Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy-Reference-Cited by-同舟云学术

Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy

Published:2022-07-22 Issue: Volume: Page:1-20
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Schladant Michelle¹^ORCID,Ocasio-Stoutenburg Lydia¹^ORCID,Nunez Christina¹,Dowling Monica¹,Shearer Rebecca²^ORCID,Bailey Jhonelle²^ORCID,Garilli Austin¹,Natale Ruby¹

Affiliation:

1. Department of Pediatrics, United States of America

2. Department of Psychology, United States of America

Funder

U.S. Department of Education

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2022.2099325

Reference26 articles.

1. Council for Exceptional Children. (2020). Initial practice-based standards for early interventionists/early childhood special educators. Retrieved from: https://exceptionalchildren.org/standards/initial-practice-based-standards-early-interventionists-early-childhood-special-educators

2. Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Retrieved from: http://www.dec-sped.org/recommendedpractices

3. Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

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