Standard 7: Professionalism and Ethical Practice

The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 7. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 7: Candidates identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines. Evidence-based and recommended practices are promoted and used by candidates.

Components:

7.1 Candidates engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations.

7.2 Candidates engage in ongoing reflective practice and access evidence-based information to improve their own practices.

7.3 Candidates exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

7.4 Candidates practice within ethical and legal policies and procedures.

Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources.

Purpose

The purpose of this module is to: (a) identify what learners should know and be able to do specifically to Standard 7: Professional and Ethical Practice and its components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.

Objectives

After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to professional and ethical practice.
Identify resources to integrate into the higher education curriculum and/or content for PD.
Identify the relationship of the resources with evidence-based practices for adult learners.

Topics

Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

Component 7.1 Learners engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Current issues and trends in the EI/ECSE profession,
Professional associations’ missions and professional supports (e.g., CEC, DEC, NAEYC), and
National and state early learning standards, recommended practices, and personnel standards.

Learners Who Are Competent in this Component are Able to:

Improve knowledge and practice by engaging in professional association activities, accessing resources (e.g., webinars, journals), participating in learning communities with other educators and related service providers, and
Use national and state early learning standards, recommended practices, and personnel standards.

Component 7.2 Learners engage in ongoing reflective practice and access evidence-based information to improve their own practices.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Reflective practice, and
Professional growth planning.

Learners Who Are Competent in this Component are Able to:

Participate in evidence-based activities and training to improve professional practices,
Reflect on their professional practice based on demonstration of personnel standards and application of research and recommended practices,
Develop, implement, and evaluate a professional growth plan that includes:
- areas for growth,
- evidence-based activities related to the areas for growth (e.g., conferences, online learning communities, library resources), and
- mentors and mentorship experiences with opportunities for feedback, and
Formative assessment.

Component 7.3 Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Processes in the development of federal, provincial, state, and local policies,
Central policy issues in EI/ECSE and implications for advocacy and policy change,
Relationship of advocacy to systemic and policy change,
Historical and current systems of marginalization and inequities, including implicit bias, and
Professional associations’ policy and advocacy missions.

Learners Who Are Competent in this Component are Able to:

Advocate for improved outcomes for children, families, and the profession; use of evidence-based practices; and rights of children and families by working with decision-makers to minimize barriers,
Access evidence-based resources to learn about issues around implicit bias and limit the impact of their own biases in interactions with children, families, and other professionals, and
Access professional organizations’ activities and resources to support their own advocacy efforts.

Component 7.4 Learners practice within ethical and legal policies and procedures. Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Relevant professional codes of ethics, such as those of CEC, DEC, and NAEYC,
Relevant legislation, such as IDEA and ADA
National, state, and/or local early learning standards, child outcomes,
Recommended and high leverage practices, and
Professional association position statements.

Learners Who Are Competent in this Component are Able to:

Adhere to professional ethics in all interactions with children, families, and other professionals,
Adhere to legal policies and procedures, and
Report ethical and legal violations in relation to the profession and the safety of children and families.

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the standard would be addressed in only one course in the curriculum.

Standard 7 Sample Syllabus 2024

Learning Activities

Component 7.1

Issues in the EI/ECSE Profession: Select one issue or trend in the EI/ECSE profession. Search the recommended peer-reviewed journals and locate three research-based articles and two practitioner-based articles that discuss the selected issue/trend. Create an annotated bibliography for each selected source. Each annotation should include the main points of the source and a reflection on how the source fits with your thoughts about the selected issue/trend. Use APA formatting for your references.

EI/ECSE Professional Association/Technical Assistance Websites: Visit the websites below for professional organizations and technical assistance centers specific to EI/ECSE. Each is included in the list of websites in the syllabus. Review each website and the links that are relevant to you as a current or future professional in EI/ECSE.

Respond to the following:

Identify two of the websites that seem to be most relevant to you currently.
Identify 2-3 links from each website that would be most helpful to you now.
For each of the two websites, provide a brief paragraph explaining how you would use the information from the website and the selected links now.

Component 7.2

Self-Reflection and Professional Growth Plan: Plan a small group activity in which you will use naturalistic and systematic instructional practices. Record yourself implementing the activity. Watch the video and complete both the Naturalistic Instructional Practices Checklist.pdf and the Systematic Instructional Practices Checklist.pdf.

