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Research and StatisticsNumber of resources found: 38
 Indicates a resource from a Land Grant Institution or from a Cooperative Extension Agency.
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Brain Injury Association of America Language: English
Publisher: Brain Injury Association of America
Description: The Brain Injury Association of America web site provides information on prevention and treatment of brain injuries. It also has tips for life after a brain injury and a "Kids' Corner" with specific information on childhood brain injury.
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Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) Language: English
Description: This website provides information on ADHD in children and adults. The site includes research studies, information about public policy, education, and a place to chat with others about ADHD.
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Council for Exceptional Children - Division of Early Childhood Language: English
Description: This Web site is for anyone that works with or on behalf of children with special needs, from birth through age eight, and their families.
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Great Schools - Identifying a Learning Disability Language: English
Description: The web site is "a parent's guide to helping kids with learning differences." It contains a large number of resources, quizzes you can take to test your knowledge about learning disabilities and a message board to share ideas with other parents.
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National Association for Gifted Children Language: English
Publisher: National Association of Gifted Children (2008)
Description: This website provides information about the unique needs of all children and youth with demonstrated gifts and talents as well as those who may be able to develop their talent potential with appropriate educational experiences.
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National Attention Deficit Disorder Association Language: English
Publisher: Attention Deficit Disorder Association (2013)
Description: This website provides articles, personal stories, interviews with ADD professionals, book reviews, and links to other ADD-related sites.
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National Center on Birth Defects and Developmental Disabilities Language: English
Publisher: Dept. of Health & Human Services, Centers for Disease Control and Prevention (2012)
Description: This website provides information on birth defects and disabilities through fact sheets and other publications. Some of the publications are also available in Spanish.
Their work includes identifying the causes of and preventing birth defects and developmental disabilities, helping children to develop and reach their full potential, and promoting health and well-being among people of all ages with disabilities.
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National Dissemination Center for Children with Disabilities (NICHCY) Language: Spanish, English
Publisher: National Dissemination Center for Children with Disabilities (NICHCY) (2012)
Description: NICHCY (formerly called National Information Center for Handicapped Children and Youth) is the national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals. Their special focus is children and youth (birth to age 22). The Web site is available in Spanish by following a link from the home page.
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United Nations Educational, Scientific, and Cultural Organization: Inclusive Education Language: English
Publisher: United Nations Educational, Scientific, and Cultural Organization (2012)
Description: This website provides information on inclusive education for teachers, parents, researchers and the community. The issue of inclusive education is looked at in various countries around the world.
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Evaluation
Assessing Program Quality, February 1999 (PDF)
Language: English
Publisher: UNC-CH (February, 1999)
Description: NCEDL researchers are developing the Early Intervention Services Assessment Scale (EISAS) to comprehensively assess the quality of early intervention services provided to young children with disabilities and their parents. This PDF document answers questions such as if the intervention programs effect the outcomes of children and family.
More
Challenges in the No Child Left Behind Act for English Language Learners
Language: English
Author: Abedi, Jamal
Publisher: Center for Research on Evaluation, Standards, and Student Testing (Winter 2004)
Description: The authors discuss the challenges of the No Child Left Behind Act. Abedi and Dietel found that English language learners (ELL) are especially challenging, which involve: historically low ELL performance and slow improvement, measurement accuracy, instability of the ELL student subgroups, and factors outside of a school's control. They present statistics and recommendations for the ELL student.
More
Quality Practices for Infants and Toddlers with Disabilities and their Families
Language: English
Publisher: FPG Child Development Institute (Winter 2004)
Description: The research goals of the Quality Practices for Infants and Toddlers with Disabilities and their Families study are to identify high quality early intervention services, develop a quality instrument to evaluate quality of services, investigate the relationship between quality of services and child and family outcomes, and identify child, family, and program characteristics that are correlated with positive outcomes.
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General Information
Autism Spectrum Disorders: Diagnosis, Prevalence, and Services for Children and Families Language: English
Author: Lord, Catherine
Publisher: Society for Research in Child Development (2010)
Description: In this issue of the Social Policy Report (SPR), Lord and Bishop summarize this very active scientific literature that focuses on early identification and diagnosis, prevalence, and treatment. After reviewing the current economic context of ASD, they provide an introduction to terminology describing the disorder, which includes the evolution of the diagnostic classification of autism to the current conceptualization of Autism Spectrum Disorders. Lord and Bishop also highlight the importance of accurate screening and diagnosis and the policy issues that affect families’ access to appropriate and affordable diagnostic and treatment planning services.
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Detecting Early Warning Signs in Children at Risk for Learning Disabilities Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2006)
Description: This news brief discusses the importance of recognizing and responding to critical early warning signs of learning difficulties in young children.
The report indicates that the basis for the Recognition and Response system can be found in Response to Intervention (RTI), which emphasizes pre-referral prevention and intervention for school-age children who are at risk for learning disabilities. RTI is a promising approach that is currently being used with children in kindergarten through grade 3.
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Developing Structured Work Systems for Students with ASD Language: English
Author: Hume, K.
Publisher: University of North Carolina at Chapel Hill (Nov 2009)
Description: This news brief discusses work systems as one effective approach educators can
use to address the unique learning styles and challenges experienced by students with ASD.
An important achievement for all students is the ability to function independently throughout the school day. For students with autism spectrum disorders (ASD), activities that other students may find easy, such as transitioning from one location to the next, organizing their learning materials, and completing assigned activities, can be very challenging. A structured work system is a visually organized system designed to promote understanding and clarity for individuals with ASD, giving specific directions about what to do while also providing a systematic work routine.
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Disability.gov Language: English
Publisher: U.S. Government (2009)
Description: This website was created as part of the New Freedom Initiative which directed federal agencies to work together to build a one-stop interagency web portal for people with disabilities, their families, employers, service providers, and other community members. It provides access to disability-related information and programs available across the government on numerous subjects, including civil rights, education, employment, housing, health, income support, technology, transportation, and community life.
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Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Nov 2010)
Description: This news brief discusses teaching practices to improve language and literacy skills for latino dual-language learners.
The Nuestros Niños Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The team developed a professional development intervention based on the best available research on effective teaching practices that promote language and literacy skills in pre-k children, and especially those who are DLLs.
More
First Signs: Resources on Development and Special Needs of Children Language: English
Description: Books, periodicals, and other resources for parents and professionals who seek in-depth information about children's development and specific special needs.
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M.A.P. (Making Access Possible) to Inclusion and Belonging
Language: English
Publisher: WestEd (2010)
Description: This website and newsletter reflects resources, training, and support for inclusion and belonging for children and youth from ages birth to 21. Their audience is not only child care providers, but also families, those involved with early intervention, preschool, general education, special education, after school programs, and programs for youth and young adults with disabilities.
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National Center on Birth Defects and Developmental Disabilities Language: Spanish, English
Publisher: Center for Disease Control - U.S. Department of Health and Human Services (Sept 2009)
Description: Explore this Web site for information on birth defects and developmental disabilities. A comprehensive series of fact sheets on various disabilities can be viewed online.
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NECTAC Database of Inclusion Resources Language: English
Publisher: The National Early Childhood Technical Assistance Center (NECTAC) (2012)
Description: The National Early Childhood Technical Assistance Center (NECTAC) has developed a searchable online database of resources derived from over 110 presentations at the 2006-2012 national Inclusion Institutes. You can search by year, presenter name, or topic to find PowerPoint presentations and handouts. This should be a useful resource for faculty members, professional development providers, and others who want to share relevant and current information related to the inclusion of young children with disabilities andtheir families.
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No Child Left Behind: Improving Educational Outcomes for Students with Disabilities Language: English
Publisher: National Council on Disability (2005)
Description: This report was completed by the American Youth Policy Forum and the Educational Policy Institute for the National Council on Disability. The authors reviewed literature and interviewed policymakers, researchers, and practitioners regarding the impact of NCLB on students with disabilities, the alignment of NCLB and IDEA, and the use of evidence-based research in decision-making processes at the school and district level.
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Promoting Language and Literacy Skills in Children with Down Syndrome Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2010)
Description: This news brief discusses recommendations to improve language and literacy skills in children with down syndrome.
FPG investigators reviewed the existing literature on language skills of individuals with Down syndrome and factors that may influence language development. Based on this review, FPG published recommendations that emphasize the importance of early and continued language and literacy interventions.
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The Disabled Child
Language: English
Publisher: Oregon State University Extension (updated 2006)
Description: This publication discusses parent's feelings when a child is born or becomes disabled. It also includes other resources that will benefit the parents and their child.
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The IRIS Center (IDEA '04 and Research for Inclusive Settings) Language: English
Publisher: Vanderbilt Peabody College (updated 2006)
Description: Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the IRIS Center at Vanderbilt Peabody College develops training enhancement materials to be used by faculty and professional development providers for the preparation of current and future school personnel. The Center works with experts from across the nation to create challenge-based interactive modules, case study units, and a variety of activities, the purpose of which is to provide research-validated information about working with students with disabilities in inclusive settings. All IRIS materials are available free of charge through the IRIS Web site (http://iris.peabody.vanderbilt.edu).
