Mary McLean 
Professor, Special Education, School Psychology, and Early Childhood Studies, College of Education; Member of the Anita Zucker Center for Excellence in Early Childhood Studies | University of Florida
Gainesville, FL, UNITED STATES
Mary McLean is regarded for her research on assessment strategies for young children with disabilities.
Biography
Dr. McLean is a core faculty member of the Anita Zucker Center for Excellence in Early Childhood Studies. She is regarded for her research on assessment strategies for young children with disabilities and for her work on the Division for Early Childhood (DEC) Recommended Practices for Early Intervention and Early Childhood Special Education.
Industry Expertise (2)
Education/Learning
Childcare
Areas of Expertise (1)
Early Childhood Education
Articles (5)
Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership
Topics in Early Childhood Special EducationDarbianne K. Shannon, Patricia A. Snyder, Mary Louise Hemmeter
2020 Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers’ use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach–teacher dyads.
Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices
Exceptional ChildrenPatricia Snyder, Mary Louise Hemmeter, Mary McLean, Susan Sandall, Tara McLaughlin, James Algina
2017 We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers’ implementation of embedded instruction practices and children’s developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers’ classrooms participated in the study.
A History of Early Childhood Special Education
Handbook of Early Childhood Special EducationMary McLean, Susan Sandall, Barbara J. Smith
2016 This chapter provides a history of the relatively young field of early childhood special education. An overview of the evolution of services for young children with disabilities and their families as impacted by developments in public policy is provided. The establishment and activities of the professional organization for early childhood special education—the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) – are highlighted. Advances in research that have informed both policy and services for children and families are followed from the 1800s to the present day.
Naturalistic Instructional Approaches in Early Learning: A Systematic Review
Journal of Early InterventionPatricia Snyder, Salih Rakap, Mary Louise Hemmeter, Tara McLaughlin, Susan Sandall, Mary E. McLean
2015 Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the extant literature, although different terms have been used to refer to these approaches (e.g., activity-based intervention, embedded instruction). The purpose of this systematic review was to identify, examine, and summarize the empirical literature focused on naturalistic instructional approaches for preschool children with disabilities when instruction was delivered in classroom settings.
DEC recommended practices: A review of 9 years of EI/ECSE research literature
Journal of Early InterventionBarbara J. Smith, Phillip S. Strain, Patricia Snyder, Susan Sandall, Mary E. McLean, Alison Broudy Ramsey, W. Carl Sumi
2002 Results are reported from an analysis of the research literature involving children with disabilities (age birth through 5), their families, personnel who serve them, and policies and systems change strategies related to the provision of services. The work reported in this article was part of a national effort by the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and several participating universities to develop a set of evidence-based recommended practices for the field. We reviewed research articles appearing in 48 peer-reviewed journals from 1990 to 1998.
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