The Triadic Approach: Collaborative Services to Support Young Children and Their Families in Person and through Telepractice

Autor/inn/en	Green, Katherine; Towson, Jacqueline; Jacovetti, Brenna
Titel	The Triadic Approach: Collaborative Services to Support Young Children and Their Families in Person and through Telepractice
Quelle	In: Dimensions of Early Childhood, 51 (2023) 1, S.32-39 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Early Childhood Education; At Risk Students; Partnerships in Education; Agency Cooperation; Students with Disabilities; Educational Legislation; Equal Education; Federal Legislation; Family Involvement; Student Participation; Early Intervention; In Person Learning; Telecommunications; Educational Technology; Caregiver Role; Culturally Relevant Education; Educational Practices; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulpartnerschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Telekommunikationstechnik; Unterrichtsmedien; Bildungspraxis
Abstract	Early childhood educators teach children with a variety of ability levels. Children ages birth to five who exhibit characteristics of a developmental delay, disability, or a health condition that may affect typical development and learning may receive early intervention (EI) services as detailed by the Individuals with Disabilities Education Act (IDEA). IDEA has a provision for services for young children from birth until their third birthday in Part C (IDEA, 2004). Under Part C, interagency partners conduct developmental assessments and provide services to children younger than three years old who have developmental delays and/or complex chronic conditions. The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) recommends educators and practitioners use family-centered, collaborative, culturally responsive, and capacity-building practices (DEC, 2014). One such family-centered model supported in EI is the triadic approach (Brown & Woods, 2016). The purpose of this article is to bridge the research to practice gap by providing a guide on how to implement the triadic approach in EI, with special considerations for telepractice. (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01