Review the results and identify one practice from each checklist that you want to improve. Develop a Professional Growth Plan (PGP) using the two practices you identified. Include the following in your PGP:

One goal and one objective per practice
An activity or activities in which you will engage to improve each practice
The person(s) responsible (i.e., you and anyone else that you may ask to assist in some way such as an observer)
Resources needed (e.g., video vignettes demonstrating the practice)
One or two outcome/s per practice (e.g., what will happen because of improved practice)

Component 7.3

Component 7.4

Legislation and the Impact on Children and Families: Describe legislation that impacts young children and their families. Choose three different pieces of federal legislation. For each, include the title, a brief description, required services, and the impact on young children and their families. In addition, think about what you need to know and be able to do as an EI/ECSE professional to implement services described within the laws/legislation you choose for the assignment.

The websites below provide information for two federal laws.

The U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website brings together IDEA information and resources. Parent rights are described in IDEA also. https://sites.ed.gov/idea/
The Americans with Disabilities Act (ADA) prohibits discrimination based on disability in employment, state and local government, public accommodations (Title III), commercial facilities, transportation, and telecommunications. Title III regulations impact childcare and preschool programs. Learn more at the ADA website: https://www.ada.gov/index.html

EI/ECSE Ethical Dilemmas: You will be assigned two vignettes from Focus on Ethics, a NAEYC resource that reflects the best thinking anchored by the question “What should an ethical early childhood educator do?”

Read the two vignettes. For each ethical dilemma, respond in writing to the following:

Describe the ethical dilemma for each vignette.
Identify theDEC Code of Ethics position statement/s that you might use in addressing each ethical dilemma.
From the NAEYC Code of Ethical Conduct and Statement of Commitment, identify the ideal and principle that you might use in addressing this ethical dilemma.
Write a two to three (2-3) paragraph rationale for each ethical dilemma as to why you chose the DEC Code of Ethics statement and the NAEYC ideal and principle.

EI/ECSE Ethical Dilemmas: Assignment description: You will be assigned two vignettes from Focus on Ethics, a NAEYC resource that reflects the best thinking anchored by the question “What should an ethical early childhood educator do?”

Read the two vignettes. For each ethical dilemma, respond in writing to the following:

Describe the ethical dilemma for each vignette.
Identify the DEC Code of Ethics position statement/s that you might use in addressing each ethical dilemma.
From the NAEYC Code of Ethical Conduct and Statement of Commitment, identify the ideal and principle that you might use in addressing this ethical dilemma.
Write a two to three (2-3) paragraph rationale for each ethical dilemma as to why you chose the DEC Code of Ethics’ statement/s and the NAEYC ideal and principle.

Standard 7: Practicum Application

The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.

The Practicum Applications:

Should be incorporated across the curriculum and within each standard,
Represent the age range from birth through five,
Are sequenced from observation and reflection to implementation of practices with supervision,
Should be implemented across home, school, and community settings.

Component 7.1

Supporting Knowledge and Skill Development

Knowledge: Attend a local or state professional meeting or event and reflect on what you learned at that meeting/event and how it relates to your EI/ECSE coursework.

Knowledge: Attend a local or state interagency coordinating council meeting and reflect on what you learned by attending the meeting and how it relates to your EI/ECSE coursework.

Knowledge: Observe, with permission, a family support group meeting and reflect on how the meeting relates to what you are learning about family-centered services.

Knowledge: Interview an early interventionist or preschool teacher to identify the professional organization(s) in which they are a member, how they are involved in the organization, and what the benefits are for them as an EI/ECSE professional.

Skill: Assist in planning and implementing a presentation for a local or state professional meeting.

Skill: Assist in planning and implementing a group session or workshop for families (e.g., family literacy night, preparing for the transition to kindergarten).

Skill: Assist with a local event designed to support children with developmental delays and their families (e.g., Special Olympics; walks, runs, bike rides, etc. fundraisers).

Component 7.2

Supporting Knowledge and Skill Development

Knowledge: Interview an early interventionist to identify what resources they use to learn about evidence-based practices that support partnerships with families, review those resources, and reflect on ones to use in the future.

