Learning Opportunities – This article summarizes findings from a survey of a culturally and ethnically diverse sample of families with young children with disabilities to discover learning opportunities within the families’ experience. Suggestions for practice include a description of “activity mapping” and “activity profiling” as strategies for identifying learning opportunities for individual children. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute: http://everydaylearning.info/lov1-3.php
Everyday Children’s Learning Opportunities: Characteristics and Consequences – This article presents findings from an intervention study examining the characteristics of everyday activity settings and learning opportunities related to improved child learning and parents' judgments of child progress. Provides recommendations for practice based on findings of this study. Winterberry Press © 1999. Available from the Center for Dissemination and Utilization of the Orlena Hawks Puckett Institute: http://everydaylearning.info/lov2-1.php
Let Your Child Play With the Pots and Pans! – Jacki Harth, the mother of a child who is blind describes how she used play with common household items in activities to support her young son’s development and promote learning in all areas. Available from the National Federation of the Blind © 2004: http://nfb.org/legacy/fr/fr14/fr04se06.htm
Love, Learning, and Routines –
This web page offers
specific suggestions with brief vignettes to illustrate how to use
everyday routines can be used with infants and toddlers to support
positive behavior, self-control, safety, learning, and social skill
development. At the Zero to Three website:
Supermarketing – Carol J. Castellano, the mother of a young child who is blind, describes how she incorporated learning activities for her child into the routines involved in shopping for groceries. Available from the National Federation for the Blind © 2004: http://nfb.org/legacy/fr/fr14/fr04se07.htm
Play: Everything Can Be a Toy – This brief article offers suggestions for parents to think about how ordinary objects can function as safe playthings for babies. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/LearnPlay/EveryCanBeToy.pdf
http://www.babyhearing.org/LanguageLearning/LearnPlay/PlanPlayCanAddRich.pdf
Play in the Early Years: Key to School Success – This 8-page document focuses on how play contributes to early development and academic and social success. Bay Area Early Childhood Funders © 2007: Spanish version: http://www.tsbvi.edu/Outreach/seehear/spring03/books-span.htm
Play IS Learning – Easy tips for parents to help them understand how important play is to their child’s development and learning. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/LearnPlay/PlayISLearning.pdf
Play is a Part of Everything Your Baby Does – This two-page article gives brief explanations to help parents understand how everyday routines and activities that involve play can help their child’s development in all areas. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/LearnPlay/PlayPartOfEvery.pdf
Power of Play: Learning Through Play from Birth to Three – A 12 page, colorfully illustrated book that uses vignettes and Q&A sections to describe the relationship of play to children’s learning during the first three years of life. Provides suggestions for engaging children in play and offers tips for choosing appropriate toys. In pdf from Zero to Three © 2004:
http://www.zerotothree.org/site/DocServer/
El Impacto de Jugar – A seven page, colorfully illustrated book that is the Spanish version of Power of Play. In pdf from Zero to Three © 2004:
http://www.zerotothree.org/site/DocServer/ElImpactodeJugar.pdf?docID=141&Add
Your Baby Already Gets Something from Play – This single page handout explains how early play activities enhance development in every area. From the National Institute on Deafness and Other Communication Disorders (NIDCD) and Boys Town National Research Hospital: http://www.babyhearing.org/LanguageLearning/LearnPlay/BabyGetsSomeSpec.pdf
Attachment - This 61 page document describes the effects attachment on child development and discusses attachment-based interventions. Available from the Encyclopedia on Early Childhood of the Centre of Excellence for Early Childhood Development © 2006 http://www.child-encyclopedia.com/pages/PDF/attachment.pdf
Social-Emotional Development From Birth to Three- Healthy social/emotional development occurs in small steps over time. Learn what can be done to support social/emotional development in your child from birth to age three. © Zero to Three. Available 24 Aug2009:
Daily Transitions:
Time for a Change
– This tip sheet offers suggestions for teachers and parents to plan
transitions so that children do not become frustrated or confused
during times of change. Developed by the Center for Community
Inclusion and Disability Studies, Maine’s University Center for
Excellence in Developmental Disabilities Education, Research and
Services (2006).
Early Childhood Transitions for Children and Families: Transitions from Infant/Toddler Services to Preschool Education – A digest that defines early childhood transitions and highlights key strategies for successful transitions. ERIC Clearinghouse on Disabilities and Gifted Education, © 1999, and available from ERIC EC archives at Hoagie’s Gifted Education Page:
http://www.hoagiesgifted.org/eric/e581.html
Routine Matters – This
article describes how parents can use daily routines and rituals to
help children feel comfortable and secure as they change from one
activity or setting to another. From Pediatric Services © 2003.
Supporting Families in Transition between Early Intervention and School Age Programs – Cheryl Johnson of the Special Education Unit of the Colorado Department of Education discusses the transition from Part C to Part B services, and offers tips on how to make the process family friendly. From Hands and Voices, © 2001 Cheryl Johnson. Available 20MAR2009:
Technical Report #4 – Transition practices are discussed within the context of cultural and linguistically diverse groups. This report identifies recommended practices to guide transition from early intervention to preschool. Available from Culturally and Linguistically Appropriate Services Early Childhood Research Institute (CLAS), 2001: http://www.clas.uiuc.edu/techreport/tech4.html#1c
Tips for Transition – These “refresher tips” for teachers of young children in group
settings include strategies for helping children cope with changes.
Available from Scholastic.com. |
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Your Baby’s Development – This series of 2-page handouts lists descriptions of behaviors that may be expected for children within a specific age range. Each item is coupled with specific suggestions for supporting development and learning in that area. Handouts are available in English and Spanish. The handouts are endorsed by the American Academy of Pediatrics © Zero to Three 2008. Available 28MAY2010:| USC LINKS: | DIRECTORY | MAP | EVENTS | VIP |
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