Preparing Early Childhood Special Educators for Inclusive Settings Project (Project Prepare) Final Report.

Autor/in	Judge, Sharon
Institution	Tennessee Univ., Knoxville. Coll. of Education.
Titel	Preparing Early Childhood Special Educators for Inclusive Settings Project (Project Prepare) Final Report.
Quelle	(2001), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Early Intervention; Family Programs; Higher Education; Inclusive Schools; Interdisciplinary Approach; Personnel; Preschool Education; Professional Education; Program Evaluation; Special Education Teachers; Teacher Education; Teaching Models; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Family program; Familienprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pre-school education; Vorschulerziehung; Berufsausbildung; Programme evaluation; Programmevaluation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrmodell; Theorie-Praxis-Beziehung
Abstract	This final report of Project Prepare, a federally funded program at the University of Tennessee, describes the critical features and specific goals of the project, as well as program evaluation methods and results. The program was funded to develop a personnel preparation program for early childhood specialists that emphasized an interdisciplinary, inclusive approach. Critical features and goals included: (1) a sequence of competency-based coursework and seminars that prepared students in child-related, team-related, and agency-related competencies; (2) integration of course content to increase the number of licensed personnel possessing the competencies to provide comprehensive, transdisciplinary services to infants, toddlers, and preschool children and their families in natural settings; (3) an interdisciplinary focus that prepared personnel to assume diverse roles and responsibilities related to meeting the needs of young children with disabilities and their families; and (4) expand the knowledge of how to most effectively implement a "research into practice" model of personnel preparation. (SG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC