Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

Autor/inn/en	Mickelson, Ann M.; Correa, Vivian I.; Stayton, Vicki D.
Titel	Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward
Quelle	In: Teacher Education and Special Education, 45 (2022) 2, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mickelson, Ann M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211037377
Schlagwörter	Stellungnahme; Early Childhood Education; Special Education; Early Intervention; Preservice Teacher Education; Educational History; Educational Cooperation; Inclusion; Access to Education; Disabilities; Educational Quality; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; History of education; Bildungsgeschichte; cooperation; Kooperation; Inklusion; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Bundesrecht
Abstract	The movement toward collaborative models of preservice early childhood preparation, those that attempt to "blend" preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners. (As Provided).
Anmerkungen	SAGE Publications. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01