· Bilingual Special Education Trainer of Trainers, The University of Texas, May 1995.

· Strategies to Support Adult Development and Learning, National Early Childhood Technical Assistance System, September 1994.

· Infant Mental Health Clinical Training, The Infant-Parent Institute, 1988-1989.

· Neurodevelopmental Treatment Approach (NDT) - Certification course for teachers, The George Washington University, June-July 1984.

PROFESSIONAL EXPERIENCE

· 1994-present                                        George Mason University
                                                                Graduate School of Education

Associate Professor, Early Childhood Special Education, Early Childhood Education;  Co-coordinator, Unified Transformative Early Education Model (UTEEM) M.Ed. and triple licensure program; Associate Director, Helen A. Kellar Institute for Human disAbilities.  Tenured 2000.

· 1992 - 1994                                           Early Intervention Consultant

National and state interagency planning and coordination; personnel development and professional standards for early care and education.

· 1989 - 1992                                          George Mason University
                                                               Special Education Program

Assistant Professor; Co-director, Early Childhood Special Education Technical Assistance Center; Coordinator, Graduate program in Early Childhood Special Education.

· 1986 - 1989                                          The University of Illinois
                                                               Special Education; Psychology

Assistant Professor.  Coordinator, M.A. Program in Early Intervention, Special Education; Special Needs Faculty, Developmental Childcare Program, Psychology; Interdisciplinary Faculty, Interdisciplinary Leadership Program (Ph.D.) In Infancy.

· 1978 - 1986                                          The George Washington University
                                                               Department of Special Education

Instructor, Program in Infancy and Early Childhood Special Education, 1983 - 1986;  Project Director, USDOE funded Parent to Parent Training Project, 1983-1986; Training Specialist, Project Year One, USDOE funded special project, 1984 -1986; Developmental Specialist, Newborn Services, The George Washington University Hospital, 1983 - 1986;  Graduate Research Assistant, 1978 - 1982.

· 1979 - 1981                                          Children’s Hospital Medical Center
                                                               Department of Neonatology

 Infant Development Specialist, Neonatal Follow-up Clinic.

· 1977 - 1978                                          Prince William County, VA

 Infant Development Specialist, Program Coordinator, Parent Infant Education Program.

· 1977                                                     St. Leo’s School
                                                               Fairfax, VA

 Educational Diagnostician, Seton Center.

· 1974 - 1976                                         Joseph Willard Health Center
                                                              Fairfax, VA

 Teacher, toddlers with disabilities, Daytime Development Center.
 

PROFESSIONAL AFFILIATIONS & Leadership Roles

Association for Childhood Education International
Association for the Care of Children’s Health
    Conference Proposal Review, 1989
Association for Supervision and Curriculum Development
Association of Teacher Educators
Association of Virginia Infant Programs
    Board Member and Regional Coordinator, 1989-1991
Council for Exceptional Children
    Board of Governors, 1990-1992
    Delegate Assembly, 1992
International Division for Early Childhood
    Personnel Committee, 1992-present
    Conference Proposal Review, 1998, 2001
    Conference Planning Committee, 1991-1992
    Executive Committee, Governor, 1990-1992
Illinois Division for Early Childhood
    Secretary, 1987-1989
    AdHoc Committee on Families, 1988-1989
Virginia Division for Early Childhood
    Past-president, 1997-1998
    President, 1996-1997
    President Elect, 1995-1996
    Political Action Network, 1994-1995
Teacher Education Division
    Conference Proposal Review, 1996, 2000
Division for Culturally and Linguistically Diverse Exceptional Learners
International Association for Infant Mental Health
Virginia Association for Infant Mental Health
    Vice President and Board Member, 1981-1986
National Association for the Education of Young Children
National Association for Multicultural Education
    Conference Proposal Review, 1999,2000, 2001

SCHOLARLY AND CREATIVE PRODUCTIVITY

Chapters

• Thorp, E.K., Sánchez, S.Y., & Fader-Dunne, Lora.  (2001, in press).  Field Experiences for Diverse Communities.  To be published by Council for Exceptional Children.

• Raver, S.A. & Thorp, E.K.  (1999).   Techniques for the neonatal period.  In Sharon A. Raver (Ed.) , Intervention strategies for infants and toddlers with special needs: A team approach  (2nd ed., pp.140-167).  New Jersey:  Prentice-Hall, Inc.

• Anderson, R., Lowman, D., Thorp, E., & Wehman, P.  (1997).  Early Intervention: Services to infants, toddlers, and preschoolers with special needs.  In P. Wehman, (Ed.), Exceptional individuals in school, community, and work, pp. 559-596.  Austin, TX: Pro-Ed.

• Thorp, E.K. & McCollum, J.A.  (1994).  Defining the infancy specialization in early childhood special education.  In L. Johnson, R.J. Gallagher, M.J. LaMontagne, & J. Jordan (Eds.), Meeting early intervention challenges: Issues from birth to three, pp. 167-183.  Baltimore, MD: Brookes.

• Thorp, E.K. & Raver, S.A.  (1991).  Techniques for the neonatal period.  In S.A. Raver (Ed.), Strategies for teaching at-risk and handicapped infants and toddlers: A transdisciplinary approach, pp. 137-165.  New York, NY: Merrill.

• Thorp, E.K. & McCollum, J.A.  (1988).  Defining the infancy specialization in early childhood special education.  In J.Jordan, J. Gallagher, P. Huttinger, & M. Karnes (Eds.), Early Childhood Special Education: Birth to Three, pp. 147-162.  Reston, VA: Council for Exceptional Children.

