Patricia Hutinger

Implementing and Maintaining an Effective Early Childhood Comprehensive Technology System

The Early Childhood Comprehensive Technology System (ECCTS) was a 3-year collaborative project designed to implement and maintain a comprehensive technology system based on combining four components of nationally recognized demonstration models and peer-reviewed outreach models funded by the Early Education Program for Children with Disabilities in the U.S. Department of Education. The models incorporated (a) on-going training, follow-up and technical support for teachers and an on-site technology support team (Tech Team); (b) team-based technology assessment for children with moderate to severe disabilities; (c) technology integration into the classroom curriculum; and (d) transition into public school kindergartens and other programs. ECCTS components were effective in establishing, maintaining, and institutionalizing computer technology in a large preschool program.

Assistive Technology Applications in Educational Programs of Children with Multiple Disabilities: A Case Study Report on the State of the Practice

Results are reported of a two-year case study that analyzed how assistive technology was used in educational programs for 14 children with multiple disabilities who had two to ten years experience with assistive technology. The authors employed a modified longitudinal approach to study assistive technology use, the effects of technology applications, and barriers to the achievement of the childrens educational goals. Data collection procedures included direct observation, videotapes of children as they used assistive technologies, questionnaires, and interviews with teachers and parents. In spite of a number of barriers, by the end of the study the children were able to use technology tools to accomplish tasks previously not possible due to the severity of their disabilities. The greatest improvement occurred in the areas of social and emotional development. The implications for assistive technology use by children with multiple disabilities are discussed.

Computer Applications in Programs for Young Children with Disabilities: Recurring Themes

The article summarizes a set of findings related to themes that Macomb Project staff have repeatedly observed in more than 15 years of research and model demonstration computer application services to young children with disabilities, their families, and service delivery staff. The themes are related to conditions necessary to ensure successful technology outcomes for children, including staff training, administrative support, technology assessments, appropriate early childhood curricula, family invovlement, and transition. Positive outcomes for children are discussed, including social interaction, communication, retention of skills related to technology use, technology tools, and inclusion.

Establishing and Maintaining an Early Childhood Emergent Literacy Technology Curriculum

The three-year Early Childhood Emergent Literacy Technology Curriculum (ELiTeC) study (E2) was designed to replicate, on a broad scale, the results of earlier research in which a curriculum model was developed, implemented, and studied in preschool classrooms for children with disabilities or those at risk. ELiTeC was based on the assumptions that technologies provide access to literacy activities that benefit children with disabilities and an integrated curriculum approach offers a meaningful context for learning. The original study (E1) encompassed 255 children and 8 teachers over a three-year period. During E2, ELiTeC was replicated in 17 classrooms, with 18 teachers who served 438 children. Both quantitative and qualitative data were collected. One major goal of E2 was to investigate the implementation and maintenance of the ELiTeC model in multiple settings. Findings of the E2 study demonstrated the importance of allowing adequate time for an innovation to be integrated into practice. The longer teachers used the curriculum model the more positive were the results related to both model fidelity and childrens gains in important aspects of literacy.

Transition Practices for Handicapped Young Children: What the Experts Say:

The transition segment of a discussion by a group of nationally known experts in early childhood handicapped programing is reported. The national panel interviews and symposium were part of a larger study funded to study Illinois and nationally known preschool handicapped programs. Findings indicated that the importance of effective transition was recognized and that transition procedures were written into many programs, but were not followed in practice. The national panel commented extensively on procedures used in moving children from one program to another. Goals, characteristics, and procedures were suggested and recommended for insuring smooth transition. The necessity of planning and implementing careful followup was stressed.

Microcomputer Applications for Young Handicapped Children: Report from the ACTT Symposium

1 The introduction of powerful microcomputers into individualized educational programs for young handicapped children, beginning as early as the first few months of life, represents the impact of the Information Age on a segment of society many would not expect to benefit. Children younger than six, including infants, can not only use the technology but can derive benefits we would not have predicted even ten years ago. Yet while technology brings new resources, it also brings new problems and needs. Few professionals have the experience, knowledge, and skills to exploit the potential applications of technology. Many questions about microtechnology remain unanswered. If there are benefits, what are they? If there are cautions, we need to know about them now. Are there really people who are using computers systematically with 3 and 4 year olds? With babies? With severely handicapped youngsters? How does it work? What can computers do? What do we need? How can those who provide services to very young handicapped children get information about the state of the art to those who work with very young children with handicaps and &dquo;at risk&dquo; conditions? How can service providers learn to use computer applications themselves? There is a real need to provide both information and direction to those working with young handicapped children. Technological information has been difficult to disseminate. Professionals.are often