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Quality supervision of teacher candidates during field placements can be a challenge for many university supervisors, particularly given time required for travel, locating an appropriate setting, and identifying effective ways to support teacher candidates in their implementation of evidence-based practices. One effective way to support teacher candidates in their use of evidence-based practices is technology-enhanced performance-based feedback. University supervisors have a range of knowledge and experience in implementing performance-based feedback and using technology to deliver feedback. The purpose of this article is to describe how university supervisors can deliver technology-enhanced performance-based feedback to support teacher candidates' use of evidence-based practices within authentic education environments. Specifically, we identify different modes of technology, which university supervisors can use to deliver performance-based feedback (e.g., email, text messaging, bug-in-ear, and video-based feedback). Additionally, we include logistical and practical suggestions for university supervisors to consider when implementing technology-enhanced performance-based feedback to support teacher candidates during field placements.

The purpose of this paper is to provide an inclusive framework for supporting all children in early childhood education classrooms while also considering early learning standards, curricula, and everyday activities and routines. We describe universal design for learning, multi-tiered systems of support, embedded learning opportunities, and how these practices can be intertwined to support the early development and learning of all young children. Within universal design for learning we describe the multi-sensory ways early childhood educators can represent information, engage young learners, and facilitate expression. Multi-tiered systems of support promote intentional and individualized instructional decision-making guided by data to support children in attaining target learning objectives. We describe embedded learning opportunities which are intentional and naturalistic opportunities to work on specific skills throughout daily activities and routines. Sample informal assessments and additional resources to learn more about each of these practices are included.

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates' use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants' strategy implementation and students' responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children's unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children's learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings.