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Choosing Culturally, Linguistically, and Cognitively Distance Learning Platforms: Correlations Across Early Childhood Professional Standards to Promote Inclusion
Abstract
Upon completion of their educator preparation program, a study done by Archambault found that teachers felt most prepared in the areas of pedagogy, content, and pedagogical content. However, the same teachers reported feeling least prepared in the areas of technology and technology integration. With instruction shifting to an online space during COVID-19, the consideration of how to teach virtually was no longer abstract. This chapter highlights the journey of a teacher working to find supportive technology for their class, evaluating existing resources, connecting the tools to teaching standards, and ensuring platforms are inclusive and relevant for the culturally, linguistically, and cognitively diverse (CLCD) learners who utilize augmentative and alternative communication (AAC) devices. This chapter is rooted in early childhood education, social constructivism, and disability critical race theory (DisCrit) and seeks to serve as a critical guide, or model, for intentional and inclusive educators, researchers, practitioners, and learners.
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