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Professional Development
Challenges in the No Child Left Behind Act for English Language Learners
Language: English
Author: Abedi, Jamal
Publisher: Center for Research on Evaluation, Standards, and Student Testing (Winter 2004)
Description: The authors discuss the challenges of the No Child Left Behind Act. Abedi and Dietel found that English language learners (ELL) are especially challenging, which involve: historically low ELL performance and slow improvement, measurement accuracy, instability of the ELL student subgroups, and factors outside of a school's control. They present statistics and recommendations for the ELL student.
More
National Professional Development Center on Inclusion Language: English
Publisher: National Professional Development Center on Inclusion, Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill (2010)
Description: This website is the National Professional Development Center on Inclusion at the Frank Porter Graham Child Development Institute. (NPDCI) is working with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers. Resources are available to download.
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Programming Resource
A New Approach to Early Intervention: Virtual Home Visits Language: English
Publisher: The Family Center on Technology and Disability (2010)
Description: This newsletter features a discussion with Sue Thain Olsen and Amy Henningson of the Utah State University's Center for Persons with Disabilities (CPD). CPD is doing research on the benefits and challenges of providing early intervention services to families in remote rural areas via virtual home visits. Their research is funded by a grant from the U.S. Department of Education's Steppingstones of Technology Innovation for Children with Disabilities program.
The article provides information on how the program has evolved and the challenges they encountered. The benefits of the program are also included.
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Cultural and Linguistic Competence Family Organization Assessment Tool Language: English
Publisher: National Center for Cultural Competence at Georgetown University's Center for Child and Human Development (2010)
Description: The National Center for Cultural Competence at Georgetown University's Center for Child and Human Development has developed a new tool for assessing organizational cultural and linguistic competence, designed specifically for family organizations concerned with children with behavioral-emotional disorders, special health care needs, and disabilities. The Cultural and Linguistic Competence Family Organization Assessment Instrument (2010) can be downloaded in PDF format.
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Moving Competencies and Standards Off the Shelf and Into Action: An Evidence-Based Approach to Cross-Sector Professional Development Language: English
Author: Buysse, Virginia
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Dec 2011)
Description: This presentation discusses building cross sector professional development systems to support inclusion, challenges of multiple sets of early childhood competencies and standards, increased focus on evidence-based practice and practice based approach. Resources are included.
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Quality Practices for Infants and Toddlers with Disabilities and their Families
Language: English
Publisher: FPG Child Development Institute (Dec 2011)
Description: The research goals of the Quality Practices for Infants and Toddlers with Disabilities and their Families study are to identify high quality early intervention services, develop a quality instrument to evaluate quality of services, investigate the relationship between quality of services and child and family outcomes, and identify child, family, and program characteristics that are correlated with positive outcomes.
More
Successfully Supporting All Children in Early Childhood Education programs
Language: English
Author: Worobey, Robin
Publisher: NYS Developmental Disabilities Planning Council (July 2007)
Description: This publication is a compilation of articles from the early childhood field in New York state that showcases promising practices, strategies and approaches used by providers to support the inclusion of children with developmental disabilities in early care and education programs.
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The Disabled Child
Language: English
Publisher: Oregon State University Extension (updated 2006)
Description: This publication discusses parent's feelings when a child is born or becomes disabled. It also includes other resources that will benefit the parents and their child.
More
Together We are Better: Building Quality Inclusion Language: English
Author: Winton, Pam
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Jan 2012)
Description: This presentation discusses inclusion and defines key features of high quality inclusion, identifies and demonstrates evidence-based inclusive practices, and introduces free resources to support teacher quality and inclusion.
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What Works? A Study of Effective Early Childhood Mental Health Consultation Programs Language: English
Author: Duran, Frances
Publisher: Georgetown University Center for Child and Human Development (2009)
Description: The Georgetown University Center for Child and Human Development (GUCCHD) has released a new report entitled What Works? A Study of Effective Early Childhood Mental Health Consultation Programs. Through in-depth site visits to six consultation programs with demonstrated positive child, family, early care and education (ECE) provider and/or ECE program outcomes, this report explores the question: What are the essential components of effective mental health consultation programs? It also highlights tips and examples around program outreach, consultant hiring/training, service delivery, fostering positive consultant/consultee relationships, evaluation and other key topics.
More
Research
Assessing Program Quality, February 1999 (PDF)
Language: English
Publisher: UNC-CH (February, 1999)
Description: NCEDL researchers are developing the Early Intervention Services Assessment Scale (EISAS) to comprehensively assess the quality of early intervention services provided to young children with disabilities and their parents. This PDF document answers questions such as if the intervention programs effect the outcomes of children and family.
More
Detecting Early Warning Signs in Children at Risk for Learning Disabilities Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2006)
Description: This news brief discusses the importance of recognizing and responding to critical early warning signs of learning difficulties in young children.
The report indicates that the basis for the Recognition and Response system can be found in Response to Intervention (RTI), which emphasizes pre-referral prevention and intervention for school-age children who are at risk for learning disabilities. RTI is a promising approach that is currently being used with children in kindergarten through grade 3.
More
Developing Structured Work Systems for Students with ASD Language: English
Author: Hume, K.
Publisher: University of North Carolina at Chapel Hill (Nov 2009)
Description: This news brief discusses work systems as one effective approach educators can
use to address the unique learning styles and challenges experienced by students with ASD.
An important achievement for all students is the ability to function independently throughout the school day. For students with autism spectrum disorders (ASD), activities that other students may find easy, such as transitioning from one location to the next, organizing their learning materials, and completing assigned activities, can be very challenging. A structured work system is a visually organized system designed to promote understanding and clarity for individuals with ASD, giving specific directions about what to do while also providing a systematic work routine.
More
Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (Nov 2010)
Description: This news brief discusses teaching practices to improve language and literacy skills for latino dual-language learners.
The Nuestros Niños Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The team developed a professional development intervention based on the best available research on effective teaching practices that promote language and literacy skills in pre-k children, and especially those who are DLLs.
More
Future of Children Journal - Special Education for Students with Disabilities Language: English
Publisher: The Future of Children (1996)
Description: This journal issue focuses on special education for children with disabilities. It contains nine articles dealing with various special education issues.
More
Learning Disabilities and Young Children: Identification and Intervention Language: English
Publisher: National Center for Learning Disabilities ( October 2006)
Description: This report from the National Joint Committee on Learning Disabilities addresses early identification, services, supports, and intervention for young children, birth through 4 years, who demonstrate delays in development that may place them at
risk for later identification as having a learning disability (LD). Although the focus of this paper is on developmental rather than academic expectations, it is recognized that adequate development across multiple domains is essential for subsequent school success. It also is important to recognize that when children are exposed to high quality learning opportunities prior to kindergarten, they are less likely to experience school failure and be misidentified as having LD in the early grades.
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Personnel Certification and Specialized Service Providers for Autism Spectrum Disorders Language: English
Author: Danaher, Joan
Publisher: University of North Carolina at Chapel Hill (August 2008)
Description: This news brief discusses information collected from state Part C and Section 619 coordinators regarding certification or endorsements for personnel working with children diagnosed with Autism Spectrum Disorder1 (ASD) and how states provide services for children diagnosed with ASD.
More
Promoting Language and Literacy Skills in Children with Down Syndrome Language: English
Publisher: Frank Potter Graham Child Development Institute at UNC at Chapel Hill (June 2010)
Description: This news brief discusses recommendations to improve language and literacy skills in children with down syndrome.
FPG investigators reviewed the existing literature on language skills of individuals with Down syndrome and factors that may influence language development. Based on this review, FPG published recommendations that emphasize the importance of early and continued language and literacy interventions.
More
Quality Practices for Infants and Toddlers with Disabilities and their Families
Language: English
Publisher: FPG Child Development Institute (June 2010)
Description: The research goals of the Quality Practices for Infants and Toddlers with Disabilities and their Families study are to identify high quality early intervention services, develop a quality instrument to evaluate quality of services, investigate the relationship between quality of services and child and family outcomes, and identify child, family, and program characteristics that are correlated with positive outcomes.
More
Relationship Between Early Childhood Practitioner Beliefs and the Adoption of Innovative and Recommended Practices Language: English
Author: Trivette, Carol
Publisher: Thomas Jefferson University & Arizona State University (2012)
Description: The Tots 'n Tech Research Institute has published a new research synthesis sheds light on the nature of belief-practice linkages and underscores the need for more research on the kinds of belief appraisals held by early childhood practitioners and how those beliefs influence their adoption and use of different kinds of early childhood intervention practices.
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Research Synthesis Points on Early Childhood Inclusion Language: English
Publisher: National Professional Development Center on Inclusion, Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill (2007)
Description: This document is a summary of key conclusions or "synthesis points" drawn from a review of the literature on early childhood inclusion. The research synthesis provides 9 key points that are supported by research. Each source has bibliography information so that the original research can be located. Not all sources are available online. Some sources require purchase.
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Screening and Early Identification of Autism Spectrum Disorders Language: English
Author: Shaw, Evelyn
Publisher: University of North Carolina at Chapel Hill (Sept 2009)
Description: This news brief discusses information collected from state Part C and Section 619 coordinators regarding screening measures, diagnostic instruments and procedures, and trends in identifying young children with ASD under the age of five years.
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