During her 26 years at CSUN (1990-2016), Dr. Chen specialized in the field of Early Childhood Special Education (ECSE). Much of her work has focused on culturally responsive services to young children and their families of diverse cultural and linguistic backgrounds. Dr. Chen has been a prolific scholar who directed or co-directed 11 federal grants funded for a total of $3.9 million through the U.S. Department of Education. In the past ten years alone, she published 8 manuscripts, authored/co-authored 4 textbooks, contributed to 7 book chapters, and created 5 instructional DVDs. Dr. Chen has presented at numerous professional conferences and conducted many professional development trainings and workshops throughout the United States and in other countries. Within the Department of Special Education, Dr. Chen served as the Specialization Chair of the ECSE program, revising course content, mentoring part-time faculty, contributing significantly to accreditation reports, and developing and teaching new courses to ensure all commission standards were thoroughly embedded in the program. Dr. Chen has been a highly valued and respected member of the faculty who merits recognition for her invaluable contributions to CSUN.

  • Ph.D. 1985, University of California Berkeley
  • B.A. 1971, San Francisco State University
  • M.A. 1971, San Francisco State University

    This person has not added any Research Interests.


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Articles

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
Title Paper 6. Early intervention and young dual language learners with special needs
Collaborators Gutiérrez-Clellen, V
Publish Date 2013
Journal California Department of Education
Publisher California Department of Education
Citation 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.
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.
Title Temperament and young children with visual impairment: Perceptions of Anglo and Latino parent
Collaborators Dote-Kwan, J
Publish Date 2010
Journal Journal of Visual Impairment & Blindness AFB Press
Publisher AFB Press
Citation 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.
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.
Title Authentic practices for assessingcommunication skills of young children with sensory impairments and multiple disabilities
Collaborators Rowland, C. Stillman, R., & Mar, H
Publish Date 2009
Journal Early Childhood Services Plural Publishing
Publisher Plural Publishing
Citation 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.
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.
Title Interdisciplinary perspectives in early intervention.Professional development in multiple disabilities through distance education.
Collaborators Chen, D., Klein, M.D, & Minor, L.
Publish Date 2009
Journal Infants & Young Children Lippincott, Williams & Wilkens
Publisher Lippincott, Williams & Wilkens
Citation 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.
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.
Title Home-visit early intervention practices with families and their infants who have multiple disabilities.
Collaborators Klein, M.D.
Publish Date 2008
Journal Young Exceptional Children Monograph Series Sopris West
Publisher Sopris West
Citation 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.

Chapters

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
Title Inclusion of children with special needs in diverse early care settings.
Collaborators
Publish Date 2013
Book Infant/toddler caregiving: A guide to culturally sensitive care California Department of Education
Publisher California Department of Education
Citation 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.
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.
Title Teaching students who have sensory disabilities
Collaborators Friedman Narr, R., & Wormsley, D.
Publish Date 2013
Book Research-based practices in special education Pearson
Publisher Pearson
Citation 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. 
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.
Title Two is better than one! In defense of home language maintenance and bilingualism for children with disabilities.
Collaborators Klein, M.D., & Osopova, A.V
Publish Date 2012
Book Supporting young children who are dual language learners with or at-risk for disabilities. Division for Early Childhood, Council for Exceptional Children
Publisher Division for Early Childhood, Council for Exceptional Children
Citation 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.
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.
Title Families with Asian roots.
Collaborators Chan, S.
Publish Date 2011
Book Developing cross-cultural competence: A guide for working with children and families Paul H. Brookes Publishing
Publisher Paul H. Brookes Publishing
Citation 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.
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.
Title Guiding principles in early intervention: Implications for practice
Collaborators
Publish Date 2009
Book Everyday activities to promote visual efficiency. A handbook for working with young children with visual impairments AFB Press
Publisher AFB Press
Citation 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.

Books

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
Title Tactile strategies for children with visual impairments and multiple disabilities: Promoting communication and learning skills
Collaborators Downing, J.E.
Publish Date 2006
AFB Press
Publisher AFB Press
Citation 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.

Faculty

ED 2217


MailDrop: 91330-8265


deborah.chen@csun.edu

P: 818-677-4604


F: 818-677-4737