Literaturnachweis - Detailanzeige
Autor/inn/en | Steed, Elizabeth A.; Stein, Rachel |
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Titel | Initial Evaluation Practices: A Survey of Early Childhood Personnel |
Quelle | In: Topics in Early Childhood Special Education, 43 (2023) 1, S.30-45 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Steed, Elizabeth A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0271-1214 |
DOI | 10.1177/02711214211005856 |
Schlagwörter | Early Childhood Education; Early Childhood Teachers; Teacher Attitudes; Teacher Surveys; Student Evaluation; Identification; Early Intervention; Preschool Children; Special Education; Evaluation Methods; Colorado Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulnote; Studentische Bewertung; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen |
Abstract | We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |