We apologize, but we are currently experiencing issues with flash content on Courses and Info Modules. If you experience issues, please know we are working it and we request that you check back next week.
Banner
Title

Search and Filter Tools

Disability Topic
Category
Language

Filtering by:

Results: Page 4 of 15
Resource Name Description Resource Type
Children's Development: What to Expect and When to be Concerned In this CICC Info Module, participants will examine: Typical and atypical development in young children. Red flags for developmental issues Info Module
Children's Development: What to Expect and When to be Concerned This course explains typical development of the child, including what to expect and when to be concerned.Knowledge and Competency Framework Area - I: Child Development and Learning  CDA Content Area - VIII: Principles of Child Development and Learning  Navigation Tools:This self-study does not have audio available at this time.For optimal performance, please access this course from a computer or tablet.For ten clock hours on your Learning Record, please register and pay online at Develop. Then, complete a 500 word reflection paper and submit this document with your reflection. Please note: You have access to this document as view only. To enable editing, download the document. Click "file" then "download as" in the upper left-hand corner of this screen. This will give you the option to open the document as a Word doc on your own computer. Then, you can complete the information and email it to: credit@inclusivechildcare.org. *Disregard any directions regarding a final quiz. The only learning assessment needed is the reflection paper. Course
Choosing A Setting--What is the Best Option for a Child with Autism: Part Two In our continued discussion with Pat Pulice, M.A., L.P., Vice President of Integrated Health Care at Fraser in Minneapolis, MN, we will look at different settings a child might be in who has an autism diagnosis and how to build a beneficial environment for children we serve. What kinds of supports are present in the therapeutic setting which help a child as they develop skills and when does an inclusive setting with typical developing peers offer other benefits to the child? Early educators can examine their environment for structure, routines, stimulation, and visual supports. Again, each child is an individual and their needs will vary but we will discuss some general strategies for inclusion. Podcast
Community Services for Autistic Adults & Children The Community Services for Autistic Adults and Children (CSAAC) helps individuals with autism remain in their communities to live, learn, work, and play. Their services include the Intensive Early Intervention Program for preschoolers (a method of intervention for school or home), the Community School of Maryland for children and adolescents with autism, and the Residential and Vocational Programs for adults. The site contains publications that are available from CSAAC. Website
Comprehensive Synthesis of EIBI for Children with Autism A 3-part comprehensive synthesis of the early intensive behavioral intervention (EIBI) for young children with autism based on the University of California at Los Angeles Young Autism Project method (Lovaas in Journal of Consulting and Clinical Psychology, 55, 39, 1987) is presented. The three components of the synthesis were: (a) descriptive analyses, (b) effect size analyses, and(c) a meta-analysis. Document
CONNECT: The Center to Mobilize Early Childhood Knowledge Web-based, instructional resources for faculty and other professional development providers to support the use of evidence-based practices in work with young children (0-5) and their families. Website
Connecticut Birth to Three The Birth to Three System website offers a variety of resources ranging from eligibilty and referrals to information on laws and regulations. They also offer a number of programs. There are comprehensive programs throughout Connecticut that have been approved by the Birth to Three System to complete eligibility evaluations, and provide services and supports for families. Each program serves a specific set of towns, and can be selected by any family living in one of those towns. There are three programs that specialize in working with families whose children are deaf or hard of hearing: The American School for the Deaf, CREC-Soundbridge and NECHEAR. These three programs work with families from any Connecticut town. There are also a number of Autism-specific programs serving families in specific towns. Every Birth to Three program offers: evaluation in the home by trained professionals services provided where the child normally spends his day, such as his home, a child care setting, or local playgroup flexible scheduling of visits services that focus on helping the family to help their child within the family's daily life, culture, values, and priorities information in their native language unless it is clearly not feasible to do so. If a parent is deaf or blind, the mode of communication will be that which is normally used, such as Braille, sign language, or oral communication. a variety of trained staff who can help the family work on goals related to their child's needs and their family's priorities. All people working in Birth to Three programs meet personnel standards and are either a licensed or certified professional, or are supervised by a professional. Website
DADS MATTER: THE ROLE OF THE FATHER IN CHILD DEVELOPMENT AND WHAT MOMS CAN DO TO HELP DADS SUCCEED "In the early months of a child’s life many dads struggle to find their role in caring for the baby and supporting mom through those exhausting days and nights. And sometimes we moms send messages, subtle and not-so-subtle, that dad just can’t measure up to our standards of care. But, in the long run, everyone will win (mom, dad, child) if dad is fully engaged as a caregiver. Andre Dukes, Vice President of Family and Community Impact Programs at Northside Achievement Zone in Minneapolis, joins Marti & Erin [in this Mom Enough podcast episode] to discuss the role of the father in child development, the benefits of father involvement throughout a child’s life and what we all can do to help men be the dads their children need. Website
DEC: The Division for Early Childhood The Division for Early Childhood (DEC) is one of seventeen divisions of the Council for Exceptional Children (CEC) - the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. DEC is especially for individuals who work with or on behalf of children with special needs, birth through age eight, and their families. Founded in 1973, the Division is dedicated to promoting policies and practices that support families and enhance the optimal development of children. Children with special needs include those who have disabilities, developmental delays, are gifted/talented, or are at risk of future developmental problems. Website
Desarrollo infantil: Qué esperar y cuándo preocuparse (Child Development: What to Expect and When to Worry) Si observa y registra el desarrollo de todos los niños en su programa rutinariamente, a veces puede encontrar que un niño tiene señales de alerta en su progreso de desarrollo y es hora de hablar con sus padres sobre sus preocupaciones.  If you routinely observe and record the development of all children in your program, you may sometimes find that a child has red flags in their developmental progress and it is time to talk to their parents about your concerns. Tipsheet
Results: Page 4 of 15