A Collaborative Program To Prepare Early Intervention and Early Childhood Special Education Personnel. Final Report, January 1, 1998-December 31, 2001.

Autor/in	Rule, Sarah
Institution	Utah State Univ., Logan. Center for Persons with Disabilities.
Titel	A Collaborative Program To Prepare Early Intervention and Early Childhood Special Education Personnel. Final Report, January 1, 1998-December 31, 2001.
Quelle	(2001), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Early Identification; Early Intervention; Higher Education; Interdisciplinary Approach; Preschool Education; Preservice Teacher Education; Regular and Special Education Relationship; Special Education Teachers; Teacher Certification; Teaching Models; Utah + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pre-school education; Vorschulerziehung; Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrmodell
Abstract	This final report describes activities and accomplishments of a federally supported project at Utah State University to prepare 77 early intervention and preschool special education personnel. The project's three strands proposed to improve the existing early childhood special education certification program by preparing special educators to work collaboratively with regular educators in inclusive settings. The preservice preparation included a core of special education courses, practica in inclusive settings, and specific transdisciplinary preparation and experience. The project also supported recruitment of students from rural areas and from culturally and linguistically diverse backgrounds, and students with disabilities, all currently underrepresented in the preservice teaching force. The project had four major and significant outcomes: (1) it addressed the shortage of personnel qualified in Utah to serve young children and their families; (2) it improved the quality of preservice preparation for both special and regular educators through its transdisciplinary emphasis; (3) it offered intensive training to students in positions (e.g., Head Start) that have not historically required this preparation; and (4) it provided Utah with a model of interdepartmental collaboration. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC