دورية أكاديمية
Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation
| العنوان: | Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation |
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| اللغة: | English |
| المؤلفون: | Maria L. Hugh, Kathleen Tuck, Alana Schnitz, Lisa Didion, Andrea Nelson |
| المصدر: | Journal of Special Education Preparation. 2024 4(1):36-46. |
| الإتاحة: | Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; email: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education |
| Descriptors: | Special Education, Early Childhood Education, Intervention, Preservice Teacher Education, Data Use, Decision Making, Competency Based Teacher Education, Teaching Methods, Special Needs Students, Learning Processes, Student Needs |
| تدمد: | 2768-1432 |
| مستخلص: | Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally recommended practices (Division of Early Childhood [DEC], 2014) and teacher preparation standards (DEC, 2020) provide the frameworks for early childhood special education training. However, guidance on intensifying individualized instructional practices and supports is needed. The intensive intervention taxonomy (Fuchs et al., 2017) offers educators guidance on improving the effectiveness and intensity of interventions for K-12 students for whom current approaches are unsuccessful. However, more guidance is needed on intensifying instruction in early childhood (0-8 years old). To offer support to early intervention/ early childhood special education (EI/ECSE) education preparation programs, we offer an adapted version of the taxonomy that is transformed into competencies that EI/ECSE educators with expertise in supporting young children with high-intensity needs. We ground these competencies in a strengths-based (Wehmeyer, 2019), culturally responsive approach to learning and instruction (Gay, 2010). Next, we aligned these competencies with critical features of early childhood (e.g., naturalistic instruction, family partnerships, DAP). We offer these competencies and a sample program of study to ensure EI/ECSE educators are equipped with intensification competencies through their pre-service preparation to support all young children, including those with high-intensity support needs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1432844 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2768-1432 |
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