• Thorp, E.K., Kidd, J.K, & Sánchez, S.Y.  (2001, submitted).  Family stories:  A culturally responsive approach to enhancing language and literacy development.  Yearbook of College Reading Association.

• Kidd, J. K., Sánchez, S.Y., & Thorp, E.K.  (2001, submitted).  Facilitating language and literacy development through projects:  Preservice teachers’ perceptions of an applied internship.  National Reading Council.

• Kidd, J.K., Sanchez, S. Y., & Thorp, E.K.  (2001).  Finding mutual benefit in University-School Partnerships:  Interns, The project approach, and diverse learners.  (The Teacher Educators Journal).

• Kidd, J.K., Sanchez, S.Y., & Thorp, E.K.  (2001).  Integrating language and literacy through projects: An applied internship experience.  (College Reading Association Yearbook).

• Mroczko, E.L & Thorp, E.K.  (2000,re-submitted).  The learning weave: A promising approach to technology inservice.  (under review by Topics in Early Childhood Special Education.)

• Mroczko, E.L., Thorp, E.K., & Sanchez, S.Y.  (2000, resubmitted) Weaving together preservice adult learner needs and program response for effective teacher education. (Action in Teacher Education.)

• Wiley, H.O., Thorp, E., Sanchez, S., & Cornish, M.  (2000). Partnering in the community: Higher Horizons Head Start Program Partnership Profile.  Journal of Children and Families.

• Sanchez, S.Y. & Thorp, E.K. (1998 June/July).  Discovering meanings of continuity: Implications for the infant/family field.  In Emily Fenichel (Ed.), Bulletin of Zero to Three:  National Center for Infants, Toddlers, and Families,  18,(6),1 - 5.

• Sanchez, S.Y. & Thorp, E.K.   (1998 June/July).  Policies on linguistic continuity:  A family’s right, a practitioner’s choice, or an opportunity to create shared meaning and a more equitable relationship?  In Emily Fenichel (Ed.), Bulletin of zero to three: National Center for Infants, Toddlers, and Families,  18,(6), pp. 12 - 20.

• Thorp, E.K., & Sanchez, S.Y.  (1998 June/July).  The use of discontinuity in preparing early educators of culturally, linguistically, and ability-diverse young children and their families. In Emily Fenichel (Ed.), Bulletin of zero to three:  National Center for Infants, Toddlers, and Families,  18,  (6),27 - 32.

• Garrett, J.N., Thorp, E.K., Behrmann, M.M. & Denham, S.A.  (1998).  The impact of early intervention legislation: Local perceptions. Topics in early childhood special education,18(3),183-190.

• Thorp, E.K.  (1997).  Increasing opportunities for partnership with culturally and linguistically diverse families.  Intervention in School and Clinic, 32(5),261-269..

• McCollum, J.A., Rowan, L.R., & Thorp, E.K.  (1994).  Innovative practices: Philosophy as training in infancy personnel preparation. Journal of Early Intervention, 18(2), 216-226.

• Rowan, L.E., McCollum, J.A., & Thorp, E.K.  (1993).  Collaborative graduate education of future early interventionists.  Topics in Language Disorders, 14(1), 72-80.

• Baldwin, D., Jeffries, G., Jones, V., Thorp, E.K., & Walsh, S.  (1992).  Collaborative systems design for Part H of IDEA.  Infants and Young Children, 5(1), 12-20.

• Rowan, L.E., Thorp, E.K. & McCollum, J.A.  (1990).  An interdisciplinary practicum to foster infant-family competencies in speech-language pathologists.  Infants and Young Children, 3(2), 58-66.

• Eheart, B.K., Thorp, E.K. & Felner, T.  (1990).  Training undergraduates to work with children from multi-problem families. Children and Youth Services Review, 12, 341-350.

• Brown, C. & Thorp, E.  (1989).  Individualizing training for early intervention practitioners.  Zero to Three, X(1), 8-12.

• McCollum, J.A. & Thorp, E.K.  (1988).  Training of infant specialists: A look to the future.  Infants and Young Children, 1(2), 55-65.

• Bredekamp, S. & Thorp, E.K.  (1994).  A unified commitment to best practice: Point-counterpoint.  Proceedings of the Ohio Early Childhood Special Education Higher Education Summer Institute.  Columbus, OH.

• Thorp, E.K. & Bateman, L.K.  (1992).  Reflections on supervision.  In E. Fenichel (Ed.), Learning through Supervision and Mentorship, pp. 49-53.  Washington,DC: Zero to Three/National Center for Infants and Toddlers.

• Hamilton, J., Thorp, E., McLaughlin, J., Behrmann, M.  (1990).  Virginia early intervention system of personnel development.   Richmond, VA: DMHMRSAS.

• Thorp, E.  (1990).  Program evaluation.  In Strategies for Success in Home Care for Medically Fragile Children, pp. 179-186.  Chicago: Division for Services to Crippled Children, University of Illinois at Chicago.

• McCollum, J.A., Thorp, E.K., & Mertens, D.  (1988).  The philosophy-policy link.  In Illinois State Board of Education, Early Childhood Education for the Handicapped: Recommended Procedures and Practices.  Springfield, IL: ISBE.

• Thorp, E.  (1987).  Mothers coping with home care of severe chronic respiratory disabled children requiring medical technology assistance (Doctoral dissertation, The George Washington University).  Dissertation Abstracts International, 48(4), 901a.

• Ives, R., Mazur, A., Erly, M., Shore, D., Thorp, E., Burns, B., Czwakiel, M.  (1982).  Workbook:  Equity through access.  Washington, DC: The George Washington University.  (Report of project funded by Women’s Equity Education Act.)

• Flynn, N., Thorp, E.K., Evans, K. & Takemoto, C.  (2001, 4th ed.)  Multicultural Early Childhood Team Training.  Trainers’ guide, participant manual, and state leadership team strategic planning guide.

• Thorp, E.K., Sanchez, S.Y., Cappiello, C. & Stechuk, R.  (in progress).  Project Kaleidoscope: New Ways of Thinking, Learning and Behaving.  Fairfax, VA: George Mason University.

• Flynn, N., Thorp, E.K., Evans, K., & Takemoto, C.  (1999, 3rd ed.).  Multicultural Early Childhood Team Training: Participant Manual and Training Guide.  Fairfax, VA:  Kellar Center for Human disAbilities.

• Flynn, N., Thorp, E.K., Evans, K., & Takemoto, C.  (1998, 2nd ed.).  Multicultural Early Childhood Team Training: Participant Manual and Training Guide.  Fairfax, VA: Center for Human disAbilities and Parent Educational Advocacy Training Center.

• Flynn, N., Thorp, E.K., Evans, K. & Takemoto, C.  (1996, 1st ed.).  Multicultual Early Childhood Team Training: Trainers’ Guide.  Fairfax, VA: Center for Human disAbilities and Parent Educational Advocacy Training Center.

• Flynn, N., Thorp, E.K., Evans, K. & Takemoto, C.  (1995, 1st ed.).  Multicultural Early Childhood Team Training: Participant Manual.  Fairfax, VA: Center for Human disAbilities and Parent Educational Advocacy Training Center.

• Thorp, E. & Brown, C.  (1992).  The Family Experience.  Lawrence, KS: Learner Managed Designs.

• Thorp, E.K.  (1992).  Service Coordination Practices for Effective Early Intervention.  (Training module).  Fairfax, VA: Fairfax/Falls Church Community Services Board.

• Thorp, E., Eggers, N., & Pryzwara, D.  (1988).  Building better teams.  Springfield, IL: Illinois State Board of Education, Illinois Technical Assistance Providers Project.

• Thorp, E.K. & McCollum, J.A.  (1988).  Supervision in Early Childhood Special Education Settings. Springfield, IL: Illinois State Board of Education.

• Thorp, E. & Brown, C.  (1987).  The Family Experience.  Training Manual accompanying Project Year One Videotape Series.  Washington, DC: The George Washington University.

• Thorp, E.K. & Sánchez, S.Y.  (2001, February).  UTEEM Early Childhood Program.  Black Issues in Higher Education.

• Thorp, E.K. & Takemoto, C. (1999, Spring).  Self advocacy: It begins in preschool.  T-TAC Newsletter.   (distributed to 3,000 teachers of young children throughout the Commonwealth of Virginia).

• Sanchez, S.Y. & Thorp, E.K.  (1997, April) Looking to the 21st Century: The Unified Teacher Education Model.  National Association of Bilingual Education, NABE News.

• Thorp, E.K. & Sanchez, S.Y.  (1997, March).  Looking to the 21st Centruy: The Unified Teacher Education Model.  Division for Early Childhood Newsletter.

• Sanchez, S.Y. & Thorp, E.K.  (1996, Winter).  Looking to the 21st Century: The Unified Teacher Education Model.  Texas Asociation for Bilingual Education: TABE News, XVIII(2).

• Thorp, E.K.  (1996).  Multicultural Early Childhood Team Training. Graduate School of Education Newsletter, 1(1), 2-3.

• Sanchez, S.Y. & Thorp, E.K.  (1995, Nov./Dec.).  Family-centered assessment practices: Effective strategies for using family and community contexts to understand children.  TAC3: A Publication of the Early Childhood Special Education Technical Assistance Center, 18(3/4), 2-4.  (Note: this article was reprinted in the newsletters of all five technical assistance centers throughout Virginia).

• Thorp, E., Sanchez, S. & Cappiello, C. & Stechuk, R.  (Cd rom in progress) Considering Cultural Dilemmas.

• Robson, S., Brown, C. & Thorp, E.  (1993).  The Family Experience.  Videotape.  Lawrence, KS: Learner Managed Designs.

• Robson, S., Brown, C., & Thorp, E.  (1985).  The Family Experience.  Videotape.  Washington, DC: The George Washington University.

Multi-year Grants

• Educators without Borders.  US Department of Education, Personnel Preparation to Improve Services and Results for Children with Low-Incidence Disabilities, CFDA 84.325A, Award Number H325A010095.  7/1/01-6/30/06.  $2,128,080.

• Multicultural Early Childhood State Leadership Training.  US Department of Education, Outreach Projects for Children with Disabilities, CFDA 84.324R, Award Number H324R000019.  7/1/2000-6/30/2003. $609,994.

• UTEEM Recruit.  US Department of Education, Preparation of Personnel for High Incidence Disabilities.  10/1/98 - 9/30/2001, $600,000.

• UTEM-2: Unified Teacher Enhancement Model (now Project Kaleidoscope), US Department of Education Special Project, CFDA 84.029K, 10/1/96-9/30/99 (extended to 9/30/00), $437,034.

• Multicultural Early Childhood Team Training: Outreach, US Department of Education, Early Intervention Program for Children with Disabilities, CFDA 84.024D, 9/1/96-8/31/99, $450,961.

• Preschool Technical Assistance Grant, Virginia Department of Education 872-SY96 PTAC, 7/1/95 - 6/30/96, $279,011.

• Preschool Technical Assistance Grant, Virginia Department of Education 872-SY95 PTAC, 7/1/94-6/30/95, $249,883.

• Minority Parent/Professional Teams: Infusing Cultural Competence in Early Childhood Special Education (project renamed: Multicultural Early Childhood Team Training - MECTT), US Department of Education, Early Education Program for Children with Disabilities, Model Inservice, CFDA 84.024P, 9/1/93 - 8/31/96, $413,992.

• Interdisciplinary Doctoral Leadership Program in Infancy, USDOE Personnel Preparation, Doctoral Leadership Training, University of Illinois, 1988-1991, $270,000.

• Project Year One: A Training Package for Infant Service Providers, USDOE Special Project, The George Washington University, 1984-1987.

• Parent to Parent Training Project, USDOE Training of Parents and Volunteers, The George Washington University, 1983-1986, $177,000.

• Virginia Institutions of Higher Education for Early Education of Children with Disabilities, Virginia Department of Education, 10/1/99-9/30/00, $8,000; 10/1/98 - 9/30/99, $8,000; 7/1/97 - 9/30/98, $8,000; 7/96-6/30/97; $8,000; 3/1/96-9/30/97, $7,821.

• Technical Assistance Services, Rappahannock Area Community Services Board, Contract for Part H Funds, 10/1/93 - 9/30/94, $7,000.

• Restructuring Early Intervention, Contract with Fairfax/Falls Church Community Services Board, Spring 1994.

• Developing a Regional Consulting System to Assist Local Planning Councils in Implementation of P.L. 99-457, VA Department of Mental Health, Mental Retardation, and Substance Abuse Services (sub-contract with Virginia Polytechnic Institute and State University), 1990-1992, $52,000.

• Virginia Early Intervention Comprehensive System of Personnel Development. Virginia Department of Mental Health, Mental Retardation, and Substance Abuse Services (sub-contract with Virginia Polytechnic Institute and State University),  Spring 1990, $3,861.

• Assessment and Intervention Techniques for High Risk and Handicapped Infants, National Capitol Area March of Dimes, Professional Education Grant, Arlington County Health Department, 1984-1985, $5,000.

Houghton Mifflin Publisher
    Early childhood text preliminary review,2000.
Young Exceptional Children
    Consulting editor, 2000.
Early Childhood Research Institute for Culturally and Linguistically Appropriate Services
    Field reviewer, 1997-1998.
Zero to Three: National Center for Infants and Children.
    Guest editor, June/July 1998.
    Field reviewer, Developmentally Appropriate Group Care for Children from
    Birth to Three, 1995-1996.
National Association for the Education of Young Children
    Editorial review board, 1993-1995.
Journal of the Division for Early Childhood
    Consulting editor, 1987-1989.
U.S. Department of Education/National Early Childhood Technical Assistance System
    National expert task force for Guidelines and Recommended Practices for the Individualized Family Service Plan (1st ed.),
    1988.

PROFESSIONAL PRESENTATIONS

Keynotes and Distinguished Lectures

• Northwestern University. Evanston, IL. (1995, April). Distinguished Kreeger Wolf Lectureship in Women’s Studies: Women Activists Then and Now.

• City University of New York: Graduate Education Center.  Manhattan,NY. (1994, October).  Keynote: Working toward a vision of unification through personnel preparation.

• Virginia Institutions of Higher Education in Early Childhood. Richmond, VA.  (1993, April).  Keynote: Early childhood and early childhood special education learning from each other.

• Ohio Consortium of Institutions of Higher Education in Early Childhood Special Education. Toledo, OH. (1992, July).  Keynote: A unified commitment to best practice:  Point-Counterpoint.

• Blind-Reviewed Papers Selected for Presentation at National Professional Meetings

• American Educational Research Association, Annual Conference.  Seattle, WA.  (2001, April).  Project-based learning in diverse, mixed-age classrooms:  Interns’ perceptions of the impact of working collaboratively with their peers.

• IDEA 97:  Partnerships that Work.  Washington, DC.   (2001, June).  Changing early childhood programs for changing demographics.

• DEC 2000.  Albuquerque, NM.  (2000, December).  Transformative experiences for Educators:  Collaboration with families.

• DEC 2000.  Albuquerque, NM.  (2000, December).  Seeking optimal environments for Spanish-speaking preschoolers with speech/language developmental delays.

• Round Table Presentation, NAECTE Annual Conference.  Atlanta, GA.  2000, November).  Developing responsive teachers for diverse learners.

• CEC/DDEL Symposium, Diversity in the New Millennium.  Albuquerque, NM.  (2000, October).  Seeking optimal environments for Spanish-speaking preschoolers with speech/language developmental delays.

• The Council for Exceptional Children, DDEL Symposium on Culturally and Linguistically Diverse Exceptional Learners.  Albuquerque, NM.  (2000, October).  Multicultural early childhood team training:  Infusing cultural competence in early childhood programs.

• CEC/DDEL 2000 Symposium on Culturally and Linguistically Diverse Exceptional Learners.  Albuquerque, NM.  (2000, October).  Recruiting and supporting culturally, Linguistically, and Ability Diverse Students in Teacher Education.

• Association for Childhood Education International.  Baltimore, MD.  (2000, April).  Interns, the Project Approach, and intersession classes: Vital components of the year-round school.

• National Association for Bilingual Education.  San Antonio, TX.  (2000,February).  Seeking optimal environments for Spanish-speaking preschoolers with speech/language delays.

• Early Head Start National Training Institute.  Washington, DC.  (2000, February).  Family stories for assessment and curriculum planning: Bringing life to Section 1304.40.

• International Division for Early Childhood.  Washington, DC.  (1999, December).  Linking our stories: Strategies for work with diverse young children and families.