Knowledge: Observe an early intervention session and identify how the evidence-based practices are discussed with the family member and what resources and supports are jointly identified to assist the family member to implement those practices.

Knowledge: Observe implementation of a formal assessment, identify the evidence-based practices employed to conduct the assessment, and reflect on how and why you will use those practices in the future.

Skill: Report and reflect on professional experiences and growth during a field placement through ongoing documentation and journaling.

Skill: Complete a self-assessment based on the EI/ECSE Standards and components, reflect on the results, develop a professional growth plan based on those results, implement the plan, and reflect on the outcomes.

Skill: Video implementation of activity in a toddler, preschool, or kindergarten classroom and reflect on your use of evidence-based practices and what might be done differently the next time those practices are employed.

Skill: Video implementation of an early intervention session and reflect on your use of evidence-based practices to engage the child and adult and what might be done differently the next time those practices are employed.

Component 7.3

Supporting Knowledge and Skill Development

Knowledge: Attend, observe, and reflect on a local or state advocacy event focusing on the purpose of the event, how it was organized, who was involved, the response of the local or state leader(s), and what the next step will or could be.

Knowledge: Observe and reflect on a team meeting to plan a meeting with the principal or program director to advocate for use of a “new” evidence-based practice in that program.

Knowledge: Observe and reflect on a home visit in which an evidence-based practice being used in the toddler or preschool classroom is described and/or demonstrated as to how the family could implement the practice for generalization of skills.

Skill: Plan for and meet with a local or state leader to discuss an EI/ECSE issue or proposed legislation, and follow up with an email or note.

Skill: Identify one to two key points about an EI/ECSE issue or proposed legislation, phone a local, state, or federal leader identifying who you are, and share the key points.

Skill: Use the CEC Legislative Action Center to send a message to your U.S. Representative and/or Senator about one of the issues at that site, adding content to the message body to personalize it based on your role and interest in the issue.

Skill: Research, plan for, and present an evidence-based practice during a team meeting.

Component 7.4

Supporting Knowledge and Skill Development

Knowledge: Review and compare the code of ethics for your field placement and compare the similarities and differences with the DEC Code of Ethics. *Note: The DEC Code of Ethics is being revised and should be available in winter 2022.

Knowledge: Review the procedures for referral, parental permission for, and initial evaluation in your field placement and compare and reflect on the consistency of those procedures with the state regulations.

Knowledge: Review the procedures for scheduling, planning for, implementing, and follow-up to an initial IFSP, IEP, or transition meeting in your field placement and compare and reflect on the consistency of the procedures with the state regulations.

Knowledge: Interview a speech-language pathologist on your field placement team to learn about their profession’s code of ethics and reflect on how this compares to the DEC Code of Ethics.

Skill: Meet with the cooperating teacher and university supervisor to discuss and reflect on specific examples of your performance in the field placement that demonstrate the relevant codes of ethics.

Skill: Participate in an IFSP meeting and reflect on how the requirements in the state’s regulations for IFSP meetings were followed.

Skill: Participate in an IEP meeting and reflect on how the requirements in the state’s regulations for IEP meetings were followed.

Skill: Review the DEC Code of Ethics and any other relevant codes of ethics in planning for and implementing a home visit or parent-teacher conference and reflect on specific examples of how the Code(s) of Ethic(s) were addressed in the home visit or conference.

Case Study & PD Guides

Case Study: The annotated case study provides discussion questions and resources.

EI-ECSE Standard 7 Case Study 2024

Component 7.1

Component 7.2

Component 7.3

Component 7.4

Multimedia Illustrations

Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component 7.1

Component and Title	Key Content	Duration	Link
7.1 Brandon’s Story, A Mother’s Voice	This Telly Award-winning video features Brandon’s mother as she talks about the importance and impact of early intervention on her son’s life and on her family. You will also hear from Brandon, who is a teenager and talented musician.	8:15	View
7.1 Early Childhood Education	Preschool teacher, Laura Coyne, talks about why preschool is important for young children.	1:56	View
7.1 The Raising of America: Early Childhood and the Future of our Nation	This video raises questions about U.S. policies and social structures that impact children and families and advocates for early childhood education and intervention as services that can positively impact outcomes for children and families.	11:00	View

