Utah Multi-University Consortium Statewide Preparation of Early Childhood Specialists in Vision and Hearing. Final Performance Report.

Autor/in	Robins, Kathleen
Institution	Utah Univ., Salt Lake City. Dept. of Special Education.
Titel	Utah Multi-University Consortium Statewide Preparation of Early Childhood Specialists in Vision and Hearing. Final Performance Report.
Quelle	(2001), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Distance Education; Early Intervention; Family Programs; Hearing Impairments; Higher Education; Nontraditional Education; Personnel; Preschool Education; Professional Education; Rural Education; Special Education Teachers; Staff Development; Teacher Education; Visual Impairments + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Distance study; Distance learning; Fernunterricht; Family program; Familienprogramm; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Pre-school education; Vorschulerziehung; Berufsausbildung; Ländliche Erwachsenenbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Personnel development; Personalentwicklung; Lehrerausbildung; Lehrerbildung; Visual handicap; Sehbehinderung
Abstract	This final report describes the activities and outcomes of a project designed to prepare early interventionists and preschool teachers to serve children with vision and hearing impairments. The purpose of the project was to build upon existing early childhood special education and sensory impairment programs across two universities, the University of Utah and Utah State University. Competencies for each course were developed and/or modified based on State Standards for Hearing Impaired and Vision Impaired (birth to 5) by faculty and parent project advisors. A new course designed to address the role of the specialists in early childhood special education and sensory impairments was developed. Distance delivery sites were established for students located in rural regions. Thirty-two students were recruited and admitted to the program, and 24 completed the program by the end of the grant period. Five will complete their program in Spring 2002. Seven of the completing students were located in rural and remote areas. All became state licensed and endorsed in hearing or vision impairments (birth to 5). Qualifying for this endorsement required that students must have previously held or obtained a license in early childhood special education. Students were supported by grant funded stipends while they completed both their preservice preparation and their early childhood special education program. All but two of the graduates were employed. Budget information, and summaries of student information, course evaluations, employer evaluations of graduates, and parent satisfaction with graduates are included. (SG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC