Index of On-Line Resources for Special Instruction

Select a Topic to View Resources:

Advice

Assessment

Assistive Technology

Autism

Brain Development

Challenging Behaviors

Child Development

Developmental Delay/Disorder

Early Literacy

Ethics

Evidence-based Practice

Family

Inclusion

Infant & Toddler Mental Health

Language Development

Learning

Natural Environments

Play

Professional Standards

Program Standards

Social-Emotional Development

Transition

Advice:

Ask the Experts - Do you have a question about your work with infants, toddlers and
families?  At this site you can e-mail your question and receive a response from a
recognized expert in the field.  Available from Zero to Three:

http://www.zerotothree.org/site/PageNavigator/est_journal_ask_expert

Assessment:

Early Infant Hearing Screening & Intervention – This brief article describes the importance of early hearing screening and intervention and presents a list of relevant online resources.  From the American Academy of Audiology © 2008: 

http://www.audiology.org/aboutaudiology/professionalspecialites/earlyinfant/default.htm?PF=1

Infant and Toddler Assessment: One Program’s Experience – This article discusses key aspects of infant/toddler assessment and the use of the Ounce Scale, an observational tool designed for children birth to 3 ½ years old. The article, by Dichtelmiller, M. L. & Ensler, appeared in Young Children, January 2004, pp. 30-33. It is available online from the National Association for the Education of Young Children (NAEYC):

http://www.journal.naeyc.org/btj/200401/dichtel.asp

Newborn Hearing Screening - This brief answers commonly asked questions about newborn hearing screening.  It also includes a list of things that children under age one who have normal hearing should be able to do.  From the American Academy of Audiology © 2008:

http://www.audiology.org/aboutaudiology/consumered/guides/EHDI.htm?PF=1

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

Assistive Technology:

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/content_storage_01/0000019b/80/1b/6f/3d.pdf

The Alliance for Technology Access Presents - This 20 page document provides different ways to adapt every day activities for children with special needs. There are ideas for riding in the car, birthday parties, cooking, costumes, water play, etc. Each section includes ideas on who can benefit, safety tips, what you will need, and other resources. Available from Alliance for Technology Access, 2001.

http://www.ataccess.org/resources/wcp/enpdf/en00All.pdf

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:
http://www.fctd.info/resources/AT101_print.pdf

Spanish version:
http://www.fctd.info/resources/AT101sp_print.pdf

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.fctd.info/resources/ATlaws_print.pdf

Assistive Technology Laws – An FAQ document prepared by
the PACER Center.  Available from NICHY:

http://www.fape.org/pubs/FAPE-12.pdf

Baby Power: A Guide for Families for Using Assistive Technology with Their
Infants and Toddlers – This guide, developed at the University of North Carolina,
provides information on a variety of issues related to the application of assistive
technology within the context of early intervention services.  However, only six of the
nine chapters of the guide are accessible online.  This site includes chapters on the
following topics (1) assistive technology and infants and toddlers, (2) parent-
professional partnerships in early intervention, (3) positioning and mobility, (4)
developing communication abilities, (5) emerging literacy, (6) computers and software.
Last updated 1998. Available from the National Center to Improve Practice in Special
Education Through Technology, Media, and Materials:

http://www2.edc.org/NCIP/library/ec/Power.htm

Making a Switch Adapted Toy! “Battery Interrupter” Method – This article explains what a switch adapted toy is, who can benefit, and how to select an appropriate toy to adapt.  It provides step-by-step instructions and illustrations.  Available from the Alliance for Technology Access, 2001.

http://www.ataccess.org/resources/wcp/enswitches/enadaptingtoy.pdf

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/content_storage_01/0000019b/80/1b/a4/75.pdf

Autism:

ASD Video Glossary - This innovative web-based tool is designed to help parents and professionals learn more about the early red flags and diagnostic features of autism spectrum disorders (ASD). The glossary contains over a hundred video clips and is available to you free of charge. Whether you are a parent, family member, friend, physician, clinician, childcare provider, or educator, it can help you see the subtle differences between typical and delayed development in young children and spot the early red flags for ASD. All of the children featured in the ASD Video Glossary as having red flags for ASD are, in fact, diagnosed with ASD. © 2007 Autism Speaks, Inc.

http://www.autismspeaks.org/video/glossary.php

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.

http://www.nichd.nih.gov/publications/pubs/upload/autism_overview_2005.pdf#page=3

Autism Spectrum Fact Sheet - This fact sheet explains what autism spectrum Disorder (ASD) is, some of the signs, and what you can do if you suspect your child has ASD.  Available from the National Center on Birth Defects and Developmental Disabilities, 2007.

http://www.cdc.gov/ncbddd/autism/actearly/pdf/parents_pdfs/AutismFactSheet.pdf

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.

http://www.kennedykrieger.org/kki_print_inside.jsp?pid=6521

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.

http://www.firstsigns.org/concerns/flags.htm

Brain Development:

Baby Brain Map – An interactive diagram of the developing brain.  Select an age
range and an area of the brain to instantly access relevant information about that area
as well as specific suggestions about how caregivers can promote healthy
development. Available from Zero to Three:

http://www.zerotothree.org/site/PageServer?pagename=ter_util_babybrainflash

Brain Quiz – Test your knowledge of brain development by taking this 10 item quiz
and get immediate feedback on your responses.  Available from Zero to Three:
 

http://www.zerotothree.org/site/PageServer?pagename=ter_key_brain_quiz_answers

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 2^nd. Ed.
Describes how brain development, intelligence, and emotional development are
interrelated with early experiences.  Published by Zero to Three and The Ounce of
Prevention Fund © 2000:

http://www.zerotothree.org/site/DocServer/startingsmart.pdf?docID=2422

The Amazing Human Brain and Human Development – A free on-line course
which includes six lessons, each with clear learning objectives and a self-assessment.
Available from the Child Trauma Academy:

http://www.childtraumaacademy.com/amazing_brain/index.html

Challenging Behaviors:

Identification of and Intervention with Challenging Behavior – A concept paper
developed by the Division for Early Childhood (DEC) of the Council for Exceptional
Children.  Recommends and describes a three tiered approach to intervention. 
Reviewed Dec. 2005, and available in pdf from DEC:

http://www.dec-sped.org/pdf/positionpapers/ConceptPaper_ChallBeh.pdf

Identification of and Intervention with Challenging Behavior – A position
statement developed by the Division for Early Childhood (DEC) of the Council for
Exceptional Children. June 2006.  Available in pdf from DEC:

http://www.dec-sped.org/pdf/positionpapers/PositionStatement_ChallBeh.pdf

Supporting Infants and Toddlers with Challenging Behavior – This fact sheet
provides guidance on program practices that may be used to support very young
children with challenging behaviors and their families.  Available from the Center for
Evidence-Based Practice: Young Children with Challenging Behavior:

http://challengingbehavior.fmhi.usf.edu/handouts/SupportInfantsToddlers.pdf

Positive Solutions for Families - This 4-page brochure in English provides parents
with eight practical tips they can use when their young children exhibit challenging
behavior. Each tip includes a brief explanation and an example to show parents how
they might use the specific approach with their own family in everyday life.  Available
from the Center for Evidence-Based Practice: Young Children with Challenging
Behavior:

http://challengingbehavior.fmhi.usf.edu/Positive%20Solutions%20for%20Families
_8%2028%2006.pdf

Positive Solutions for Families - This 4-page brochure in Spanish provides parents
with eight practical tips they can use when their young children exhibit challenging
behavior. Each tip includes a brief explanation and an example to show parents how
they might use the specific approach with their own family in everyday life.  Available
from the Center for Evidence-Based Practice: Young Children with Challenging
Behavior:

http://challengingbehavior.fmhi.usf.edu/Spanish_Final.pdf

Tools for Shaping Children’s Lives: Discipline Tip Sheet – This 2-page checklist describes age appropriate approaches to discipline for young children.  NOTE: The suggested strategies should match with the child’s developmental age, if that is different from the child’s chronological age. For example, if a 10-month-old is functioning cognitively at the six month level, using strategies for a six-month-old child may be more appropriate. Available from Civitas:

http://www.civitas.org/pdfs/behavior.pdf

Child Development:

Assure the Best for Your Baby’s Physical Development – This 8-page brochure helps parents monitor their child’s physical development from 3 to 15 months of age.  Endorsed by the American Academy of Pediatricians and the National Association of Pediatric Nurse Practitioners. Available in 10 languages from the Pathways Awareness Foundation © 2006.

English
http://www.pathwaysawareness.org/files/PAF_English_January_2007.pdf

Spanish
http://www.pathwaysawareness.org/files/PAFSpanish_PDForder.pdf

French
http://www.pathwaysawareness.org/files/PAF_Canadian_11_04_1.pdf

Hebrew
http://www.pathwaysawareness.org/files/Hebrew%20trans.pdf

Bosnian
http://www.pathwaysawareness.org/files/Bosnian_2007.pdf

Chinese
http://www.pathwaysawareness.org/files/Chinese_2007.pdf

German
http://www.pathwaysawareness.org/files/German_2007.pdf

Japanese
http://www.pathwaysawareness.org/files/Japanese_2007.pdf

Polish
http://www.pathwaysawareness.org/files/Polish_2007.pdf

Russian
http://www.pathwaysawareness.org/files/Russian_2007.pdf

Developmentally Appropriate Practices in Early Childhood Programs Serving
Children from Birth through Age 8 – A position statement of the National
Association for the Education of Young Children (NAEYC) that defines and describes
the principles of developmentally appropriate practices.  Available from NAEYC ©
1997:

http://www.naeyc.org/about/positions/pdf/PSDAP98.PDF

Early Arrival: Finding the Magic of Everyday Moments with Your Baby in the
Neonatal Intensive Care Unit (NICU) – A colorful booklet with information and
practical suggestions to help parents understand and nurture their premature infants.
This booklet is available in pdf format from the following website:

http://www.zerotothree.org/site/DocServer/PREEMIE_
_early_arrival.pdf?docID=2321&AddInterest=1147

This material was developed in partnership by Zero to Three and the Johnson &
Johnson Pediatric Institute L.L.C, © 2006.  Booklets are also available by calling (800)
899-4301.

Everyday Ways to Support Your Baby’s and Toddler’s Early Learning – A single
page handout in both Spanish and English that charts suggestions for supporting a
young child’s learning in the areas of language and communication, thinking, self
control, and self-confidence.  Available in pdf format from Zero to Three © 2007.

http://www.zerotothree.org/site/DocServer/early_learning_handout.pdf?docID=3081&
AddInterest=1153 

Family Issues and Facts: A Fact Sheet for Families and People Who Work with Families – Temperament, Bulletin #4358 – This four page bulletin discusses nine areas of temperament and three types of child temperament. Available from University of Maine Cooperative Extension:

http://www.civitas.org/bits/temperament_2.pdf

Healthy Minds – A series of brief summaries of current child development knowledge
based on findings from the National Academy of Sciences study of child development,
“From Neurons to Neighborhoods.”  Summaries include key findings from the report
and practical suggestions for nurturing development at each of the following age
ranges: 0-2 months, 2-6 months, 6-9 months, 9-12 months, 12-18 months, 18-24
months, and 24-36 months.  Each summary is available in pdf format in both Spanish
and English.  From Zero to Three and the American Academy of Pediatricians, © 2003:

http://www.zerotothree.org/site/PageServer?pagename=key_childdevt_healthyminds

Healthy Start, Grow Smart - A series of 12 magazines in both Spanish and English
for parents of children birth through 12 months.  Each offers “age appropriate” activities
designed to promote healthy development and early literacy.  Prepared by the U.S.
Department of Agriculture, the U.S. Department of Education, and the U.S. Department
of Health and Human Services, and available from the White House:

http://www.whitehouse.gov/firstlady/initiatives/healthystart.html

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

Parenting Styles/Children’s Temperaments: The Match – by Anita Gurian, Ph. D. This article defines “parenting style” as the “broad overall pattern of parent interactions,” and briefly describes four different parenting styles and three types of child temperament. The author explains how the match between parenting style and child temperament can affect child development. © 2007 Child Study Center, NYU School of Medicine.

http://www.aboutourkids.org/aboutour/articles/parentingstyles.html#style2

Parenting Your Unique Child – A one page brief that describes the importance of matching parenting style to child temperament. Available from University of Wisconsin Extension:

http://www.civitas.org/bits/temperament_3.pdf

Premie Magazine – A free online magazine and community for parents of premature
infants and the professionals who serve them.  Available from:

http://www.preemiemagazine.com/index.php

Strategies for Kids/Information for Parents: Temperament – This colorfully illustrated, 8 page booklet is designed to help parents understand their child’s temperament. It offers strategies for helping parents adopt appropriate caregiving styles that fit well with their child’s temperament. © Nov. 2004 Family and Community Services, New Zealand.

http://www.civitas.org/bits/temperament.pdf

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

The Magic of Everyday Moments – A series of seven colorful booklets designed to
help parents understand how to use simple, everyday moments to promote their child's
social, emotional, and intellectual development.  Each booklet covers one of the
following age ranges: 0-4 months, 4-6 months, 6-9 months, 9-12 months, 12-18
months, 18-24 months, 24-36 months.  The booklets are available in both Spanish and
English from Zero to Three: 

 http://www.zerotothree.org/site/PageServer?pagename=key_childdevt_magic&Add
Interest=1153  

This series was developed in partnership by Zero to Three and the Johnson & Johnson
Pediatric Institute L.L.C.  Booklets can also be obtained free of charge by calling the
Johnson & Johnson Pediatric Institute's toll-free number: (877) JNJ-LINK (565-5465).

Tools for Shaping Children’s Lives: Are You Baby Smart? – This 3-page quiz with explanations of correct answers is a fun way for parents to learn about the types of parent-infant interactions that will enhance their child’s development.  Available from Civitas:

http://www.civitas.org/pdfs/development.pdf

Developmental Delay/Disorder:

Best Practices Newsletter – This free online newsletter covers a wide range of topics
relevant to teaching children with autism spectrum disorder and developmental delay.
Current and archived issues are available from the Interdisciplinary Council on
Developmental and Learning Disorders (ICDL):

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:

http://www.thearc.org/NetCommunity/Document.Doc?&id=147

Cerebral Palsy Fact Sheet - This fact sheet describes what cerebral palsy, and identifies delays in achievement of developmental milestones, which may be signs of cerebral palsy. It describes causes and tells what to do if you suspect your child has cerebral palsy.  Available from the National Center on Birth Defects and Developmental Disabilities, 2007.

http://www.cdc.gov/ncbddd/autism/actearly/pdf/parents_pdfs/CerebralPalsyFactSheet.pdf

Developmental Delay as an Eligibility Category – A position statement of the
Division for Early Childhood (DEC) of the Council for Exceptional Children describing
the organization’s position with regard to use of “developmental delay” as an eligibility
category for services under IDEA.  Reviewed Oct. 2005, and available from DEC:

http://www.dec-sped.org/pdf/positionpapers/PositionStatement_DevDelay.pdf

Developmental Delay as an Eligibility Category – A concept paper of the Division
for Early Childhood (DEC) of the Council for Exceptional Children that addresses
policies and practices for using “developmental delay” as an eligibility category for
young children.  Adopted Nov. 2001, and available from DEC:

http://www.dec-sped.org/pdf/positionpapers/ConceptPaper_DevDelay.pdf

Developmental Delay vs. Developmental Disorder in Young Children:
Understanding the Difference – This newsletter article discusses the distinction
between delayed and disordered development.  Available From A Pediatric Perspective,
1998.  Available from Gillette Children’s Specialty Hospital:

http://www.gillettechildrens.org/fileUpload/199807%20%20Developmental%20Delay%20
vs%20Developmental%20Disorder%20%20Vol%2007%20No%2004.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:

http://www.thearc.org/NetCommunity/Document.Doc?&id=143

Mental Retardation is No More: New Name is Intellectual and Developmental Disabilities – This is a press release from the American Association on Intellectual and Developmental Disabilities (AAIDD) [formerly the American Association on Mental Retardation] announcing the change in the name of their journal.  The change from Mental Retardation reflects the efforts of the organization to address and refer to persons with cognitive disabilities in an appropriate way.

http://www.aamr.org/About_AAIDD/MR_name_change.htm

Pervasive Developmental Disorders – This briefing paper provides information and
resources for answers to commonly asked questions and suggest resources for
information and support.  A publication of the National Dissemination Center for
Children with Disabilities (NICHY), updated 2003:

http://www.nichcy.org/pubs/factshe/fs20txt.htm#education

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.

http://www.thearc.org/NetCommunity/Document.Doc?&id=150

Shakespeare Redux, or Romeo and Juliet Revisited: Embedding a Terminology and Name Change in a New Agenda for the Field of Mental Retardation - Turnbull, R., Turnbull, A., Warren, S., Eidelman, S. and Marchland, P. (2002) Mental Retardation 40 (1) 65-70.  Authors of this article examine issues of stigma, advocacy, and social policy that pose challenges to finding an alternative to the term “mental retardation” and to renaming the American Association on Mental Retardation (AAMR). 

http://www.aaidd.org/Reading_Room/pdf/What'sinaname_IDD_40_1_2002.pdf

Early Literacy:

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

Dad’s Club – This 60-second video reminds us that reading together is about words, pictures and time spent with your child.  Talaris Institute © 2008:

English version:
http://www.talaris.org/dadsclubsolo.htm

Spanish version:
http://www.talaris.org/sp_dadsclubsolo.htm

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 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

Free reproducible language and early literacy activities in English and Spanish – With funding from the U.S. Department of Education, Office of Special Education Programs, these resources were developed for use with children ages birth to age three and are appropriate for children with disabilities as well as children who are developing typically. The materials include (1) twenty activities for adults and children to encourage early language and literacy development, (2) hints for making the activity fun and developmentally appropriate, and (3) an activity checklist that helps adults examine and improve their own interactions with children. The materials address three key skills of 1) language development, 2) sounds and rhythms, and 3) general book and print awareness. Washington Research Institute © 2006.

Introduction (English):
http://www.walearning.com/PDF/Parent-Infant/IntroductionInfantEnglish.pdf

Introduction (Spanish):
http://www.walearning.com/PDF/I-TSpanishIntro.pdf

Activities and Hints (English):
http://www.walearning.com/PDF/Parent-Infant/Infant-ToddlerActivitiesEnglish.pdf

Activities and Hints (Spanish):
http://www.walearning.com/PDF/I-TSpanishactivities&hints.pdf

Self Evaluation Checklist for Adults (English):
http://www.walearning.com/PDF/Parent-Infant/Infant-ToddlerChecklistsEnglish.pdf

Self Evaluation Checklist for Adults (Spanish):
http://www.walearning.com/PDF/I-TSpanishChklists.pdf

Gone Fishing – Environmental print awareness.  This 60-second video describes how  reading signs aloud helps young children make sense of the world and begin to understand that print has meaning. Talaris Institute © 2008:

English:
http://www.talaris.org/fishingsolo.htm

Language is the Key: An Evidence-Based Early Literacy Program – This 20 minute video explains, in English, Spanish, and Vietnamese versions, how parents and caregivers can use books to help very young children to learn language and speech. Three specific instructional strategies are demonstrated: (1) Comment and wait, (2) Ask questions, and (3) Respond by adding a little more to what the child has said. Developed with funding from the U. S. Department of Education, Office of Special Education Programs © 1997, Washington Research Institute.