• Teacher Education Division.  Palm Springs, CA.  (1999, November). Using reflective strategies to prepare teachers for work with culturally and linguistically diverse young children with special needs.

• College Reading Association.  Hilton Head, SC.  (1999, November). The Project Approach: Implementation in a community-university partnership.

• Association of Teacher Educators.  Chicago, IL (1999, February). Unified transformative early education model: Preparing teachers to work with diverse young children and their families.

• National Migrant Head Start Meeting.  Crystal City, VA.  (1999, February).  Two presentations: 1)Project Kaleidoscope prepares staff to welcome all children: Training activities and DAP; 2)Family stories:  Is this real assessment?

• National Institute for Early Childhood Professional Development.  Miami, FL.  (1998, June).  The nuts and bolts of moving from an integrated philosophy to a unified teacher education program.

• Zero to Three Twelfth National Training Institute.  Nashville, TN. (1997,December). Preparing professionals for work with culturally and linguistically diverse families: Understanding continuity through ethnography.

• International Early Childhood Conference on Children with Special Needs.  New Orleans, LA (1997, Nov.).  Parents and professionals training in diverse communities.

• National Association for the Education of Young Children.  Anaheim, CA.(1997, Nov.).   Dilemmas in teaching culturally, linguistically, and ability diverse young children:  How we can use them to create inclusive early education.

• Association for Supervision and Curriculum and Development.  Baltimore, MD (1997, March).  Preparing students to work with culturally, linguistically, and ability diverse young children and their families.

• International Early Childhood Conference on Children with Special Needs.  Phoenix, AZ.  (1996, Dec.).  UTEM: Unified teacher education model for early childhood: An initial evaluation process.

• International Early Childhood Conference on Children with Special Needs. Phoenix, AZ.  (1996, Dec.) Innovative practices for the 21st century: A parent-professional model.

• National Association for Multicultural Education.   St. Paul, MN (1996, Nov.).  Inside the real world of diverse young children and their families: Using cultural dilemmas in the preparation of early educators.

• Annual National Comprehensive Systems of Personnel Development (CSPD) Conference, National Association of State Directors of Special Education (NASDSE).  Arlington, VA (1996, June).  Multicultural early childhood team training: A parent/professional approach to enriching program response to diversity.

• International Conference for Young Children with Special Needs.  Orlando,FL. (1995, Nov.)  Increasing participation of diverse parents in early childhood settings: A parent-professional model.

• National Association for Multicultural Education.  Washington, DC (1995, February).   Infusing cultural competence in early childhood programs.

• International Conference on Young Children with Special Needs. St. Louis, MO.(1994, October). Multicultural early childhood team training.

• International Early Childhood Conference on Children with Special Needs. San Diego, CA.  (1993, Dec.).  Early intervention training model for meeting the needs of diverse families.

• The Associate for Persons with Severe Disabilities.  Chicago, IL.  (1990, Dec.).  Supporting families of medically fragile children providing home care.

• National Association for the Education of Young Children.  Washington, DC (1990, Nov.).  Non-traditional practica for working with multi-problem families.

• International Early Childhood Conference on Children with Special Needs.  Albuquerque, NM.  (1990, October).  Case management and the IFSP process: Responding to issues and dilemmas.

• Council for Exceptional Children International Conference. Toronto.  (1990,April).  Triadic interaction: Definition and introduction.

• National Center for Clinical Infant Programs, Biennial Conference.  Washington, DC.  (1989,Dec.).  Parent-infant play groups: A setting for preservice interdisciplinary training of early interventionists.

• International Conference of the Division for Early Childhood.  Minneapolis, MN.  (1989, Oct.).  Interdisciplinary teaming skills: A preservice training model.

• International Conference of the Division for Early Childhood.  Nashville, TN.  (1988, Nov.).  Interdisciplinary training for early intervention: A philosophy based approach.

• Council for Exceptional Children International Conference.  Washington,DC.  (1988, March).  Creating unique infant practica for hard to train competencies.

• Illinois Speech-Language-Hearing Association Annual Conference.  Chicago,IL.  (1988, Feb.).  Interdisciplinary training for early intervention.

• National Center for Clinical Infant Programs, Biennial Conference. Washington, DC.  (1987, Dec.).  Mothers coping with home care of technology assisted children.

• National Center for Clinical Infant Programs, Biennial Conference.    Washington, DC.  (1987, Dec.).  Infancy personnel preparation: A conceptual model.

• International Conference of the Council for Exceptional Children.  Chicago, IL.  (1987, April).  Sources of stress and coping efforts of mothers of technology assisted children.

• International Division for Early Childhood Conference.  Louisville, KY.  (1986, Oct.).  Strategies for the infant personnel preparation process.

• National Center for Clinical Infant Programs, 4th Biennial Training Institute.  Washington, DC.  (1985,Dec.).  Year 1: The family experience.

• Council for Exceptional Children International Conference.  Washington, DC.  (1984, April).  Family assessment strategies.

• Implementing Practice in Diverse Community Setting.  Montreat, NC.  (2001, September).  Walking the Walk Faculty Development Institute.

• Preparing Students to Work with Culturally and Linguistically Diverse Children and Families.  Montreat, NC.  (2001, September). Walking the Walk Faculty Development Institute.

• Washington State Early Intervention Program.  Seattle, WA.  (2001, August).  Multicultural Early Childhood State Leadership Training for Family Professional Teams.

• Zero to Three Cornerstones Lunch and Learn.  Washington, DC.  (2001, February).  Beyond the basics:  Strategies for enhancing diversity in programs for babies and their families.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (2000, October).  Strategies for institutionalizing innovations in higher education.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (2000, October).  Designing diverse practica:  Providing students with the skills to be effective practitioners in diverse community settings.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (2000, October).  Designing diverse practica:  Home and community settings.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (2000, October).  Methods and materials for infusing diversity in teaching.

• Delaware Early Childhood Center.  Harrington, DE.  (2000, June).  Using family stories as part of you assessment process:  Culturally appropriate and family centered practices.

• National Early Childhood Technical Assistance System, Annual OSEP Project Directors’ Meeting.   Washington,DC.  (1999, Feb.). The use of reflective strategies to promote responsive practices with families of culturally, linguistically, and ability diverse young children.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (2000, June; 1998, May; 1997, May).  Four  sessions: 1)Qualifying and preparing personnel:  Similar destinations, different roads; 2)Designing diverse practica:  Home and community settings; 3)Designing diverse practica:  providing students with the skills to be effective practitioners; 4)Family practica.

• National Early Childhood Technical Assistance System, Annual OSEP Project Directors’ Meeting.  Washinton, DC (1998, Feb.).  Culturally responsive evaluation approaches.

• Twelfth National Training Institute, Zero to Three: National Center for Infants, Toddlers, and Families. Nashville, TN (1997,Dec.).  Promoting continuity in services for infants, toddlers and their families (affinity group session chair).

• Intersecting Interests, Wisconsin Department of Public Instruction, Partners in Change.  Madison, WI.  (1997, Sept.).  Designing and implementing integrated strategies for culturally and linguistically diverse children with special needs.

• SCRIPT (Systems Change and Reform in Interprofessional Preservice Training), National Faculty Development Institute.  Highland Lake, NC.  (1997, May).

• Teacher Education Division of the Council for Exceptional Children.  Washington, DC. (1996, Nov.).  Preconference workshop:  Designing and implementing unified programs for special, bilingual, and early childhood education.

• NEC*TAS Conference on Urban Issues and Early Childhood Services Systems.  Philadelphia. (1996, Sept.)  Involving diverse families in urban settings: A parent/professional leadership approach.

• Illinois Early Intervention Faculty Development Institute.  Chicago,IL. (1996, June).  Preparing students to work with culturally and linguistically diverse children and families.

• National Institute for Early Childhood Professional Development.  San Francisco, CA.  (1995, June).   UTEM: A unified teacher education model for early education.

• Midwestern Consortium for Faculty Development.  Minneapolis,MN.  (1995, June). Parent/ professional partnerships: Preparing students for collaborative partnerships with parents.

• International Early Childhood Conference on Children with Special Needs.  San Diego,CA.  (1993, Dec.). Developing personnel standards: Collaborative efforts with NAEYC & ATE.

• National Association for the Education of Young Children.  Annaheim, CA.(1993, Nov.) Certification for early childhood education and early childhood special education.

• National Institute for Early Childhood Professional Development.  Minneapolis, MN.  (1993, June).  Two Sessions: 1)  Specialized knowledge for young children with disabilities; 2) NAEYC and DEC collaborative efforts to develop personnel standards for working with young children with disabilities.

• International Early Childhood Conference on Children with Special Needs.  Washington, DC.(1992, Dec.).  DAP for children with special needs: Myths and realities.

• Partnerships for Progress IV.  Washington, DC.(1990, July). Four essential elements of training for infant/family personnel: Issues, examples and policy implications.

• Early Childhood Intervention Symposium: Future Directions.  Des Moines, IA.  (1989, Sept.).   Training issues in early intervention.

• Association for the Care of Children’s Health, National Conference.  Cleveland, OH.  (1988, Oct.).  Family responses: Panel discussant.

• National Conference on Parent-Professional Partnerships.  Alexandria, VA.  (1984, Aug.).  The Parent-to-Parent Training Project: Expanding parent education resources through shared parent-professional training.

• Zero to Three Cornerstones Project.  Washington, DC.  (2000, July).  That reminds me of….:  Using family stories to address dilemmas working in diverse communities.

• Educating homeless children and youth in Virginia:  Giving our students HOPE.

• Williamsburg, VA.  (2001, April).  Exploring culturally appropriate family centered services.

• Virginia Early Childhood Partnership Conference.  Roanoke, VA.  (2000,July).  Preparing early childhood teachers for diversity: A partnership between George Mason University’s UTEEM Program and Higher Horizons Head Start.

• Maryland Early Intervention and Early Childhood Conference.  Baltimore, MD.  (1999,March).

• Virginia Early Intervention Conference for Parent Leaders.  Richmond, VA.  (1998, Oct.).  Welcoming parent voices: Multicultural Early Childhood Team Training.

• Fairfax County Public Schools, CliDES (Culturally and Linguistically Diverse Exceptional Students) Work Group.  Fairfax, VA.  (1996, Nov.).  Designing and implementing integrated strategies for culturally and linguistically diverse children with special needs.

• George Mason University, Graduate School of Education, Fall Retreat. Fairfax, VA.  (1996, Aug.).  Preliminary results of first year evaluation study of UTEM program.

• Fairfax County Public Schools Preschool Child Find.  Lorton, VA. (1996, Feb.).  Transdisciplinary play-based assessment: Using play as a context for assessment across disciplines.

• Northern Virginia Early Intervention Mini-conference. Falls Church, VA. (1994, October).  Meeting the challenge of home visiting.

• Integrated Placement Options for Preschoolers, Virginia DOE conference for Early Childhood Special Education.  Richmond, VA   (1993, October).  The more we get together: What special and general early childhood educators contribute to each other.

