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Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers

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Title: Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers
Language: English
Authors: Ocasio-Stoutenburg, Lydia (ORCID 0000-0003-3760-4476), Sudduth, Christina (ORCID 0000-0001-6117-9786), Nunez, Christina, Bailey, Jhonelle, Dowling, Monica, Shearer, Rebecca, Natale, Ruby, Schladant, Michelle
Source: Journal of Early Intervention. Jun 2023 45(2):145-162.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Sponsoring Agency: Department of Education (ED)
Contract Number: H327S160017
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Culturally Relevant Education, Professional Development, Assistive Technology, Hispanic Americans, Students with Disabilities, Early Childhood Teachers, Bilingual Teachers, Preschools, Spanish, English, Curriculum Design
DOI: 10.1177/10538151221097706
ISSN: 1053-8151
2154-3992
Abstract: Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on teachers' use of AT practices to support young children with disabilities in early childhood classrooms, and (c) to evaluate the usefulness of program adaptations through the lens of bilingual Latinx practitioners. The Ecological Validity Model (EVM) was used as a framework for both the development and assessment of the program's CL adaptations. Quantitative results indicated significant changes in teachers' AT use pre- to post-intervention, while qualitative findings revealed the program's alignment with the "language," "persons," "metaphors," and "context" dimensions of the EVM. In addition, three themes provided rich descriptions of the program's responsiveness to practitioners and classrooms. This study supports the CL adaptation of AT interventions as an equitable practice, supporting young children across a range of disabilities, cultures, and contexts while empowering the diverse practitioners who serve them.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1377192
Database: ERIC
FullText Text:
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  Data: Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers
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  Data: <searchLink fieldCode="AR" term="%22Ocasio-Stoutenburg%2C+Lydia%22">Ocasio-Stoutenburg, Lydia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3760-4476">0000-0003-3760-4476</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sudduth%2C+Christina%22">Sudduth, Christina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6117-9786">0000-0001-6117-9786</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nunez%2C+Christina%22">Nunez, Christina</searchLink><br /><searchLink fieldCode="AR" term="%22Bailey%2C+Jhonelle%22">Bailey, Jhonelle</searchLink><br /><searchLink fieldCode="AR" term="%22Dowling%2C+Monica%22">Dowling, Monica</searchLink><br /><searchLink fieldCode="AR" term="%22Shearer%2C+Rebecca%22">Shearer, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Natale%2C+Ruby%22">Natale, Ruby</searchLink><br /><searchLink fieldCode="AR" term="%22Schladant%2C+Michelle%22">Schladant, Michelle</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. Jun 2023 45(2):145-162.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 18
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  Data: Department of Education (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
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  Data: 10.1177/10538151221097706
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  Data: 1053-8151<br />2154-3992
– Name: Abstract
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  Data: Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on teachers' use of AT practices to support young children with disabilities in early childhood classrooms, and (c) to evaluate the usefulness of program adaptations through the lens of bilingual Latinx practitioners. The Ecological Validity Model (EVM) was used as a framework for both the development and assessment of the program's CL adaptations. Quantitative results indicated significant changes in teachers' AT use pre- to post-intervention, while qualitative findings revealed the program's alignment with the "language," "persons," "metaphors," and "context" dimensions of the EVM. In addition, three themes provided rich descriptions of the program's responsiveness to practitioners and classrooms. This study supports the CL adaptation of AT interventions as an equitable practice, supporting young children across a range of disabilities, cultures, and contexts while empowering the diverse practitioners who serve them.
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  Data: 2023
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  Data: EJ1377192
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        Value: 10.1177/10538151221097706
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 145
    Subjects:
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Professional Development
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Bilingual Teachers
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