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AMN Healthcare
AMN Healthcare Schools Staffing Division provides customized, total talent solutions for school districts nationwide in four distinct service lines: Managed Services and Mental Health Programs, Teletherapy, Language Interpretation and Translation.
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Integrating Augmentative and Alternative Communication Into a Stay-Play-Talk Program in Preschool
Content type: Journal Article
Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and...
Early Intervention to Preschool Transition for Children Who Are Deaf or Hard-of-Hearing: A TEAM Approach
Content type: Journal Article
Parents, teachers, and administrators report concerns and challenges related to the transition from early intervention (EI) to preschool for children who are deaf/hard-of-hearing. The goal of the current article is to assist teachers, administrators, and...
Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings
Content type: Journal Article
There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive...
Improving Engagement: Integrating Assistive Technology in Early Literacy
Content type: Journal Article
Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is...
Bipartisan, Bicameral Bill Would Increase Funding for Infants and Toddlers with Disabilities
Content type: News
Posted:
4 February, 2022
This week, Reps. DeSaulnier, Davis, and Huffman and Sen. Hassan introduced the Funding Early Childhood Is the Right IDEA Act—a bicameral, bipartisan bill in support of infants and toddlers with disabilities.
A Tiered Approach to Implementing Universal Symbols for Entering Inclusive Early Childhood Playgroups
Content type: Journal Article
Inclusion is not a “place”, but a culture that we create when practices are based on rights and inclusive belonging and contribution (McAnelly & Gaffney, 2019). Early childhood education settings in particular have witnessed an increase in inclusive...
Teaching Foundational Reading Skills to Students With Intellectual Disabilities
Content type: Journal Article
A large body of literature demonstrates that students with Intellectual Disabilities (ID) can learn to read using the same evidence-based practices that are effective for other struggling readers. However, many teachers have not been trained to apply these...
Practice-Based Coaching to Support Paraeducator Implementation of Shared Book-Reading Strategies in Preschool
Content type: Journal Article
The practice based coaching (PBC) framework offers early childhood special educators (e.g., teachers and paraprofessionals) the opportunity to collaborate in order to best support the needs of the children in their classroom. Evidence-based strategies (i.e...
Shared Reading and Guided Play for Vocabulary Instruction With Young Children
Content type: Journal Article
Delays in oral language development in early childhood can be an indicator for later reading disabilities and affect students’ overall school success through high school. Fortunately, there are research-based approaches to help young students at risk for...
Preschool Suspension and Expulsion for Young Children With Disabilities
Content type: Journal Article
Despite their negative effect, preschool suspension and expulsion are prevalent. Researchers have explored adverse childhood experiences and teachers’ racial bias that link to disproportionate suspension and expulsion in preschools, but little research has...