Recruitment, Hiring, Training and Retention for Preschool Children with Disabilities: State Approaches. inForum

Autor/in	Muller, Eve
Institution	National Association of State Directors of Special Education (NASDSE), Project Forum
Titel	Recruitment, Hiring, Training and Retention for Preschool Children with Disabilities: State Approaches. inForum
Quelle	(2010), (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mentors; Disabilities; Preschool Children; Continuing Education Units; Certification; Scholarships; Teacher Recruitment; Teacher Persistence; Special Education; Federal Legislation; Educational Legislation; State Standards; Special Education Teachers; Teacher Education; Teacher Selection; Teacher Qualifications; Technical Assistance; Educational Finance; Teacher Shortage; Barriers; Financial Support + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Weiterbildungsinhalt; Abschlusszeugnis; Zertifizierung; Scholarship; Stipendium; Lehrerrekrutierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Bildungsrecht; Schulgesetz; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Technische Hilfe; Bildungsfonds; Lehrermangel; Finanzielle Förderung
Abstract	As part of the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), states are "required to ensure that highly qualified personnel are recruited, hired, trained and retained to provide special education and related services to children with disabilities" [Section 612(a)(14)(D)]. The purpose of this document is to describe state-level efforts to recruit, hire, train and retain highly qualified personnel for "preschool children with disabilities". Although only 15 states reported having policies specifically addressing the recruitment, hiring, training and retention of early childhood personnel for children with disabilities, states may be addressing this population through generic personnel policies and practices to varying degrees. Almost all states are engaged in one or more efforts to ensure that this population is being served by highly qualified teachers and related service providers. Most commonly, efforts include continuing education activities, mentoring programs, technical assistance and scholarships and/or tuition reimbursement for individuals pursuing certification in the area of early childhood. Funding for these efforts comes primarily from IDEA 619 funds, other Part B funds, state funds and State Personnel Development Grant or American Reinvestment and Recovery Act funds. Outcomes are documented via a range of means and include reductions in personnel shortages and increased participation in mentoring and professional development activities. Barriers most commonly cited include a lack of highly qualified personnel, limited funding and too few institutions of higher education degree or certification programs in the area of preschool special education. Respondents stressed the need for adequate funding; improved data systems; alternative personnel preparation programs; and integrated technical assistance systems in order to better address the recruitment, hiring, training, and retention of personnel serving preschool children with disabilities. (Contains 1 footnote.) (ERIC).
Anmerkungen	Project Forum. Available from: National Association of State Directors of Special Education. 1800 Diagonal Road Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; Web site: http://www.projectforum.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10