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Michael D. Eisner College of Education

College of Education

Personnel Directory

Deborah Chen

Deborah  Chen
Professor
Department of Special Education
Office:
Phone:818 677 4604
Email:deborah.chen@csun.edu

Profile

Education

Ph.D in Special Education with a minor in developmental psychology, University of California Berkley and San Francisco State University, 1985

Specialization

Early Childhood Special Education

Courses

Professional Interests

Dr. Chen has conducted research and developed materials for professional development in the following areas: interdisciplinary perspectives in early intervention; communication with young children who have multiple disabilities, visual impairments, and who are deaf-blind; caregiver-infant communication; and culturally responsive services to young children and their families of diverse cultural and linguistic backgrounds. Her print publications and other media reflect these professional interests.

Biography

Dr. Chen has been a special educator of preschool and school age children with a variety of learning needs and sensory impairments. She has also been an early interventionist working with families and their infants who were visually impaired or deaf and hard of hearing and an administrator of early intervention and school aged special education programs. Dr. Chen has directed or co-directed 11 projects funded by the U.S. Department of Education through the Model Demonstration, Outreach, Projects of National Significance, Research to Practice, and Personnel Preparation competitions. She has presented at local, state, national and international conferences and has conducted professional development courses and workshops throughout the United States and also in Australia, Canada, Taiwan, Thailand, and the Netherlands.

Research

Click each research item to view details on it.

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Chen., D.& Klein, M.D., (2008). Home-visit early intervention practices with families and their infants who have multiple disabilities. In C.A. Peterson, L. Fox, & P. Blasco (Eds.).Early intervention for infants and toddlers and their families: Practices and outcomes.  Young Exceptional Children Monograph Series, No. 10. (pp.. 60-74). Longmont, CO:  Sopris West.

Abstract

A review of the research on home visiting in early intervention services to infants and toddlers with disabilities and their families identifies key issues and challenges in providing effective family-centered services. The article also presents a conceptual framework for guiding home visit services based on the context- family and program variables- to address the complex needs of children and families.

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Chen, D., Klein, M.D, & Minor, L. (2009). Interdisciplinary perspectives in early intervention.Professional development in multiple disabilities through distance education. Infants & Young Children,22. 146-155.

Abstract

This article reviews the research on professional development of early intervention service providers. It examines the effectiveness of distance education methods to provide a three unit course that addressed home visiting, parent-child communication, sensory processing disorders, physical disabilties development, visual impairments, hearing loss, and embedding objectives within daily routines.

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Chen, D., Rowland, C. Stillman, R., & Mar, H. (2009). Authentic practices for assessing communication skills of young children with sensory impairments and multiple disabilities. Early Childhood Services,3(4), 328-339.

Abstract

This articles reports on recommended practices for assessing the communication of young children (2-8 years old) with multiple disabilities that include visual impairment and hearing loss. Findings include key themes, considerations, and recommendations derived from a series of focus groups with parents, service providers, and state technical assistance providers and surveys that obtained the experiences and suggestions from these stake holders.

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Dote-Kwan, J., & Chen, D. (2010). Temperament and young children with visual impairment:Perceptions of Anglo and Latino parents. Journal of Visual Impairment & Blindness,104, 542-553.

Abstract

This study examines the similarities and differences between Anglo and Latino parents in their perceptions of the temperamental qualities of their young children with visual impairments.

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Chen, D., & Gutiérrez-Clellen, V. (2013). Paper 6. Early intervention and young dual language learners with special needs. In Governor’s State Advisory Council on Early Learning and Care. California’s best practices for young dual language learners: Research overview papers (pp. 209-230). Sacramento: California Department of Education. 
http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf

Abstract

This paper reviews available research on young children with special needs whose home languages are different from the language of instruction. Studies indicate that exposure to and learning more than one language does not inhibit the language development of young children with autism spectrum disorders, deaf children with cochlear implants, language impairments, and intellectual disabilities. Implications for practice include the need for professional development and collaborating with families.

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Chen, D. (2009). Guiding principles in early intervention: Implications for practice. In E. Trief & R. Shaw (Eds.). Everyday activities to promote visual efficiency. A handbook for working with young children with visual impairments. New York: AFB Press.

Abstract

This chapter discusses evidence-based practices in providing early interention services and considerations for practitioners providing family-centered services to families and their infants and toddlers who have visual impairments.

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Chan, S., & Chen, D. (2011). Families with Asian roots. In E.W. Lynch & M.J. Hanson (Eds.). Developing cross-cultural competence: A guide for working with children and families (4th ed., pp. 234-318). Baltimore: Paul H. Brookes.

Abstract

This chapter presents an historical and current overview of Asians immigrating to the United States, a summary of cultural beliefs and values based on religious and philosophical backgrounds, and a discussion of how diverse family perspectives may influence their interactions with professionals and expectations for their children's educational experiences, and considerations to guide the practices of teachers and other service providers.

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Chen, D., Klein, M.D., & Osopova, A.V. (2012). Two is better than one! In defense of home language maintenance and bilingualism for  children with disabilities. In R.M. Santos, G. Cheatham, & L. Duran (Eds). Supporting young children who are dual language learners with or at-risk for disabilities.  Young Exceptional Children Monograph Series, No. 14 (pp.  133-147). Missoula, MT: Division for Early Childhood, Council for Exceptional Children.

Abstract

This article provides the conceptual, philosophical and research bases for supporting and encouraging the maintenance of a family's home language when a child has a disability. It also offers specific supports and intervention strategies for promoting early language development.

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Chen, D., Friedman Narr, R., & Wormsley, D. (2013). Teaching students who have sensory disabilities. In B.G. Cook & M. Tankersley, M. (Eds.). Research-based practices in special education (pp.423-437). Boston, MA: Pearson.

Abstract

This chapter focuses on selected evidence-based practices for teaching students who are deaf and hard of hearing (DHH), blind or visually (BVI) impaired, and deaf-blind (DB). It discusses available research on the use of Visual Phonics with DHH students, braille with students who are BVI, and tangible symbols with students who are DB and identifies areas for future research. 

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Chen, D. (2013). Inclusion of children with special needs in diverse early care settings. In E.A. Virmani & P.L. Mangione (Eds.). Infant/toddler caregiving: A guide to culturally sensitive care (2nd. ed.,pp. 25-40). Sacramento, CA: California Department of Education

Abstract

A discussion of diverse perspectives on disability; early intervention terminology, eligibility and intervention; gathering and sharing information with families; and evidence-based and recommended practices in early intervention.

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Chen, D. & Downing, J.E. (2006). Tactile strategies for children with visual impairments and multiple disabilities: Promoting communication and learning skills. New York: AFB Press

Abstract

This book summarizes available studies on tactile strategies that have been found effective for teaching children who are blind and those with multiple disabilities. It reports the use and evaluation of these strategies with 5 different children, families, and their service providers in the current model demonstration project. It provides field-tested step-by-step guidelines for implementing selected tactile strategies such as hand-under-hand guidance, tactile modeling, hand-over-hand guidance, touch and object cues, coactive signing.

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