Peer-Reviewed Journal Articles by Natalie Danner
Journal of Early Childhood Teacher Education, 2023
There is an extensive history of collaboration with respect to policy initiatives between the Nat... more There is an extensive history of collaboration with respect to policy initiatives between the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). In pursuit of promoting high quality inclusive education for all young children, DEC and NAEYC have partnered to create numerous resources and supports over the years for preservice preparation programs and professional development providers who seek to address both ECE and EI/ECSE personnel preparation standards. One notable result has been the development of formal procedures for alignments of the preparation standards promoted by these organizations. In this paper, we detail this established tradition of early childhood standards alignment analysis by describing the development and details of the procedures used for conducting alignment analyses. These procedures are now precedent and provide a roadmap for future alignment analyses. Implications for personnel preparation and future alignment analysis and standards development are discussed.
International Journal of Self-Directed Learning, 2020
This article explores the current research on the state of teacher professional development pract... more This article explores the current research on the state of teacher professional development practices. The literature shows that conventional professional development practices are typically deficient in addressing teacher and, indirectly, student needs. Conventional professional development practices were shown to be deficient due to their one-size-fits-all nature, top-down structure, and lack of continuous follow-up and support. Teacher-directed professional development (TDPD), an application of self-directed learning, is discussed as an alternative to conventional professional development practices. TDPD participation may include Twitter chats, teacher support groups, mentor talks, etc. The literature points to the success of TDPD because it is flexible, participatory, empowering, motivating, and an aid to creating a sense of teacher community.
Montessori and non-Montessori general education early childhood teachers were surveyed about thei... more Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these
students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori
counterparts. Implications for professional development and teacher preparation are described.
Abuse or neglect and disability often go hand in hand. Unfortunately, most professionals who work... more Abuse or neglect and disability often go hand in hand. Unfortunately, most professionals who work with maltreated young children are not aware of early childhood and disability-related resources and services available. In order to raise
awareness across early childhood and child welfare systems, a five-week advanced training for volunteer child advocates, entitled Court-Appointed Special Advocate Strong Beginnings, was created. The pilot programme and formative evaluation are highlighted. Upon completion of the training, advocates
reported being better prepared and more informed about both early childhood and child welfare systems. Future directions for raising awareness across the child welfare and early childhood special education communities are discussed.
Dissertation by Natalie Danner
High-quality early childhood inclusion consists of providing access, participation, and supports ... more High-quality early childhood inclusion consists of providing access, participation, and supports to young children with disabilities (DEC/NAEYC, 2009). This case study examines how a public Montessori school provides early childhood inclusion to three, four, and five year olds with disabilities. Through interviews with Montessori teachers and administrators, classroom observations, and the administration of the Inclusive Classroom Profile (Soukakou, 2010), a number of supports and barriers to inclusion were identified. Supports included Montessori-unique practices, such as peer supports and multi-age classrooms which supported inclusion, and recommended practices in early childhood special education, such as teaming among professionals and offering accommodations and modifications. Barriers included restrictive systems-level special education policies.
Technical Reports by Natalie Danner
Other Publications by Natalie Danner
Young Exceptional Children, Sep 1, 2015
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Peer-Reviewed Journal Articles by Natalie Danner
students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori
counterparts. Implications for professional development and teacher preparation are described.
awareness across early childhood and child welfare systems, a five-week advanced training for volunteer child advocates, entitled Court-Appointed Special Advocate Strong Beginnings, was created. The pilot programme and formative evaluation are highlighted. Upon completion of the training, advocates
reported being better prepared and more informed about both early childhood and child welfare systems. Future directions for raising awareness across the child welfare and early childhood special education communities are discussed.
Dissertation by Natalie Danner
Technical Reports by Natalie Danner
Other Publications by Natalie Danner
students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori
counterparts. Implications for professional development and teacher preparation are described.
awareness across early childhood and child welfare systems, a five-week advanced training for volunteer child advocates, entitled Court-Appointed Special Advocate Strong Beginnings, was created. The pilot programme and formative evaluation are highlighted. Upon completion of the training, advocates
reported being better prepared and more informed about both early childhood and child welfare systems. Future directions for raising awareness across the child welfare and early childhood special education communities are discussed.