EDSE 534: Syllabus
1
College of Education & Behavioral Sciences
School of Special Education
EDSE 534 Research, Policy, and Advocacy in Early Childhood Special Education
A. Course Description The course explores efficacy research, state and federal policies and systems, nationally
recommended practices, and advocacy processes that support high quality services in Early
Childhood Special Education (ECSE).
B. Prerequisites None
C. Relationship of this Course to the Program Knowledge Base
The faculty of the School of Special Education shall facilitate the development of educators
who are able to implement professional standards, advocate for children and youth with
exceptionalities and their families, and adhere to the following beliefs and values:
Children and youth with exceptionalities are part of a larger community of diverse
learners;
Children and youth with exceptionalities can learn when provided with effective and/or
differentiated instruction, the adaptation of the learning environment, and culturally
responsive pedagogy and curriculum;
Children and youth with exceptionalities excel when they are held to high standards and
expectations;
The larger mission of education is best served when special educators collaborate with
families, general educators, and related services professionals.
Children and youth with exceptionalities develop lifelong attitudes and behaviors when
responsibility, self-determination, and ownership of their education are expected.
D. Professional Standards Met
[see Appendix A for details]
The knowledge base for Early Childhood Special Education Program (Generalist) license at
the University of Northern Colorado relates to the following program standards:
Colorado Department of Education (CDE), Section 9.08 (Early Childhood Special
Education )
Colorado Department of Education (CDE), Section 9.04 (Early Childhood Special
Education Specialist )
Colorado Department of Education (CDE), Section 8.01 (Early Childhood Education )
EDSE 534: Syllabus
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Colorado Department of Education Colorado (CDE) Reading Directorate
Council for Exceptional Children, Division for Early Childhood (CEC-DEC)
Colorado Department of Human Services, Large Child Care Director
National Association for the Education of Young Children (NAEYC), Advanced
Standards
E. Course Goals and Objectives
1. Show proficiency in articulating contemporary issues within the field of Early
Childhood Special Education using the framework of recommended practices.
Identify recommended practices for the education of young children with both
typical and atypical development
Identify current and historical policy trends in the field of ECSE.
Articulate ethical and legal parameters for the field.
CDE 9.08: (4)(b-f)
CDE 9.04: (1(a-d, f, h, i)), (3)(k)
CDE 8.01: (3)(a(ii))
PBSCT: 5.07(3); 5.08(3)(a-f), (4)
CEC: 1K(1-3), 2K(4)
NAEYC: 1b
2. Evaluate the evidence-based merits of recommended practices.
Identify standard components of research reports and accurately summarize and
evaluate their procedures and findings.
Report critically and systematically on findings in an area of ECSE research that
aligns with recommended practices.
Demonstrate high quality writing skills using appropriate citations and
referencing for reviewing and reporting on research.
CDE 9.08: (4)(b)
CDE 9.04: (1)(i)
CDE 8.01: (3)(b)
CEC: 9K(1)
NAEYC: 2(c-f, i)
3. Apply knowledge of research and recommended practices to existing or future
program practices.
Articulate a personal philosophy to guide practice that emanates from an
understanding of research, common values, and personal reflection.
Participate in local advocacy or policy-making activities.
CDE 9.08: (4)(a)(i), (4)(c), (8)(a-c)
CDE 9.04: (1(f, h, i)
CDE 8.01: (3)(a(ii, iii))
CEC: 9S(1-8)
NAEYC: 1(b), 2(a-b, h, i)
F. Content of the Course
Research and policy related to early childhood special education
Interpreting ECSE research
Current trends and issues in ECSE
EDSE 534: Syllabus
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Identification of evidence-based practices
Policy and advocacy definitions and functions
Ethical considerations for the ECSE professional
Advocacy to support young children, families, and critical service systems
National and state policy contexts
Overview of legislative bodies and processes
Application of knowledge of recommended practices in local contexts
G. Course Requirements
Guidelines are provided for each of these assignments under the Assignments tab in Canvas;
www.unco.edu/canvas. No bonus points will be awarded.
Refer to due dates in the Course Schedule (in Appendix B). Refer to Appendix B for
guidelines and rubrics.
Assignment Standards Addressed Points
Complete assigned readings and face to face
activities 30 points (per face to face session) 120 points
Discussion Board: Complete assigned readings and
related projects. Apply conceptual knowledge from
course readings in online discussion forums (two
DBs)
CDE 9.08: (4)(a(i), b-
e), (8)(a-c)
CDE 9.04: (1(a-d, f, h,
i)); (3)(k)
CDE 8.01: (3)(a(ii, iii),
b)
CEC: 1K(1-3), 2K(4),
9K(1), 9S(1-8)
NAEYC: 1(b), 2(a-f, i)
50
(25 points
each)
Article Reviews: Review two (2) peer-reviewed
research articles in a pre-approved area of focus
related each to recommended practices. These will
contribute to your Literature Review. You should
follow a format that you can use to insert these
assignments into your Policy Paper.
CDE 9.08: (4)(a(i), b-
e), (8)(a-c)
CDE 9.04: (1(a-d, f, h,
i))
CDE 8.01: (3)(a(ii, iii),
b)
CEC: 1K(1-3), 2K(4),
9K(1), 9S(1-8)
NAEYC: 1(b), 2(a-f, i)
50
(25 points
each)
Policy-Advocacy Meeting: Participate in a local or
state policy-making or advocacy meeting, conduct a
brief interview of the group’s leader, and after
requesting it in advance, read information generated
by the group (e.g., meeting minutes, by-laws,
brochures, etc.). In a three- to five-page paper (3-5),
describe the purpose of the policy-making body and
how the group identifies and addresses needs in
ECSE, and reflect on your learning.
CDE 9.08: (4)(a(i), b-
e), (8)(a-c)
CDE 9.04: (1(a-c, f, h,))
CDE 8.01: (3)(b)
CEC: 1K(2-3), 2K(4),
9K(1), 9S(2-6, 8)
NAEYC: 1(b), 2(c, d-f,
h, i)
50
EDSE 534: Syllabus
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Case Review: Evaluate a detailed case study of an
ECSE scenario against recommended practices in
ECSE. Provide recommendations for improvement.
CDE 9.08: (4)(a(i), b-
e), (8)(a, c)
CDE 9.04: (1(a-d, f, h,
i)); (3)(k)
CDE 8.01: (3)(a(ii, iii))
CEC: 1K(2-3), 2K(4),
9K(1), 9S(1-7)
NAEYC: 1(b), 2(a-f, h,
i)
50
Program Assessment: Complete a program
assessment and include an action plan.
CDE 9.08: (4)(a(i), b-e)
CDE 9.04: (1(a-d, f, h,
i))
CDE 8.01: (3)(a(ii, iii))
CEC: 1K(1-3), 2K(4),
9K(1), 9S(1-8)
50
Literature Review- Policy Paper: Complete a 10- to
12-page Literature Review on a policy issue of your
choice. You must cite applicable regulatory
language and include at least 10 peer-reviewed
research articles with a total of at least 15 sources.
Identify resources that you will use to keep up to
date on this and related issues (e.g., publications,
laws, organizations). See rubric below.
iWebfolio Portfolio artifact.
CDE 9.08: (4)(a(i), b-e)
CDE 9.04: (1(a-d, f, h,
i))
CDE 8.01: (3)(a(ii, iii))
CEC: 1K(1-3), 2K(4),
9K(1), 9S(1-8)
NAEYC: 1(b), 2(a-f, h,
i)
100
Total 470
H. Grading Criteria
Grade Percentage Grade Percentage
A 95-100 C 80-83
A- 93-94 C- 78-79
B+ 91-92 D+ 76-77
B 88-90 D 72-75
B- 86-87 D- 70-71
C+ 84-85 F Less than 70
I. Required Readings
1. American Psychological Association (2009). Publication manual of the
American Psychological Association, Sixth Edition. Washington, DC: American
Psychological Association.
Bailey, D., & Bruder, M. B. (2005). Family outcomes of early intervention and early childhood
special education: Issues and considerations. Washington, D.C.: Early Childhood
Outcomes Center.
EDSE 534: Syllabus
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Castaneda, R., & Golden, O. (2009). Infants and toddlers in state and federal budgets: Summary
report from urban institute roundtable. Washington, D.C.: The Urban Institute. Retrieved
from http://www.urban.org/
Cook, B. G., & Cook, S. C. (2011). Unraveling evidence-based practices in special education.
The Journal of Special Education, 1–12. doi:10.1177/0022466911420877
DEC. (2010). Reauthorization of the Elementary and Secondary Education Act. The Division of
Early Childhood of the Council for Exceptional Children.
DEC. (2012, October 24). CEC releases new position on special education teacher evaluation.
The Division of Early Childhood of the Council for Exceptional Children.
Division for Early Childhood, Policy, Advocacy. (2012). Division for Early Childhood.
Retrieved November 2, 2012, from http://www.dec-sped.org/PolicyAdvocacy
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early
childhood special education 2014. Retrieved from http://www.dec-
sped.org/recommendedpractices
Dunst, C. J. (2002). Family-Centered Practices: Birth Through High School. Journal of Special
Education, 36(3), 139. doi:Article
Early Childhood Learning & Knowledge Center. (2012). Federally sponsored resources. Head
Start. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/Head%20Start%20Program
Epley, P., Gotto, G., Summers, J. A., Brotherson, M. J., Turnbull, A. P., & Friend, A. (2010).
Supporting families of young children with disabilities: Examining the role of
administrative structures. Topics in Early Childhood Special Education, 30(1), 20–31.
doi:10.1177/0271121410363400
ESEA Reauthorization: A Blueprint for Reform | U.S. Department of Education. (2012).U.S.
Department of Education. Retrieved November 2, 2012, from
http://www2.ed.gov/policy/elsec/leg/blueprint/index.html
Evidence-based practice—Wanted, needed, and hard to get. (2012).Council for Exceptional
Children. Retrieved November 2, 2012, from
http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&ContentID=6515&t
emplate=/CM/ContentDisplay.cfm
Harvard Family Research Project. (2006). Family involvement in early childhood education (
No. 1). Family Involvement Makes a Difference. Cambridge, MA: Harvard Graduate
School of Education.
Hebbeler, K., Spiker, D., & Kahn, L. (2011). Individuals with disabilities education act’s early
childhood programs: Powerful vision and pesky details. Topics in Early Childhood
Special Education, 31(4), 199–207. doi:10.1177/0271121411429077
Hiebert-Murphy, D., Trute, B., & Wright, A. (2011). Parents’ definition of effective child
disability support services: Implications for implementing family-centered practice.
Journal of Family Social Work, 14(2), 144–158. doi:10.1080/10522158.2011.552404
IDEA - Building The Legacy of IDEA 2004. (2012).U.S. Department of Education. Retrieved
November 2, 2012, from http://idea.ed.gov/explore/home
Lippitt, J. (2001). Policy and policy making for infants, toddlers, and their familie: A primer for
practitioners. Zero to Three, 21, 4–8.
McWilliam, P. J. (2000). cc: Parker Ellis. Lives in Progress. Baltimore: Brookes Publishing
Company.
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving
children from birth through age 8. National Association for the Education of Young
Children. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
NAEYC. (2012a). Technology and interactive media as tools in early childhood programs.
Technology and interactive media as tools in early childhood programs serving children
EDSE 534: Syllabus
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from birth to age 8. Retrieved from http://www.naeyc.org/content/technology-and-young-
children
NAEYC. (2012b). A call for excellence in early childhood education. The National Association
for the Education of Young Children. Retrieved from
http://www.naeyc.org/policy/excellence
NAEYC. (2012c). Call to action for the 112th Congress. The National Association for the
Education of Young Children.
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. doi:10.1177/00224669030370030601
OSERS’ Individuals with Disabilities Education Act (IDEA) Regulations Page, IDEA Part-C.
(2012).U.S. Department of Education. Retrieved November 2, 2012, from
http://www2.ed.gov/policy/speced/reg/idea/part-c/index.html
OSERS’ Individuals with Disabilities Education Act (IDEA) Regulations, IDEA Part-B.
(2012).U.S. Department of Education. Retrieved November 2, 2012, from
http://www2.ed.gov/policy/speced/reg/idea/part-b/index.html
Podvey, M. C., Hinojosa, J., & Koenig, K. P. (2011). Reconsidering insider status for families
during the transition from early intervention to preschool special education. The Journal
of Special Education. doi:10.1177/0022466911407074
Ramey, C., & Ramey, S. (2004). Early learning and school readiness: Can early intervention
make a difference? Merrill-Palmer Quarterly, 50(4), 471–491.
doi:10.1353/mpq.2004.0034
Raspa, M., Baily, Jr., D., & Scarborough, A. (2010). Service provider combinations and the
delivery of early intervention services to children and families. Infants & Young
Children, 23(2), 132–144.
