Transcript Slide 1

Professional Development Strategies:
Adaptations to Learning Opportunities
for Children with Disabilities
11th National Early Childhood Inclusion Institute
May 17, 2011
Carol Trivette, Ph.D., and Allison Jones, M.Ed.
Orelena Hawks Puckett Institute
Asheville and Morganton, North Carolina
Co-Principal Investigator Carol Trivette
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Overview
 Describe and identify adult
learning strategies.
 Examine the key elements of the
adaptation continuum and how
to support the application using
the Participatory Adult Learning
Strategy (PALS).
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What is CELL?
 The Center for Early Literacy Learning
 CELL is a research-to-practice
technical assistance center funded by
the U.S. Department of Education,
Office of Special Education Programs,
Research to Practice Division.
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What is CELL?
The main goal of CELL is to promote
the adoption and sustained use of
evidence-based early literacy learning
practices by early childhood teachers,
intervention practitioners, parents, and
other caregivers of young children,
birth to five years of age, with identified
disabilities, developmental delays, and
those at-risk for poor outcomes.
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CELL Early Literacy Learning Model: Adaptations
Everyday
Literacy
Activities
Adaptations
Adaptations
Early
Literacy
Learning
Outcomes
Child
Interests
Responsive
Teaching
Adaptations
Literacy-Rich Environments
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Introduction:
Adult Learning Strategies
What are they?
Why are they important?
What’s the research?
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Relationship Between
Implementation and Intervention Practices
HOW
WHAT
Adult Learning
Method
Adaptation
Practices
PALS
Participatory
Practices
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Relationship Between the Center’s
Implementation and Intervention Practices
Implementation
Practices
Intervention
Practices
Evidence-based
participatory adult
learning strategy
(PALS) used to
promote practitioners’
knowledge and skills of
practices
Practitioners promote
parents’ and teachers’
adoption and use of
evidence-based
adaptations in
everyday early literacy/
language practices with
children
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Participatory Adult Learning Strategy
PALS is a method used by the trainer/coach
to support learner’s understanding and
mastery of the content that is the focus of
the training (e.g., adaptations that promote
child participation in early literacy activities).
Learners should be as actively involved as
possible in their individual learning. The role
of the trainer/coach is to guide and support
that learning.
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Adult Learning Research Synthesesa
 Research synthesis of 79 studies of accelerated learning,
coaching, guided design, and just-in-time-training
 58 randomized control design studies and 21 comparison
group studies
 3,152 experimental group participants and 2,988 control or
comparison group participants
 Combination of studies in college and non-college settings
 Learner outcomes included learner knowledge, skills,
attitudes, and self-efficacy beliefs
 Weighted average Cohen’s d effect sizes for the post test
differences between the intervention and nonintervention or
comparison groups were used for assessing the impact of
the adult learning methods.
a
Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods
and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.
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Six Characteristics Identified in How People Learna
Were Used To Code and Evaluate the Adult Learning Methods
 Planning
1. Introduce
Engage the learner in a preview of the material, knowledge or practice that
is the focus of instruction or training
2. Illustrate
Demonstrate or illustrate the use or applicability of the material, knowledge
or practice for the learner
 Application
3. Practice
Engage the learner in the use of the material, knowledge or practice
4. Evaluate
Engage the learner in a process of evaluating the consequence or outcome
of the application of the material, knowledge or practice
 Deep Understanding
5. Reflection Engage the learner in self-assessment of his or her acquisition of knowledge
and skills as a basis for identifying “next steps” in the learning process
6. Mastery
a
Engage the learner in a process of assessing his or her experience in the
context of some conceptual or practical model or framework, or some
external set of standards or criteria
Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.
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Instructor and Student Roles in the Different Phases of PALS
PALS Phases
Trainer Roles
Trainee Roles
Introduction
Preview learning topic
Describe key elements
Provide examples
Include trainee input
Illustrate application
Demonstrate application
Complete pre-training preview
Pre-class/workshop exercises
Provide input on the learning topic
In-class/workshop warm-up exercises
Application
Facilitate application
Observe trainee application
Provide in vivo feedback/guidance
Provide examples of application
Trainee role playing, games, etc.
Implement/practice use of the subject
matter
Evaluate use of the knowledge or practice
Facilitate learner assessment of options
Informed
Understanding
Establish learning standards
Engage learners in self-assessment
Provide guidance to learners
Provide behavioural suggestions
Standards-based evaluation
Conduct self-assessment
Trainer-guided learner reflection
Journaling
Group discussions of understanding
Repeat Learning
Process
Joint planning
Trainer guidance
Trainer/trainee mentoring
Joint planning
Identify needed information/experiences
Trainer/trainee mentoring
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Efficacy of the
Adult Learning Methods
Effect size for the intervention
vs. nonintervention group
comparisons is d = .56 (95%
Confidence Interval = .41 to .71).
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Effect Sizes for the
Six Adult Learning Characteristics
ADULT LEARNING CHARACTERISTICS
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Cumulative Effects
of the Adult Learning Characteristics
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The PALS Journal
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PALS Video
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Adaptations
Let’s take a look
at the PALS model
at work in adaptations.
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Introduction:
Adaptations
Modification or change made to an
environment, activity, materials, or
interaction to maximize a child’s
ability to participate in everyday
interest-based learning opportunities
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Introduction:
Adaptations
Participation is the main
focus when considering
adaptations for a child with
disabilities or special needs.
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Introduction:
Adaptations for Children with Disabilities
 Adaptations ensure that children with disabilities:
• Can express their interests and have them
interpreted correctly.
• Can engage in early literacy activities.
• Can become skillful and competent in early
literacy activities and behaviors.
• Can master early literacy behaviors.
 In other words, adaptations offer the necessary
support so that children with disabilities can
participate in activities at the greatest level possible.
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Introduction:
Adaptation Continuum
 Adapt Environment
 Adapt Activity
 Adapt Materials
 Adapt Instruction
 Physical Assistance
Source: Cara’s Kit, Milbourne & Campbell, 2007.
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Activity
Adaptation
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Introduction:
Activity Adaptation
Selecting an activity based
on a child’s interests and
adjusting the activity in ways
necessary to ensure that the
child can participate in the
activity independently
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Illustration: Activity Adaptation
Oftentimes, an adaptation to an activity involves
adding visual, kinesthetic, and auditory aids to
support the child in participating in the activity or
routine.
Examples
 Add movements to a song to keep an active
child engaged.
 Add props to story time to help a child follow
along and understand the story.
 The adult may ask, “What additional support
might this child need in order to fully enjoy
and participate in this activity?”
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Illustration:
Adapting the Activity
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Illustration:
Adapting the Activity
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Illustration:
Adapting the Activity
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Illustration:
Adapting the Activity
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Illustration:
Adapting the Activity
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Illustration:
Adapting the Activity
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Practice:
Adapting the Activity
Scenario:
You work with a child who loves music and
movement. She is able to move her arms
freely, but unable to grasp an instrument.
What way(s) could you adapt the activity in
order for her to participate in music and
movement to her greatest ability?
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Evaluate:
Adapting the Activity
▪ How did/could the adaptation increase
the child’s ability to participate?
▪ Did this adaptation require purchasing
anything additional?
▪ What role did the adult play in this
adaptation?
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Reflect:
Adapting the Activity
Could this adaptation be generalized
(used to increase participation in
other activities/routines)?
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Reflection:
Using Adaptations
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Environmental
Adaptation
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Introduction:
Environmental Adaptation
Modification made to the
environment to ensure that a
child can get to and participate
in an activity independently
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The PALS Journal
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Introduce
Engage the learner in a preview of the
material, knowledge, or practice that
is the focus of instruction or training.
Take five minutes to write down how you
would introduce environmental adaptations.
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Illustrate
Demonstrate or illustrate
the use or applicability of
the material, knowledge,
or practice for the learner.
Take five minutes to write down how you
would illustrate environmental adaptations.
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Practice
Engage the learner in the use
of the material, knowledge, or practice.
Take five minutes to write down how you
would practice environmental adaptations.
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Evaluate
Engage the learner in a process
of evaluating the consequence or
outcome of the application of the
material, knowledge or practice.
Take five minutes to write down how you
would evaluate environmental adaptations.
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Reflection
Engage the learner in a self-assessment
of his or her acquisition of knowledge
and skills as a basis for identifying “next
steps” in the learning process.
Take five minutes to write down how you
would reflect on environmental adaptations.
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Mastery
Engage the learner in a process of
assessing his or her experience in the
context of some conceptual or
practical model or framework, or some
external set of standards or criteria.
Take five minutes to write down how you would
assess mastery of environmental adaptations.
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The complete
Adaptations Training Presentation
is available on the
Center for Early Literacy Learning website at
www.earlyliteracylearning.org
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Carol M. Trivette, Ph.D.
Allison Jones, M.Ed.
Orelena Hawks Puckett Institute
128 South Sterling Street
Morganton, NC 28655
828-432-0065 (phone)
828-432-0068 (fax)
Email: [email protected]; [email protected]
Website: www.puckett.org
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