Course Enhancement Modules

Inclusion

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Overview

What Learners Should Know and Be Able to Do

Multimedia Illustrations

Course Enhancement Modules are designed to be used by higher education faculty and professional development providers to support learning at the pre-service and in-service levels. The curriculum enhancement modules are designed for flexible use.

Each curriculum enhancement module includes:

Anchor presentation(s) with speaker notes and activities that can be used in their entirety or adapted.
Each presentation includes references and additional related resources.
Sample syllabi.

PowerPoint Presentations:

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the EI/ECSE standards. Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus.

Inclusion-Sample-Syllabus

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

Definition of early childhood inclusion
Research, laws and regulations, and policies supporting inclusive education
The difference between:
- Inclusion and Least Restrictive Environment
- Inclusion models
- Inclusion and mainstreaming
Challenges of the Special Education Integrated Preschool Model and the Inclusion Classroom
Benefits of the Itinerant Early Childhood Special Education service-delivery model
Benefits and components of a high-quality early childhood environment
Vehicles to advance equity and counter bias in high-quality early childhood environments
What is Universal Design for Learning (UDL) and Differentiated Instruction
Purpose of a Quality Rating and Improvement System (QRIS)
Purpose of Special Education
Definition of specialized instruction
How Target Skills are identified and prioritized
Benefits of Embedded Instruction
Purpose of the Planning Matrix
Purpose in both monitoring child progress and implementation fidelity
Characteristics of high-quality collaboration
Value of Ongoing collaboration with families and educators
How to collaborate with the general education teacher to determine target skills, instructional practices, and activities to embed instructional practices
Dimensions of Belonging
Alternative to designing classrooms specifically for children with disabilities

Learners Who Have Mastered this Component/Topic Are Able To:

Support families in advocating for their child’s rights and best practices by explaining the relevant research, laws, and regulations.
Support families in identifying high-quality general early childhood programs in their communities through a QRIS.
Support families by explaining the Itinerant Early Childhood Special Education service-delivery model and its benefits.
Contribute to an IEP meeting by describing the specialized instruction and collaboration provided in the general education environment.
Provide specially designed instruction embedded into the everyday classroom activities and routines, monitor progress, and ensure implementation fidelity.
Engage in reciprocal partnerships with a general education teacher, family, and other team members, plan for the special education and related services to be embedded into a child’s everyday routines by identifying Target Skills, Target Skills that require Specially Designed Instruction, Instructional Practices for each, the Activities in which to Embed the Instruction & a simple Planning Matrix to serve as a road map for the general EC teacher.

Multimedia Illustrations

This section includes short videos, video vignettes, TED Talks, and webinars that relate to the topic. The majority addresses the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component and Title	Key Content	Duration	Link
4.2 Abigail and Samantha Working on Computers	Preschoolers Abigail and Samantha demonstrate a variety of cognitive, digital, communication, and social skills while playing computer games next to each other. This video clip can be used for observation, documentation, and assessment skills.	3:16	View
4.2 Alexa and Ulysses Order Pizza	Alexa and Ulysses demonstrate a range of imaginative, social, and communication skills while playing together in the dramatic play area. In Spanish. This video clip can be used for observation, documentation, and assessment skills.	4:15	View
4.2 At the Breakfast Table	Preschoolers Mariyam, Mical, and Asli demonstrate a variety of self-help, manipulative, communication, and social skills at the breakfast table. This video clip can be used for observation, documentation, and assessment skills.	3:07	View
4.2 Aurelius Reading at Naptime	This video clip tells the story of how a preschool teacher used digital video and other technologies to help document and assess a young boy's notable skills and share the information with the child's family.	4:52	View
4.2 Authentic Assessment in Early Intervention	Physical Therapist Megan Kish Fibbe describes and illustrates how authentic assessment practices enhance EI work with children and families. Focuses on the purposes and uses of observation in a home setting as an authentic assessment tool.	7:36	View
4.2 Authentic Child Assessment	This Puckett Institute video describes authentic child assessment practices which include methods and strategies for identifying the contextual and adult behavior that promote a child’s participation and learning in everyday activities. The assessment practices involve observing children’s engagement in everyday activities, the learning opportunities that occur in the activities, child strengths and abilities displayed in the activities, and the adult behavior that can support child participation and learning in the activities.	2:13	View
4.2 Clearing Your View: Staying Objective in Observation	This video explains how to observe babies and record what is seen in an objective way that will help staff understand the meaning of the child's behavior.	6:38	View
4.2 Collaborating with Language Interpreters – Information for Home Visitors	This video highlights tips home visitors and language interpreters can use when collaborating and working with families.	5:19	View
4.2 Collecting and Using Anecdotal Records	Collecting and using anecdotal records to document child progress is discussed.	3:56	View
4.2 Collecting and Using Video	This video discusses how to use video in an early childhood classroom to collect information to document child progress.	5:38	View
4.2 Collecting and Using Work Samples	Collecting and using work samples to document children’s learning in the preschool classroom is discussed.	4:58	View
4.2 Documentation as a Habit	This video illustrates the exemplary documentation practices of Kim Moroze and her staff at Emerald Preschool, Boulder Valley School District. The teaching team and parents discuss and illustrate the uses of observation notes, photography, and video.	8:03	View
4.2 Four Boys Talk About a Garbage Truck	During choice time, four boys watch a video of a recent visit by sanitation workers and talk about their experience. This video clip can be used for observation, documentation, and assessment skills.	2:04	View
4.2 Gabby	Gabby, a toddler, demonstrates a variety of physical skills. This video clip can be used for observation, documentation, and assessment skills.	1:38	View
4.2 Gabby and Nicholas	Toddlers, Gabby, and Nicholas demonstrate a variety of cognitive, social, and physical skills as they engage with objects and one another. This video clip can be used for observation, documentation, and assessment skills.	2:20	View
4.2 Joy and Johna Working on a Puzzle	Preschoolers, Joy, and Johna demonstrate a rich variety of fine motor, communication, social, play, and problem-solving skills while working together on a puzzle. This video clip can be used for observation, documentation, and assessment skills.	6:04	View
4.2 Joy on the Playground	Preschooler Joy demonstrates a variety of gross motor, imaginative, communication, and social skills on the playground with peers. This video clip can be used for observation, documentation, and assessment skills.	3:18	View
4.2 Lilly	Lilly, just learning to crawl, demonstrates physical and communication skills as she interacts with materials, peers, and a caregiver. This video clip can be used for observation, documentation, and assessment skills.	1:38	View
4.2 Look at Me! Using Focused Child Observation with Infants and Toddlers	This video podcast introduces viewers to using focused observation with infants and toddlers and gives them an opportunity to “try out” some of the techniques discussed.	7:40	View
4.2 Planning for Assessment	This video describes how teachers can plan efficiently for conducting ongoing assessments of children's learning in the preschool classroom. This video mentions the previous Head Start Child Development and Early Learning Framework. Viewers should instead reference the newer Head Start Early Learning Outcomes Framework: Ages Birth to Five (ELOF) for early learning domains and goals.	2:55	View
4.2 Play-Based Assessment	Play-based assessment is discussed, including the role of the parent/caregiver and professionals.	5:59	View
4.2 Profitt	Profitt, a toddler, demonstrates a variety of physical skills as he explores his classroom and materials. This video clip can be used for observation, documentation, and assessment skills.	3:43	View
4.2 Samantha and Sara Building Towers and Castles	Preschoolers, Sara, and Samantha demonstrate a variety of imaginative, manipulative, gross motor, communication, and social skills in the block area. This video clip can be used for observation, documentation, and assessment skills.	6:45	View
4.2 Samantha on the Playground	Preschooler Samantha demonstrates a rich variety of gross motor skills over a short period of time on the playground. This video clip can be used for observation, documentation, and assessment skills.	1:46	View
4.2 Transdisciplinary Play-Based Assessment and Intervention for Young Children	Toni Linder discusses the transdisciplinary play-based assessment and intervention in this webinar.	43:14	View
4.2 Using Checklists	This video shows simple ways to develop and use checklists to collect data on child progress in a classroom or home setting.	4:56	View
4.2 Using iPod Touch and Dragon Dictation to Record Observation Notes	Illustrates how early care and education providers can use the free Dragon Dictation app on the iPod Touch to document observation notes.	3:15	View
4.2 Using the iPod Touch and iPhone to Record Video and Photographic Documentation and Photographic Documentation	Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation.	3:51	View
4.2 Watching Video Documentation with Children	This video illustrates how watching video documentation with children can be used as a strategy for assessment and can enhance children’s engagement in activities and choice-making.	3:49	View
4.2 What is Authentic Assessment?	This video illustrates the primary features and purposes of authentic assessment in a classroom setting.	3:02	View
4.4 Data Can Help Every Student Excel	Data is one of the most powerful tools to inform, engage, and create opportunities for students along their education journey—and it is much more than test scores. Data helps us make connections that lead to insights and improvements. Everyone has an important role to play in helping all students succeed in their own individualized ways. Here’s what it will look like when data is working for all students.	2:00	View
4.4 Sharing Video Documentation with Families	Christina Devarona provides a powerful illustration of how video can help understand children’s learning and development and share that information with families.	2:47	View
4.4 Using Child Assessment Data to Achieve Positive Outcomes	Administrators and teachers illustrate how they use authentic child assessment data to (1) inform funders, (2) inform classroom instruction (begins at 5:15), (3) meet the needs of individual children (begins at 7:15 and again at 12:18), (4) share with families (begins at 8:55), and (5) supports teachers (begins at 10:28).	14:20	View
4.4 Using Data to Inform Teaching	This video describes how to use assessment data to inform and adjust intervention and instruction practices.	2:42	View
4.4 Using Documentation at Emerald Preschool	This video illustrates several ways that documentation is organized and used at Emerald Preschool, Boulder Valley School District.	9:00	View
4.4 Using Video to Celebrate Progress	Physical Therapist Megan Klish Fibbe shows how video can support families by highlighting family strengths and child progress.	2:09	View

Note: The Results Matter Video Library has many other video clips for Practicing Observation, Documentation, and Assessment which include children ages birth through five years in a variety of activities and settings.

Learning Activities

The projects or assignments require learners to apply knowledge and skills related to the topic. They align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities.

Component 4.2

Components 4.2 and 4.4

Collect Authentic Assessment Information Using Observation: For a child (or three different children) with whom you are working in your Part C or Part B619 field placement, collect, record, and interpret authentic assessment information using three of these observation methods (i.e., anecdotal notes, event recording, duration, interval recording, or checklists). For each method selected, identify a target behavior for which you are observing. Prepare a summary a report for each target behavior and collection of data to include: (a) the target behavior, (b) a description of the collection method, (c) the completed data recording form(s), (d) the interpretation of the data to include any graphs, etc., (e) recommendations for next steps in intervention and instruction based on the data collected, and (f) a plan for sharing this information with the family and other professionals on the team.
Create an Authentic Assessment Portfolio: Collaborate with your preschool field placement cooperating teacher to identify a child for whom you will create an authentic assessment portfolio over the time of your field placement. The portfolio should include a variety of exemplars of the child’s performance and progress (e.g., samples of the child’s work, results of the criterion-referenced assessment, documentation of observations, completed checklists). Write a summary of how you have shared, with the assistance of your cooperating teacher, the portfolio artifacts with the child’s family and other professionals on the team.

Components 4.4

Interview a Family Member: Interview a parent/caregiver of a child receiving Part C or Part B619 services. Develop open-ended questions and probe questions for each to identify how the parent/caregiver has been involved with the team to use authentic assessment data to (a) develop short-term goals/outcomes for their child and family and (b) plan for and modify, as needed, intervention and instruction based on authentic assessment data.
IFSP Review Meeting Observation and Reflection: Observe a six-month IFSP review meeting and focus on discussion of child progress data and how it is used to determine any needed changes in the IFSP outcomes and intervention strategies. In addition, observe how each team member, including the family, is involved in the discussion and the role(s) of each team member during this meeting. Write a summary of your observation, including a reflection that identifies the strengths of the meeting and things that you would recommend doing differently for the next review meeting.