Talking and Books (English version):
http://www.walearning.com/English.html

Talking and Books (Spanish):
http://www.walearning.com/Spanish.html

Talking and Books (Vietnamese):
http://www.walearning.com/vietnamese.html

Careful Frank – Your gestures and facial expressions help your child learn what’s okay and what’s not, as illustrated in this 60-second video.  Talaris Institute © 2008:

English version:
http://www.talaris.org/franksolo.htm

Spanish version:
http://www.talaris.org/sp_franksolo.htm

Keep Talking –  Babies and young children need conversation with adults to help them learn, as this 60-second video illustrates.  Talaris Institute © 2008:

English version:

http://www.talaris.org/keeptalkingsolo.htm

Spanish version:
http://www.talaris.org/sp_keeptalkingsolo.htm

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/content_storage_01/0000019b/80/2b/2e/4e.pdf

Practitioner Confidence and Competence in Early Literacy Learning Practices CELLpapers v.2, n. 1, Center for Early Literacy Learning © 2007.  This paper presents findings from a national survey of the confidence and competence of Part C early intervention providers and Part B preschool special education teachers.

http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n1.pdf

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

Testing 1, 2, 3 –This 60-second video illustrates why it is so important for toddlers to test everything again and again.  Talaris Institute © 2008:

English version:
http://www.talaris.org/testingsolo.htm

Spanish version:
http://www.talaris.org/sp_testingsolo.htm 

Ethics:

Code of Ethical Conduct and Statement of Personal Commitment – The position statement of the National Association for the Education of Young Children (NAEYC) offering guidelines for responsible behavior and setting forth a common basis for resolution of principal ethical dilemmas encountered in early childhood care and education.  Revised Apr. 2005, and available from NAEYC:

http://www.naeyc.org/about/positions/pdf/PSETH05.pdf

DEC Code of Ethics – The position statement of the Division of Early Childhood (DEC) of the Council for Exceptional Children acknowledging professional responsibility to abide by high standards of performance and ethical conduct.  Reaffirmed Dec. 2002, and available from DEC:

http://www.dec-sped.org/pdf/positionpapers/PositionStatement_CodeofEthics.pdf

Evidence-based Practice:

Being an Evidence-Based Practitioner – What does it take to be an evidence-based practitioner?  This fact sheet describes what evidence-based practitioners do, notes some of the challenges that affect implementation of evidence-based practices, and offers advice for addressing those challenges.  Available from the Center for Evidence-Based Practice: Young Children with Challenging Behavior:

http://challengingbehavior.fmhi.usf.edu/handouts/Practitioner.pdf 

Family:

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/content_storage_01/0000019b/80/29/db/0a.pdf

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

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

Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education – A position statement of the National Association for the Education of Young Children (NAEYC). Adopted Nov. 1995, and available from NAEYC:

http://www.naeyc.org/about/positions/pdf/PSDIV98.PDF

Responsiveness to Family Cultures, Values, and Languages – A position statement of the Division for Early Childhood (DEC) of the Council for Exceptional Children discussing the relationship of individual and organizational responsiveness to optimal outcomes of development and of intervention services.  Adopted Apr. 2002, and available from DEC:

http://www.dec-sped.org/pdf/positionpapers/PositionPaper_Resp_FamCul.pdf

Responsiveness to Family Cultures, Values, and Languages – A concept paper developed by the Division for Early Childhood (DEC) of the Council for Exceptional Children addressing issues related to responsiveness to diversity in intervention services.    Adopted Oct. 2004, and available from DEC:

http://www.dec-sped.org/pdf/positionpapers/ConceptPaper_Resp_FamCul.pdf

Rocking and Rolling: Supporting infants, Toddlers, and Their Families – Understanding the influence of culture on caregiving practices…from the inside out. Janice Im, Fevecca Parlakian, and Sylvia Sanchez. NAEYC © 2007. Available from Beyond the Journal, Young Children on the Web, September 2007:

http://journal.naeyc.org/btj/200709/BTJRockingRolling.asp

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/content_storage_01/0000019b/80/17/27/82.pdf

Tools for Shaping Children’s Lives: Everyday Activities for Dads – This 2-page brief describes simple activities for fathers to do with young children in natural environments (everyday routines, activities and places).  Available from Civitas:

http://www.civitas.org/pdfs/fathering.pdf

Inclusion: