1. 1 Professional Development Strategies: Adaptations to Learning Opportunities for Children with Disabilities 11 th 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

2. 2 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).

3. 3 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.

4. 4 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.

5. 5 CELL Early Literacy Learning Model: Adaptations Literacy-Rich Environments Early Literacy Learning Outcomes Child Interests Everyday Literacy Activities Responsive Teaching Adaptations

6. 6 Introduction: Adult Learning Strategies What are they? Why are they important? What’s the research?

7. 7 HOWWHAT Relationship Between Implementation and Intervention Practices Adult Learning Method Adaptation Practices PALS Participatory Practices

8. 8 Relationship Between the Center’s Implementation and Intervention Practices Implementation Practices Evidence-based participatory adult learning strategy (PALS) used to promote practitioners’ knowledge and skills of practices Intervention Practices Practitioners promote parents’ and teachers’ adoption and use of evidence-based adaptations in everyday early literacy/ language practices with children

9. 9 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.

10. 10 Adult Learning Research Syntheses a  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.

11. 11 Six Characteristics Identified in How People Learn a 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 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 a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

12. 12 PALS PhasesTrainer RolesTrainee Roles IntroductionPreview learning topicComplete pre-training preview Describe key elementsPre-class/workshop exercises Provide examplesProvide input on the learning topic Include trainee inputIn-class/workshop warm-up exercises Illustrate application Demonstrate application ApplicationFacilitate applicationProvide examples of application Observe trainee applicationTrainee role playing, games, etc. Provide in vivo feedback/guidanceImplement/practice use of the subject matter Facilitate learner assessment of optionsEvaluate use of the knowledge or practice Informed Understanding Establish learning standardsStandards-based evaluation Engage learners in self-assessmentConduct self-assessment Provide guidance to learnersTrainer-guided learner reflection Provide behavioural suggestionsJournaling Group discussions of understanding Repeat Learning Process Joint planning Trainer guidanceIdentify needed information/experiences Trainer/trainee mentoring Instructor and Student Roles in the Different Phases of PALS

13. 13 Efficacy of the Adult Learning Methods Effect size for the intervention vs. nonintervention group comparisons is d =.56 (95% Confidence Interval =.41 to.71).

14. 14 Effect Sizes for the Six Adult Learning Characteristics ADULT LEARNING CHARACTERISTICS

15. 15 Cumulative Effects of the Adult Learning Characteristics

16. 16 The PALS Journal

17. 17 PALS Video

18. 18 Adaptations Let’s take a look at the PALS model at work in adaptations.

19. 19 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

20. 20 Participation is the main focus when considering adaptations for a child with disabilities or special needs. Introduction: Adaptations

21. 21 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.

22. 22 Introduction: Adaptation Continuum  Adapt Environment  Adapt Activity  Adapt Materials  Adapt Instruction  Physical Assistance Source: Cara’s Kit, Milbourne & Campbell, 2007.

23. 23 Activity Adaptation

24. 24 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

25. 25 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?”

26. 26 Illustration: Adapting the Activity

27. 27 Illustration: Adapting the Activity

28. 28 Illustration: Adapting the Activity

29. 29 Illustration: Adapting the Activity

30. 30 Illustration: Adapting the Activity

31. 31 Illustration: Adapting the Activity

32. 32 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? Practice: Adapting the Activity

33. 33 ▪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? Evaluate: Adapting the Activity

34. 34 Could this adaptation be generalized (used to increase participation in other activities/routines)? Reflect: Adapting the Activity

35. 35 Reflection: Using Adaptations

36. 36 Environmental Adaptation

37. 37 Introduction: Environmental Adaptation Modification made to the environment to ensure that a child can get to and participate in an activity independently

38. 38 The PALS Journal

39. 39 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. Introduce

40. 40 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. Illustrate

41. 41 Engage the learner in the use of the material, knowledge, or practice. Take five minutes to write down how you would practice environmental adaptations. Practice

42. 42 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. Evaluate

43. 43 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. Reflection

44. 44 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. Mastery

45. 45 The complete Adaptations Training Presentation is available on the Center for Early Literacy Learning website at www.earlyliteracylearning.org

46. 46 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: trivette@puckett.org; ajones@puckett.org Website: www.puckett.org