Component 7.2

Component and Title	Key Content	Duration	Link
7.2, 7.3 DEC Recommended Practices 2014	This video offers an overview of the new DEC Recommended Practices.	2:43	View
7.2, 7.3 High-Leverage Practices in Special Education Video Series	This video introduces the video series and provides examples of nine HLPs in action, in real classrooms, with real students.	Varies	View
7.2 Using Video as a Foundation for Reflective Supervision	Jaime, a speech-language pathologist, and BJ, her supervisor, illustrate how they use video as a foundation for reflective supervision. BJ and Jaime review and reflect on a video that Jaime shared of a virtual home visit to better support Jaime’s coaching practices.	5:50	View
7.2 Using Video for Self-Reflection	Megan Klish Fibbe illustrates how the use of video provides an opportunity for feedback and self-reflection.	1:41	View

Component 7.3

Component and Title	Key Content	Duration	Link
7.3 DEC Recommended Practices 2014	This video offers an overview of the new DEC Recommended Practices.	2:43	View
7.3 A DEC Safari	If the DEC Recommended Practices were an animal, what animal would they be?	3:43	View
7.3 I am an Advocate: Erica Cutright, Teacher and Parent	Erica (KY) came to ask the hard questions and advocate for equal access to content and curriculum for those who do not have their own voice.	0:43	View
7.3 Share the Knowledge	Leaders in the field describe the benefits of the DEC Recommended Practices for families, illustrated by images of children, families, and practitioners in a variety of early care and education settings.	3:00	View
7.3 Teacher Leadership in Action: Leading in Advocacy	In this video you will see National Board-Certified Teacher, Beth Maloney, using her voice to advocate for the profession and students. Learn more about how Beth advocates for the profession and Arizona’s students at the school, district, state, and national levels.	3:59	View

Component 7.4

Component and Title	Key Content	Duration	Link
7.4 Head Start Performance Standards: Children with Disabilities	Discover how the new HSPPS address services to children with disabilities. Sangeeta Parikshak and Amanda Bryans describe the new Standards for the full inclusion and participation of children with disabilities in all program activities, including but not limited to children eligible for services under the Individuals with Disabilities Education Act (IDEA).	9:49	View
7.4 IDEA – General Information	This video provides an overview of Part C of the Individuals with Disabilities Education Act (2004), as well as the history behind the current authorization of IDEA.	7:21	View
7.4 IDEA Website: Statute Regulations	The U.S. Department of Education’s Office of Special Education and Rehabilitative Services oversees the Individuals with Disabilities Education Act (IDEA). This video guides you through the features of the Statute and Regulations page [https://sites.ed.gov/idea/statuteregu...] on the IDEA website [https://sites.ed.gov/idea/].	5:25	View

Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.

Websites - Provide information and resources related to the Standard and Components.

Websites

Americans with Disabilities Act

Council for Exceptional Children

Council of Parent Attorneys and Advocates (COPAA)

Division for Early Childhood

Early Childhood Technical Assistance Center

Electronic Code of Federal Regulations (e-CFR)

U.S. Department of Education, IDEA

Head Start Early Learning and Knowledge Center

National Association for the Education of Young Children

National Center to Improve Practice (NCIP) – Early Childhood Guided Tour

National Disability Rights Network

National Information Center for Children and Youth with Disabilities (NICHCY)

Office for Civil Rights, U.S. Department of Education, Policy Guidance Portal

Wrightslaw

Zero to Three

Zero to Three Policy and Advocacy

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

Learning Modules

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

Glossary

Term	Definition	Reference/Resource
DEC Recommended Practices (RPs)	A set of practices based on the best available empirical evidence as well as the wisdom and experience of the field and that were developed to guide EI/ECSE professionals and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities in eight topic areas: Leadership Assessment Environment Family Instruction Interaction Teaming and collaboration Transition	Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education in 2014. Retrieved from Link
Early Childhood Special Educators	Education professionals who provide Early Intervention and Early Childhood Special Education services to children birth through 8 years who are at risk for and with developmental delays and disabilities.	DEC Personnel Preparation Position Statement (2017) Link
Early Intervention (birth to 3 years)	Individualized services and supports for children birth to 3 years who are at risk for or with developmental delays and disabilities and their families.	Link
Evidence-based practice	Used as a Noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE. Used as a Verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.	Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164-173. Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
High Leverage Practices (HLPs)	Practices that are based on best-available research evidence and field consensus, reflect practices that are frequently used in the classroom, and considered critical for special educators, kindergarten through twelfth grade, because of their high potential to improve student outcomes, and which can be taught in teacher preparation programs.	McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability, and Reform. Retrieved from Link McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331-337.
Reflective Practice	The process by which EI/ECSE professionals examine their own assumptions, values, beliefs, and professional practices and consider actions to be taken to continuously improve their own practice and/or reconstruct their assumptions, values, and/or beliefs.	McFarland, L., Saunders, R., & Allen, S. (2009). Reflective practice and self-evaluation in learning positive guidance: Experiences of early childhood practicum students. Early Childhood Education Journal, 36(6), 505-511. Sellars, M. (2017). Reflective practice for teachers (2nd ed.). Washington D.C.: Sage.

References

Amendments to the Assistive Technology Act of 1998, Pub. L. No. 108-364. (2004). Section 3(19). (29 U.S.C.)

Americans with Disabilities Act of 1990 (ADA), Pub. L. No. 101-336.

Balch, B. V., Memory, D. M., & Hofmeister, D. R. (2008). Teachers and the law: Application essentials, general considerations, and specific examples. Clearing House, 82(1), 5-9.

Barrett, D. E., Casey, E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical behaviors? Toward the development of a code of conduct for teachers. Teaching and Teacher Education, 28, 890-898. http://dx.doi.org/10.1016/j.tate.2012.04.003

Bradley-Levine, J. (2018). Advocacy as a practice of critical teacher leadership. International Journal of Teacher Leadership, 9(1), 47-62.

Bullock, J. (2012). CEC Needs Assessment Identifies Preferences in Professional Development. The Council for Exceptional Children.

Burke, M. M., & Hodapp, R. M. (2016). The nature correlates, and conditions of parental advocacy in special education. Exceptionality, 24, 137-150.

Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. CEC.

Division for Early Childhood. (2022). Code of Ethics. Division for Early Childhood. https://www.decdocs.org/member-code-of-ethics

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014.

Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. (DEC Recommended Practices Monograph Series No. 1). DEC.

Feeney, S., & Freeman, N.K. (2018). Ethics and the Early Childhood Educator (3^rd ed.). (Rev. ed.). NAEYC.

Feeney, S., Freeman, N.K., & Moravcik, E. (2020). Professional boundaries in early childhood education. Young Children, 75(5), 72-78.

Individuals with Disabilities Education Act of 2004 (IDEA), Pub. L. No. 108-446.

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriquez, J., Scheeler, M.C., Winn, J., & Ziegler, D. (2017, January). High- leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

Mukeredzi, T.G. (2015). Creating space for pre-service teacher professional development during practicum: A teacher educator's self-study. Australian Journal of Teacher Education, 40(2), 125-145.

National Association for the Education of Young Children. (2011). NAEYC Code of Ethical Conduct and Statement of Commitment.pdf. NAEYC.

Rehabilitation Act of 1973, Pub. L. No. 93-112.

Sellars, M. (2017). Reflective practice for teachers (2^nd ed.). Sage.

Stegenga, S. M., Skubel, A., Corr, C., & Nagro, S. (2020). Your voice matters A practitioner’s guide for engaging in policy through advocacy. Young Exceptional Children, published online. https://journals.sagepub.com/doi/10.1177/1096250620950311

U.S. Department of Education (September 28, 2011). Early intervention program for infants and toddlers with disabilities (34 CFR, Part 303). Federal Register, (76)188, U.S. Department of Education.

Woolf, S.B. (2019). Critical skills for special educator effectiveness: Which ones matter most and to whom? Teacher Education and Special Education, 42(2), 132-146.

Zirkel, P.A. (2020). An updated primer of special education law. Teaching Exceptional Children, 52(4), 261-265.

EI/ECSE Standards Curriculum Modules

Topics

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

Learning Activities

Standard 7: Practicum Application

Case Study & PD Guides

Multimedia Illustrations

Resources

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