Johnna Darragh

Bio: Johnna Darragh is an academic researcher from Heartland Community College. The author has contributed to research in topics: Inclusion (education) & Early childhood education. The author has an hindex of 1, co-authored 1 publications receiving 35 citations.

Universal Design for Early Childhood Education: Ensuring Access and Equity for All

Abstract: This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework is to synthesize best practices within the field of early childhood education and special education, providing a template to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported.

Identifying Instructional Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence

Abstract: >> Now at middle age, the field of Early Childhood Intervention (ECI) and its professionals have demonstrated a unique capacity to develop their own practice-based evidence (PBE) and professional standards to forge solutions to challenging professional practice dilemmas. This innovative capacity is no more evident than in designing and implementing individualized linkages among assessment/instruction/progress evaluation for all children, particularly those with delays and disabilities. In this article, the authors advocate for the overarching purpose of assessment in ECI—to identify instructional targets and to plan beneficial programs for young children with special needs in inclusive, natural environments. The authors highlight major developments that have changed their professional practices since the passage of PL 99-457; PBE that supports and promotes these practices and the linkage among assessment, instruction, and progress evaluation; and critical issues for future policy, practice, and research.

Understanding Inclusive Early Childhood Education: A Capability Approach.

Abstract: This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

‘Kids need to talk too’: inclusive practices for children's healthcare education and participation

Abstract: Aims and Objectives This study examines how children with chronic medical conditions view health care education and decision-making. This article aims to propose the application of universal design for learning (UDL) in pediatric settings. Background Children and adolescents with chronic medical conditions tend to be excluded from health care decision-making. In schools, the universal design for learning (UDL) promotes access to education and participation in school communities for all children, regardless of their disabilities or medical needs, rendering it an appropriate model for children's participation in health care decision-making. Design This article presents findings from a qualitative study with 26 children and adolescents with chronic medical conditions about their views and experiences with health care education and decision-making. Methods 26 children and adolescents with chronic medical conditions were interviewed using semi-structured interviews. Results Findings provide evidence that clinical practices often fail to provide equal opportunities for pediatric patients to understand their condition, share their views, and/or participate in decisions regarding their care. Conclusions In response to ongoing concerns about pediatric decision-making, we propose that the Universal Design for Learning (UDL) be adapted in pediatrics. The model presents exemplary programs as inclusive, accounting for the needs of all children through multiple means of engagement and expression. Relevance to Clinical Practice A discussion of how the principles of UDL could be applied in pediatric settings is offered for the purpose of advancing ethical and psychosocial care for all children regardless of their age, developmental capacity or condition. This article is protected by copyright. All rights reserved.

Electronic discourse in language learning and language teaching

Abstract: 1. About the contributors 2. Introduction: Analyzing and exploring electronic discourse (by Abraham, Lee B.) 3. Part I. New literacies 4. English in cyberspace: Negotiating digital literacies in a climate of educational accountability (by Lotherington, Heather) 5. Navigating and interpreting hypertext in French: New literacies and new challenges (by Williams, Lawrence) 6. Web-based translation for promoting language awareness: Evidence from Spanish (by Abraham, Lee B.) 7. Part II. Chat 8. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments (by Sotillo, Susana M.) 9. Teaching language variation in French through authentic chat discourse (by Compernolle, Remi A. van) 10. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings (by Lee, Lina) 11. Part III. Podcasts 12. Podcasts and second language learning: Promoting listening comprehension and intercultural competence (by McBride, Kara) 13. Discourse analysis of podcasts in French: Implications for foreign language listening development (by Guikema, Janel Pettes) 14. Part IV. Blogs 15. Interactional and discursive features of English-language weblogs for language learning and teaching (by Compernolle, Remi A. van) 16. Second-person pronoun use in French-language blogs: Developing L2 sociopragmatic competence (by Douglass, Kate) 17. Blogs in Spanish beyond the classroom: Sociocultural opportunities for second language development (by Negueruela-Azarola, Eduardo) 18. Part V. Discussion forums 19. Linguistic and social dimensions of French-language discussion forums (by Blattner, Geraldine) 20. The discussion forum as a locus for developing L2 pragmatic awareness (by Whitworth, Kathleen Farrell) 21. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment (by Abraham, Lee B.) 22. Index