• Virginia Early Childhood Special Education Conference.  Norfolk, VA. (1992, Nov.)  Developmentally appropriate practice for young children with disabilities.

• Virginia Early Childhood Special Education Conference.  Virginia Beach, VA.  (1990, Nov.).  Rethinking home visits.

• Fairfax County Council of PTA’s.  Falls Church, VA.  (1990, Oct.)  Problem solving strategies to promote better communication between parents of special needs children and the school system.

• Virginia Early Childhood Special Education Conference. Richmond, VA. (1990, May).  Collaborative strategies for identifying family strengths and need in preschool and early intervention.

• Chicago Area Infant Service Providers. Chicago, IL. (1989, March). The case review method.

• Illinois Association of Rehabilitation Facilities.  Springfield, IL.  (1988, Oct.).  Supporting families of apparatus assisted infants and young children.

• Champaign-Ford-Iroquois Conference for Educators.  Rantoul, IL. (1987, Oct.). Teaming with parents/teaming with professionals.

• Families First, Illinois Birth to 5 Conference.  Springfield, IL. (1987, Sept.).  Two presentations: 1)Practices to support families of medically fragile and handicapped infants; 2)Personnel preparation for family involvement.

• Virginia State Early Childhood Conference.  Lynchburg, VA.  (1986, Oct.).  CNS and respiratory conditions of premature infants.

• Washington Area Association for the Education of Young Children.  Rockville, MD.  (1984, April).  Infant assessment strategies in the day care setting.

• Regional Head Start Training Conference.  Washington, DC. (1984, Jan.). Working with families.

• Virginia Association for Infant Mental Health.  Charlottesville, VA.  (1983, March).  The uses and abuses of assessment: Current practice and implications for intervention.

• Zero to Three: National Center for Infants, Toddlers, and Families.  Washington, DC.  (2000,July).  That reminds me of...: Using family stories to address dilemmas working in diverse communities.

• The Delaware early Childhood Center.  Milford, DE.  (2000,June). Using family stories as part of your assessment process: Culturally appropriate and family-centered practices.

• Queen Anne County Early Childhood Programs.  Queen Anne, MD.  (1999,Sept.).  Multicultural early childhood team training outreach.

• University of Minnesota, Interdisciplinary Faculty Development Workshop.  St. Paul,MN.  (1996, July).  An integrated planning model.

• Illinois Statewide Early Intervention Faculty Development Workshop. Monticello, IL.   (1996, Jan.)  Teaching students to do home visits.

• Early Childhood Special Education Technical Assistance Center #3, Regional Workshop.  Fairfax, VA.(1993, March).  Developmentally appropriate practices: Strategies for early childhood and special education practitioners.

• TAP*IN, Early Childhood Program, Institute for the Study of Developmental Disabilities, Indiana University at Bloomington.  Madison, IN. (1991, June).  Interaction and play: Scaffolds for early intervention.

• Texas State Early Childhood Conference. Austin, TX. (1991, June). Play and interaction in early childhood environments.

• National Center for Clinical Infant Programs, Trainer of Trainers Project. Wooster, MA. (1991, March).  Strategies for supervision in early intervention.

• Fairfax County Public Schools, Early Childhood Special Education Inservice.  Fairfax, VA. (1991,Feb.).  Rethinking home visits: Strategies for implementing a family focus through triadic intervention.

• Prince William County Public Schools, Early Childhood Special Education Inservice.  Independent Hill, VA.  (1991, Jan.).  Implementing transdisciplinary principles in early childhood special education.

• University of Toledo.  Toledo,OH. (1990, May).  Interaction-focused intervention.

• South Metropolitan Association.  Flossmoor, IL (1989, June). Interdisciplinary teaming for infant service providers.

• Northern Illinois Special Education Co-op.  DeKalb, IL.  (1989,April). The transdisciplinary approach for children with multiple handicaps.

• Indiana State University, Summer Early Childhood Workshop.  Terre Haute, IN. (1988, July).  Young children with special needs:  Assessment to intervention.

• Minnesota Rural Infant Institute on Families of Infants with Handicaps.  Collegeville, MN.  1987, July).  The family experience.

• Developmental Services Center, Children’s Program.  Champaign, IL. (1987, Feb.-March). Interdisciplinary collaboration.

• Resurrection Preschool.  Alexandria, VA. (1986, March).  Communication strategies with parents of children with special needs in mainstream settings.

CONSULTATION

• Project TRIAD, University of Illinois, 1996-2000. External evaluator.

• Prince William County Early Intervention Interagency Coordinating Council, 1995-1996.  System evaluation design.

• Parent Educational Advocacy Training Center, 1994-present.  External evaluator.

• Illinois Planning Council on Developmental Disabilities,1992-1994.  Interagency planning.

• Division for Early Childhood, Council for Exceptional Children, and National Association for the Education of Young Children, 1992-1994.  Personnel standards.

• Wheelock College, 1993.  Blending preservice programs.

• Wiley School, Urbana, IL., 1988-1989.  Systems change.

• Illinois State Board of Education, 1988.  Clinical supervision, curriculum and workshops.

• The Children’s Foundation, Washington, DC., 1985-1986.  Infant day care materials.

• Anne Arundel County, MD, Parent Infant Program, 1985.  Parent to parent support model.

• Un Buen Comienzo/A Good Beginning, Rosemount Day Care Center, Washington DC, 1985-1986.  Needs assessment and continuum of parent services.

• Family Day Care Project, Washington, DC, 1982-1983.  Developmental screening model.

National

• Migrant Head Start, National Coordinating Council, 1998-present.

