Early Childhood Special Education and Assistive Technology Blog

By: Kerri Hughes , EC-SEAT Scholar In my experience, social and emotional learning (SEL) has been an emphasis in public schools. Teachers and administrators’ accountability of student success on statewide assessments encourages teachers to instruct a large amount of academic content to students. SEL is pushed aside to make way for academic performance, leaving behind many students who have social and emotional needs. Google images Overview A variety of research supports SEL in kindergarten (Catalano, et al., 2003; Payton, et al., 2008; Sklad, et al., 2012). Social and emotional instruction for young children can improve children’s social skills, emotional well-being, and academic achievement (Catalano, et al., 2003; Payton, et al., 2008; Sklad, et al., 2012). Supporting students social and emotionally at a young age can help facilitate academic and social success which creates a better quality of life and decreases the likelihood of behavior difficulties (Payton, et al., 2008...

Daily, our office receives emails about current news and information about early childhood. Here is a sampling of some resources we found interesting this week: News: 1.) The Calcasiau Parish School Board has utilized a state grant to build an Assistive Technology lending library. Read about this  lending library here .   2.) The New School Leaders' Standards were released on Monday, September 15th. Read more about major changes in standards focused on the social side of learning.  Resources for Professional Development: 1.) Ashley Frame from EduPlanet21 sent out the following professional development video link introducing a Module Series on New Hampshire’s Educator Support Evaluation System. Four other modules are available on the NH Department of Education Vimeo site .  2.) The National Center on Quality Teaching and Learning is hosting a webinar on September 22nd, 2014 about “Classroom-Based and Parent-Focused Interventions for Promoting Social and ...

When developing supports and curriculum for very young learners in early childhood settings and at home, it is important to look toward evidence-based practices and professional competencies put forth by your organization and state. The New Hampshire Child Development Bureau, Division for Children, Youth and Families, and the NH Department for Health and Human Services (2013) have written New Hampshire’s Infant and Toddler Workforce SpecializedCompetencies . This document provides core knowledge, components and topics for the infant and toddler workforce in NH. Core Knowledge 4: Promoting Child Growth and Development includes children with special needs. Among the knowledge and skills listed is: “ Skill 4.1T4S2: Participates in multidisciplinary planning teams, and provides input in and follows specific plans for infants/toddlers (Individual Family Support Plan, Individualized Health Plan); incorporates assistive technology as needed.” The Infant Toddler Credential Task Force ...