Building Professional Development Partnerships for Inclusion. FPG Snapshot. Number 57. February 2009

Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Building Professional Development Partnerships for Inclusion. FPG Snapshot. Number 57. February 2009
Quelle	(2009), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inclusion; Teacher Education; Disabilities; Early Childhood Education; Preschool Teachers; Faculty Development; Inservice Teacher Education; College Faculty; Special Education; Special Education Teachers; Partnerships in Education; Nebraska; North Dakota; Pennsylvania + Suchen Sie Ihr Suchwort? Inklusion; Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerfortbildung; Fakultät; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft
Abstract	While inclusion is a legal mandate, most early childhood teacher preparation programs are not doing an adequate job of preparing students to teach and care for young children with disabilities. Even if changes were made today to teacher preparation programs, states would still have to play catch-up with the existing early childhood workforce. This means relying on ongoing professional development like inservice training, coaching, or consultation--a challenging prospect as many states have no unified professional development system for early childhood practitioners. Even fewer state professional development systems are cross-sector in nature, offering collaboration and supports across disciplines and roles. In 2001, FPG Child Development Institute's Natural Allies project set out to address these challenges. Natural Allies worked with states to enhance personnel preparation programs by growing the capacity of community college and university faculty, from early childhood and early childhood special education disciplines, to collaborate in preparing and supporting practitioners for early childhood inclusion. The lessons learned from Natural Allies are discussed in this document. (Contains 1 footnote.) (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10