Websites

Division for Early Childhood Learning Decks https://www.dec-sped.org/learning-decks

Division for Early Childhood Recommended Practices https://www.dec-sped.org/dec-recommended-practices

Council for Exceptional Children High Leverage Practices https://highleveragepractices.org/about-hlps/

ECTA Practice Improvement Tools: Topic – Assessment https://ectacenter.org/decrp/topic-assessment.asp

ECTA Service Delivery Approaches and Models https://ectacenter.org/topics/eiservices/approaches-models.asp

Head Start Early Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/

National Association of Interpreters in Education https://naiedu.org/

Zero to Three https://www.zerotothree.org/

Learning Modules

Modules from other sources that relate to the topic. They 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

Authentic Assessment in Early Intervention Module http://universalonlinepartceicurriculum.pbworks.com/w/page/123567288/Authentic%20Assessment%20in%20Early%20Intervention

ECPC Authentic Child Assessment Practices E-Learning Lessons https://ecpcprofessionaldevelopment.dec-sped.org/authentic-child-assessment-practices/

Early Childhood Recommended Practices Module 7: Assessment https://rpm.fpg.unc.edu/module-7-assessment

Module 2: Initial and Ongoing Functional Assessment – Washington State Early Support for Infants and Toddlers (ESIT) program, ECTA https://ectacenter.org/wamodules/functional.asp

Ongoing Child Assessment https://eclkc.ohs.acf.hhs.gov/child-screening-assessment/article/ongoing-child-assessment

Glossary

Term	Definition	Reference/Resource
Anecdotal notes	Anecdotal notes are written records of a teacher's observations. They might be used to assess student achievement, evaluate work products, or measure progress towards professional development goals.	Head Start, Early Childhood Learning and Knowledge Center, Link
Authentic assessment	“… the systematic recording of developmental observations over time about the naturally occurring behaviors and functional competencies of young children in daily routines by familiar and knowledgeable caregivers in the child’s life” (p. 29).	Bagnato, S. J., & Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. International Journal of Educational Policy, 3(1), 23-43.
Curriculum-based assessment (CBA)	Type of progress monitoring conducted on a regular basis to assess child performance and progress throughout an entire year’s curriculum.	The IRIS Center. (2016a). Glossary. Nashville, TN: Peabody College, Vanderbilt University. Link
Culturally and linguistically responsive and affirming	Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, impart skills, and change attitudes. Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity.	Culturally Responsive-Sustaining Education Framework (nysed.gov) Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
Data	Units of information that are collected to inform decision-making.	Vogt, W. P. (1993). Dictionary of statistics and methodology: A non-technical guide to the social sciences. Sage.
Data-based decision making	The use of data to make informed decisions about intervention and instruction to improve outcomes for children and families.	Link
Duration	The length of time between the initiation and end of a behavior.	Wolery, M. (2004). Monitoring children’s progress and intervention implementation. In M. McLean, M., Wolery, & D. B. Bailey. Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 545-584). Pearson.
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.
Family	A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.	Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Frequency	How often an event occurs in reference to a unit of time (e.g., how many times per minute a behavior occurs).	Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (Eds.). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Division for Early Childhood.
Interval recording	Occurrence of behavior at a predetermined interval of time.	Link
Latency recording	Length of time it takes a child to begin a task once it has been introduced.	Link
Progress monitoring	Assessing a child’s performance or progress based on intervention and instruction to evaluate the effectiveness of intervention and instruction and make adjustments as needed.	Stockall, N., Dennis, L. R., & Reuter, J. A. (2014). Developing a progress monitoring portfolio for children in early childhood special education programs. TEACHING Exceptional Children, 46(3), 32–40. doi:10.1177/004005991404600304
Strength-based	Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient, and self-determined.	Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Acar, S., & Blasco, P.M. (2018). Guidelines for collaborating with interpreters in early intervention/early childhood special education. Young Exceptional Children, (21)3, 170-184

Ackerman, D.J., & Coley, R.J. (2012). State pre-K assessment policies: Issues and status. Policy information report. Educational Testing Service. Retrieved from https://eric.ed.gov/?id/=ED529449

Bagnato, S., Goins, D., Pretti-Frontczak, K., & Neisworth, J. (2014). Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research, Topics in Early Childhood Special Education, 1-12.

Barnes, N., Fives, H., & Dacey, C.M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.

Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large scale survey. Assessment in Education: Principles, Policy, and Practice, 25(4), 355-375.

Grisham, J., Waddell, M., Crawford, R., & Toland, M. (2021). Psychometric properties of the Assessment, Evaluation, and Programming System for Infants and Children – Third Edition (AEPS-3). Journal of Early Intervention, 43(1), 24-37.

Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2^nd ed.). Guilford Press.

Jablon, J. (2010, December). Taking it all in: Observation in the classroom. Teaching Young Children, 4(2), 2427. https://www.isbe.net/Documents_KIDSWebsiteResources/Taking%20it%20all%20in.pdf.pdf

Jablon, J. R., A.L. Dombro, & M.L. Dichtelmiller. 2007 (2nd ed.) The Power of Observation. Washington, DC: Teaching Strategies.

Kim, K. (2016). Teaching to the data collection? (Un)intended consequences of the online child assessment system, “Teaching Strategies GOLD.” Global Studies of Childhood, 6(1), 98-112.

Kung, M., Stolz, K., Lin, J., Foster, M. E., Schmitt, S. A., & Purpura, D. J. (2021). The home numeracy environment and measurement of numeracy performance in English and Spanish in dual language learners. Topics in Early Childhood Special Education, 40(4), 241-252.

Li, Z., Gooden, C., & Toland, M.D. (2019). Reliability and validity evidence for the Hawaii Early Learning Profile, Birth– 3 Years. Journal of Early Intervention, 41(1), 62-83.

Linder, T. W. (2008). Transdisciplinary Play-Based Assessment: A Functional Approach to Working with Young Children. (2nd Edition). Paul H. Brookes.

McConnell, S. R., & Rahn, N. L. (2016). Assessment in Early Childhood Special Education. In Handbook of Early Childhood Special Education (pp. 89-106). Springer International Publishing.

McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (Eds.). (2020). DEC recommended practices monograph series no. 7 Assessment: Recommended practices for young children and families. Division for Early Childhood of the Council for Exceptional Children.

Pierucci, J., Barber, A., Gilpin, a., Crisler, M., Klinger L. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.

Pooch, A., Natale, R., & Hidalgo, T. (2019). Ages and Stages Questionnaire: Social-Emotional as a teacher-report measure. Journal of Early Intervention, 41(1), 3-12.

Pool, J. L., & Hampshire, P. (2020). Planning for the authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children, 23(3), 143-156.

Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373-380.

Schacter, R.E., Strang, T.M., & Piasta, S.B. (2017). Teachers’ experiences with a state-mandated kindergarten readiness assessment. Early Years: An International Journal of Research and Development, 1-17.

Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short play and communication evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299-310.

Spence, C. M., Miller, D., Corr, C., Santos, R. M. & Bentley, B. (2021). When in doubt, reach out: Teaming strategies for inclusive early childhood settings. Young Children, 76(1). https://www.naeyc.org/resources/pubs/yc/spring2021/teaming-strategies-early-childhood

Squires, J. (2015). Guiding principles for accurate and efficient decision-making. In Division for Early Childhood (DEC), DEC Recommended Practices: Enhancing Services for Young Children with Disabilities and Their Families (DEC recommended practices monograph series no.1), (pp.37-52). Division for Early Childhood.

Zweig, J., Irwin, C.W., Kook, J., & Cox, J. (2015, April). Data collection and use in early childhood education programs: Evidence from the Northeast region (REL 2015-084). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.

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The Early Childhood Intervention Personnel Center (ECIPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities, was made possible by Cooperative Agreement # H325C220003 from the U.S. Department of Education, Office of Special Education Programs for the period 2022 to 2025. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © All rights reserved.

Course Enhancement Modules

Inclusion

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