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Resource Name Description Resource Type
Center for Early Literacy Learning Welcome to the Center for Early Literacy Learning(CELL) Web site. CELL is a research-to-practice technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division. The main goal of CELL is to promote the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes. Website
Center for Early Literacy Learning Practice Guides The main goal of the Center for Early Literacy Learning (CELL) Practice Guides is to promote the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes. Practices include descriptions of methods and procedures for implementing evidence-based preliteracy, emergent literacy, and early literacy learning practices. Practice guides are grouped into two categories: 1) Practice Guides Especially for Parents can be used by parents to provide their infants, toddlers, or preschoolers fun and exciting literacy learning experiences and opportunities, or by practitioners who are working with parents to promote their use of literacy learning activities with their children; and 2) Practice Guides Especially for Practitioners can be used by early childhood educators, child care providers, early interventionists, and other early childhood practitioners for promoting infants, toddlers, and preschoolers literacy learning using interest-based and highly engaging activities. Website
Chapel Hill Training-Outreach Project, Inc. The Chapel Hill Training Outreach Project, Inc. develops and produces programs and strategies that will enhance the development of all children and their families including children who live in poverty, those with special needs, and those who are at risk of abuse and neglect. The site offers information on head start, respite care, family support, educational curriculum, and training materials. Website
Child Development: What to Expect and When to Worry (Desarrollo infantil: Qué esperar y cuándo preocuparse) 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.  Tipsheet
Children and Adults with Attention Deficit/Hyperactivity The Children and Adults with Attention/Hyperactivity Disorder (CHADD) website provides comprehensive information related ADHD. Information is available regarding organization membership, fact sheets, legislative information, research information, conference info, FAQ sheets and an online magazine. Spanish translation of IDEA and ADA is also available. Website
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. This course is accessible from a mobile device. For optimal performance, viewing from a computer or tablet is highly recommended.  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 reflectionPlease 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