Regulations.gov - Home. (2012). Retrieved November 2, 2012, from
http://www.regulations.gov/#!home;tab=search
Schidler, D., Broadstone, M., Chauncey, B., Kiron, E., & Lim, Y. (2009). The impact of Head
Start partnership on child care quality: Final report (Child Care Quality Study).
Washington, D.C.: Office of Policy, Research, and Evaluation, U.S. Department of
Health and Human Services.
Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results
from a national survey to document trends in state-level policies and practices. The
Authors, 9(1), 1–18.
Tseng, V. (2012). The uses of research in policy and practice. Sharing Child and Youth
Development Knowledge, Social Policy Report, 26(2), 1–24.
Worsham, D. (2009). Effective strategies for increasing family involvement and improving
outcomes in early intervention programs (Research Brief). Eugene, OR: Western
Regional Resource Center.
Zero to Three Policy Center. (2007). Tracking services for infants, toddlers & their families: A
look at federal early childhood programs and the roles of state and local governments
(pp. 1–22). Washington, D.C.: Zero to Three Policy Center. Retrieved from
http://www.zerotothree.org/policy
Suggested Readings [See Appendix B]
J. Accommodations Statement
Students who believe that they may need accommodations in this class are encouraged to contact
the Disability Support Services, voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit
EDSE 534: Syllabus
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www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a
timely fashion.
K. Academic Honesty
Students are required to follow guidelines related to academic honesty as outlined in the student
handbook, available at http://www.unco.edu/dos/docs/StudentHandbook.pdf. Also see guidance
related to plagiarism at http://www.unco.edu/dos/student_plagiarism.html.
The ECSE faculty have also implemented the following policies with respect to originality of
products: Policy on Originality of Products: You are encouraged to build upon your own
previous work from other classes and programs, and to integrate material and ideas that you have
learned in other classes into this class, with appropriate referencing. But projects from other
classes are not to be duplicated and turned in to fulfill this course’s requirements, nor can you
take work that you completed in another class and simply re-configure it, or enhance it, for this
class. You also cannot take a project done in this class by another student who took this class at
an earlier date, or is in this class now, and submit it as your project with or without minor
changes. In other words, you are expected to do original work for each project and assignment
that you complete in this class. Failure to do so means that, at the very least, you will receive an
automatic “F” on that assignment, and the instructor can take additional action if he/she feels that
it is necessary.
L. Inclusivity Statement
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning
environment where diversity and individual differences are understood, respected, appreciated,
and recognized as a source of strength. We expect that students, faculty, administrators and staff
within CEBS will respect differences and demonstrate diligence in understanding how other
peoples’ perspectives, behaviors, and worldviews may be different from their own.
M. Liability Statement pertaining to field experiences:
UNC purchases insurance that provides liability coverage to teacher candidates (subject coverage
limitations and deductibles of the applicable insurance policy) for claims made against the
teacher candidate while s/he is acting in the course and scope of her/his responsibilities in field
experience. Such coverage is subject to limitations and exclusions for, among other things,
alleged intentional acts and other uncovered claims.
In addition, the teacher candidate, during her/his practice teaching in a school is deemed an
employee of the school district for the purposes of workers’ compensation and liability insurance
as provided for other school employees.
Personality Liability: It is each teacher candidate’s choice to determine if s/he wishes to purchase
additional liability coverage. Several professional organizations, including but not limited to the
Colorado Education Association, the Council for Exceptional Children, and the National
Education Association, offer personal – professional liability insurance that can be purchased by
the teacher candidate at her/his expense.
EDSE 534: Syllabus
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APPENDIX A
Professional Standards Met in the Course
Colorado Department of Education
Colorado Department of Education (CDE) Early Childhood Special Education Generalist
Standard Section 9.08
(4) The early childhood special education teacher is knowledgeable about
professionalism, and is able to
(a) self-evaluate and participate in professional development opportunities to
remain current on:
(i) knowledge of the field; practice, personal philosophy; and a rationale
for decision-making; and to remain involved in:
(ii) continual self-assessment, reflection, and understanding of the impact
of choices and actions on young children, including those with special
needs, and on families, and other education and support services
professionals.
(b) articulate current issues and trends; legal issues including procedural
safeguards, legislation, and other public policies affecting all children,
including those with special needs; their families; programs for young
children, including those with special needs; and the early childhood special
education teaching profession.
(c) articulate the early childhood/special education teaching profession, its
multiple historical, philosophical, and social foundations, and how these
influence current thought and practice.
(d) demonstrate an awareness of and commitment to professional ethics
(e) communicate the importance of working with specialists, para-
professionals/para-educators, volunteers, and other adults.
(f) incorporate state and national early childhood/special education program
standards, into student planning
(8) The early childhood educator is knowledgeable about professionalism, and is able to:
(a) actively seek out opportunities for professional development, by remaining
current on appropriate professional literature and resources and/or
participating in relevant content-area oriented educational and other
organizations, and experiences to inform and improve practice
(b) establish and maintain positive, collaborative relationships with families,
colleagues, other professionals, and work effectively as a team member
(c) advocate for young children and their families, and improve the quality of
programs and services for all young children, including those with special
needs
Colorado Department of Education Early Childhood Special Education Specialist Standards,
Section 9.04
(1) The early childhood special education specialist is knowledgeable about professional
practice(s), and is able to:
EDSE 534: Syllabus
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(a) articulate the historical, philosophical, and legal bases of services for young
children, both with and without special needs.
(b) communicate about ethical and policy issues, as related to educational, social,
and medical services for young children, both with and without special needs,
and their families.
(c) identify current trends and issues in early childhood education, early
childhood special education, and special education, and incorporate such
information into planning for students.
(d) identify, and apply to planning, legislation that affects children, families, and
programs for children.
(f) advocate, on behalf of young children and their families, for improving the
quality of programs and services for young children, and for enhanced
professional status and working conditions, for early childhood special
educators.
(h) participate actively with applicable professional organizations.
(i) read and critically apply documented research and proven-effective practices.
(3) The early childhood special education specialist is knowledgeable about screening,
evaluations and assessment, and is able to:
(k) develop and utilize program evaluation to monitor the quality of the learning
environment, as it affects children, their families, and the community.
Colorado Department of Education Early Childhood Education Standards, Section 8.01
(3) The early childhood educator adheres to high standards of professionalism, by
remaining current in knowledge and practice, and by seeking out professional
development which supports those standards. The early childhood educator is able to:
(a) reflect on practice and a personal educational philosophy that provides a
foundation for sound instructional decision-making, as based on, but not
limited to:
(ii) ongoing awareness of current issues and trends, legal issues including
procedural safeguards, legislation, and other public policies affecting
children, families, programs for young students and the early
childhood profession.
(iii) incorporate into planning, proven and effective advancements in the
early childhood profession.
(b) actively seek out opportunities for professional development, including, but
not limited to content-related coursework; seeking resources; and participating
in relevant in-services and other experiences which can inform and improve
practice, professional activities, such as curriculum reviews, visiting related
programs, reviewing current professional literature; and joining pertinent
professional organizations.
(c) The early childhood educator is knowledgeable about, and:
(ii) complies with state and national early childhood program standards.
(iii) advocates for young children and their families, to improve the quality
of programs and services for young children.
EDSE 534: Syllabus
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Council for Exceptional Children
Council for Exceptional Children (CEC) Knowledge and Skill Base for All Beginning Special
Education Teachers of Early Childhood Students. EC
1K (1) Historical and philosophical foundations of services for young children both with
and without exceptional learning needs
1K (2) Trends and issues in early childhood education and early childhood special
education
1K (3) Law and policies that affect young children, families, and programs for young
children
2K (4) Significance of sociocultural and political contexts for the development and
learning of young children who are culturally and linguistically diverse
9K (1) Organizations and publications relevant to the field of early childhood special
education
9S (1) Recognize signs of child abuse and neglect in young children and follow reporting
procedures.
9S (2) Use family theories and principles to guide professional practice.
9S (3) Respect family choices and goals.
9S (4) Apply models of team process in early childhood.
9S (5) Advocate for enhanced professional status and working conditions for early
childhood service providers.
9S (6) Participate in activities of professional organizations relevant to the field of early
childhood special education
9S (7) Apply research and effective practices critically in early childhood settings
9S (8) Develop, implement, and evaluate a professional development plan relevant to
one’s work with young children.
National Association for the Education of Young Children
National Association for the Education of Young Children, Advanced Standards
(1)
o 1b: Know about, understand, and value the importance and complex characteristics of
children’s families and communities. They use this understanding to create respectful,
reciprocal relationships that support and empower families, and to involve all families in
their children’s development and learning
o 1e: Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional standards related
to early childhood practice. They are continuous, collaborative learners who demonstrate
knowledgeable, reflective, and critical perspectives on their work, making informed
decisions that integrate knowledge from a variety of sources. They are informed
advocates for sound educational practices and policies.
(2)
o 2a: Demonstrate a high level of competence in understanding and responding to diversity
of culture, language, and ethnicity
o 2b: Demonstrate in-depth knowledge and thoughtful application of NAEYC’s Code of
Ethical Conduct and other guidelines relevant to their professional role
o 2c: Possess a high level of oral, written, and technological communication skills, with
specialization for the specific professional role(s) emphasized in the program
EDSE 534: Syllabus
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o 2d: Demonstrate in-depth, critical knowledge of the theory and research relevant to the
professional rolls(s) and focus area(s) emphasized in the program
o 2e: Demonstrate a high level of skill in identifying and using the human, material, and
technological resources needed to perform their professional roles and to keep abreast of
the field’s changing knowledge base
o 2f: Using systematic and professionally accepted approaches, demonstrate inquiry skills,
showing their ability to investigate questions relevant to their practice and professional
goals.
o 2h: Demonstrate competence in articulating and advocating for sound professional
practices and public policies for the positive development and learning of all young
children
o 2i: Reflect on and use their abilities and opportunities to think strategically, build
consensus, create change, and influence better outcomes for children, families, and the
professions.
EDSE 534: Syllabus
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APPENDIX B
Suggested Readings
Bailey, D., & Bruder, M. B. (2005). Family outcome of early intervention and early
childhood special education: Issues and considerations. Washington, DC: Early
Childhood Outcomes Center. Retrieved from
http://www.earlyonredesign.com/Files/Family_Outcomes_Issues_01-17-05.pdf
Brantlinger, E., Jimenez, R., Klingner, J., & Pugach, M. (2005). Qualitative studies in special
education. Council for Exceptional Children, 71(2), 195-207.
Castaneda, R. M., & Golden, O. (2009). Infants and toddlers in state and federal budgets:
summary report from urban institute roundtable. Retrieved from
http://www.urban.org/uploadedpdf/411942_infants_and_toddlers.pdf
Colorado Department of Education. (2011). Early childhood initiatives. Retrieved from
http://www.cde.state.co.us/early/
Colorado Department of Education. (2011). Results matter: Colorado child and family
outcomes system. Retrieved from
http://www.cde.state.co.us/resultsmatter/rm_system.htm
Colorado Department of Human Services. ( 2011). Early childhood connections. Retrieved
from http://www.earlychildhoodconnections.org/
Council for Exceptional Children. (2011). Evidence-based practice: Wanted, needed, and
hard to get. Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTML
Display.cfm&ContentID=6515
Council for Exceptional Children. (2011). CEC’s ESEA reauthorization
recommendations. Retrieved from
http://www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/CECPolicyResou
rces/NoChildLeftBehind/CEC_2010_ESEA_Policy_WEB.pdf
Council for Exceptional Children. (2011). NCLB-A law under fire. Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=9314&T
EMPLATE=/CM/ContentDisplay.cfm
Council for Exceptional Children, Division of Early Childhood. Retrieved from
http://www.dec-sped.org/
Crais, E., Roy, V., & Ree, K. (2006). Parents’ and professionals’ perceptions of the
implementation of family-centered practices in child assessments. American Journal
of Speech-Language Pathology, 15, 365-377.
Department of Education. (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities: Final rule. Retrieved from http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf . IDEA topical summaries are available at http://idea.ed.gov/explore/home
Department of Education. (2008). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities: Final rule. Retrieved from http://edocket.access.gpo.gov/2008/pdf/E8-28175.pdf.
Department of Education. (2007). Early intervention program for infants and toddlers with disabilities: Proposed rule. Retrieved from http://www.gpo.gov/fdsys/pkg/FR-2007-05-09/pdf/07-2140.pdf
Division for Early Childhood of the Council for Exceptional Children. (2007). DEC comments on the part C NPRM. Retrieved from http://www.dec-sped.org/uploads/docs/policy_advocacy/IDEA/DEC_Final_Part_C_Comments_7_23_07.pdf
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