The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems

Autor/inn/en	Sheppard, Mary E.; Moran, Kaitlin K.
Titel	The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems
Quelle	In: Early Childhood Education Journal, 50 (2022) 6, S.891-901 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheppard, Mary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01225-x
Schlagwörter	Early Intervention; Young Children; Disabilities; Special Education; Early Childhood Education; Child Care; Home Visits; Child Caregivers; Educational Planning; Individualized Family Service Plans; Individualized Education Programs; Role + Suchen Sie Ihr Suchwort? Frühe Kindheit; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Hausbesuch; Caregiver; Caregivers; Carer; Child; Children; Bildungsplanung; Individualized education program; Individualisierendes Lernen; Rollen
Abstract	Children with disabilities between the ages of 0-5 and their families are supported by a broad coalition of special education and general education teachers and providers who collaborate in the planning and delivery of services. When services are provided in early care settings (e.g., home care, center-based care, general education Pre-K), evidence has shown that the integration of services can be a significant challenge for families. We interviewed 12 early care providers to determine their role in special education service planning and provision. Thematic analysis of the data showed that early care providers are often overlooked as contributing team members and frequently excluded from Individual Family Service Program (IFSP) and Individual Education Program (IEP) development and meetings. Despite these challenges, early care providers acted as advocates and information sources for families from referral and service provision through to the transition to kindergarten. They also often advocated for inclusion, insisting that therapists embed therapy into the children's routines. Our findings showed that early care providers were critical to effective teaming and inclusive practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01