• Faculty resource, Systems Change and Reform in Interprofessional Training (SCRIPT) and New-SCRIPTS, University of North Carolina, 1997-present.

• Field reviewer, US Department of Education, Office of Special Education Programs, 1994-present.

• Supervision and Mentorship Task Force, National Center for Clinical Infant Programs, 1991-1992.

• Illinois State Board of Education, Expert Committee for developing Early Childhood Education for the Handicapped: Recommended Procedures and Practices, 1988.

• Illinois State Board of Education, Technical Assistance Providers Project, Expert Committee to develop inservice modules for early intervention, 1988.

• National Advisory Committee, PPACT, Parents and Professionals Advocating Collaborative Training, San Diego State University, 1985-1988.

• Regional/State/Local

• Virginia Department of Education, PRAXIS validation for early childhood special education test, 1999.

• Parent Educational Advocacy Training Center, strategic planning, 1999.

• Regional Advisory Board, Cornerstones Project, Zero to Three National Center for Infants, Toddlers and Families, 1996-present.

• Conference Coordinator,  The Virginia Institutions of Higher Education for the Early Education of Children with Disabilities Annual Forum. 1996, Policy Initiatives Affecting Young Children; 1997, Young Children with Autism; 1998, Collaboration and Change in Early Childhood Personnel Preparation.

• Coordinator, Virginia Institutions of Higher Education Council for the Early Education of Children with Disabilities, 1995-present.

• Education Advisory Committee, Fairfax County Head Start,1996-1999.

• Technical Advisory Committee.  Fairfax County Part H Early Intervention Request for Proposal.  Spring and Summer 1995.

• Personnel Training and Development Committee, Virginia Interagency Coordinating Council for Early Intervention.  1989 - present.

• Northern Virginia Child Find Board, 1989-present.

• Secretary of Planning Group, Washington Metropolitan Area Infant Consortium, 1981-1984.

• Graduate School of Education Dean’s Search Committee, 2000.
• Faculty Senate, 1997-2000.
• Faculty Matters Committee, 1997-1999.
• Chair, Faculty Matters Committee, 1998-1999.
• Senate Executive Committee, 1998-1999.

Graduate School of Education Service

• Phi Delta Kappa
• Policy Faculty Search Committee, 2001
• Co-coordinator UTEEM Program, 1995-2001.
• Associate Director, Helen A. Kellar Institute for Human disAbilities, 1998-present.
• Helen A. Kellar Institute Policy Committee.
• Faculty Evaluation Team, 2000-2002.
• AdHoc Accreditation Committee, 2000-2003.
• Professional Licensure Committee,1999-present.
• Ph.D. Committee, 1999-2003.
• Professional Development Team, 1996-1998.
• Early Childhood Faculty Search, Co-chair, 1997.
• Special Education Faculty Search Committee, 1998, 2000.
• Chair, Early Childhood Special Education Search Committee, 1999.
• Teacher Certification Committee, 1998-1999.
• Early Childhood Program, NCATE Folio Committee, 1996-1997.

The George Washington University (all graduate level)

• Families of Children with Special Needs
• Atypical Infant Development
• Curriculum and Methods for Infants and Toddlers
• Interdisciplinary Collaboration for Children with Special Needs

• Families of Children with Special Needs (graduate)
• Interdisciplinary Collaboration for Children with Special Needs (graduate)
• Assessment of Infants and Toddlers with Special Needs (graduate)
• Atypical Infant Development (graduate)
• Developmental Childcare Practicum - Children with Special Needs (undergraduate)

• Seminar in Special Education: Multicultural Early Childhood Team Training - Infusing Cultural Competence in Early Childhood Programs
• Early Intervention with Infants and Toddlers at Risk
• Curriculum and Methods in Early Childhood Special Education
• Comprehensive Topics in Special Education
• Family Intervention with Children with Special Needs
• Medical and Health Aspects of Handicapping Conditions
• Psycho-Educational Assessment of Young Children with Special Needs

UTEEM Early Childhood Program

• Infant/Toddler Development in Family and Cultural Contexts
• Family Assessment of Diverse Infants and Toddlers
• Assessment of Diverse Young Learners, Ages 3-5
• Language Development and Emergent Literacy for Diverse Learners, Ages 3-5
• Culturally, Linguistically, and Developmentally Appropriate Practices with Infants, Toddlers, and Families
• Creating Environment and Adapting Curriculum for Diverse Learners, Ages 3-5
• Integrating and Adapting Curriculum across Content Areas for Diverse Learners, K-3
• Developing Concepts in Early Childhood Mathematics and Science for Diverse Learners, K-3
• Frameworks for Unified Transformative Early Care and Education

M.A. and Ph.D. Committees

M.A. Committee

• Shirley Williams, George Mason University, 1995.
• Sandra Morrisette, George Mason University, 1996.
• Judy Erickson, George Mason University, 1999.

• Tweety Yates, University of Illinois, 1990.
• Mary Alayne Hughes, University of Illinois, 1990.

• Linda Flynn, University of Illinois, 1990.
• Judith Garrett, George Mason University, Education, 1994.
• Delores Cody, George Mason University, Psychology, 1995.
• Mike Wischnowski, University of Illinois, 1995.
• Katy Sawyer, George Mason University, Psychology, 1996.
• Linda Shulz, George Mason University, Education, 1997.
• Elaisa Gosnell, George Mason University, Education, in progress.

Ph.D. Dissertation Committee Chair

• Janet Frick, George Mason University, 1999.
• Ellen Mroczko, George Mason University, in progress.
• Sandra Burford, George Mason University, in progress.
• Elaisa Gosnell, George Mason University, co-chair