A Framework for Understanding the Consultation Process: Stage-by-Stage

Autor/inn/en	Buysse, Virginia; Wesley, Patricia W.
Titel	A Framework for Understanding the Consultation Process: Stage-by-Stage
Quelle	In: Young Exceptional Children, 7 (2004) 2, S.2-9 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
Schlagwörter	Consultation Programs; Early Childhood Education; Preschool Teachers; Professional Personnel; Inclusive Schools; Early Intervention; Cooperation; Guidelines; Special Education; Child Development + Suchen Sie Ihr Suchwort? Fachberatung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Personalbestand; Inclusive school; Integrative Schule; Co-operation; Kooperation; Richtlinien; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesentwicklung
Abstract	Professionals in early intervention and early childhood special education often do not feel that they are adequately prepared to provide indirect services in the form of consultation to general early childhood educators. In this article, the authors propose a framework for the practice of consultation in early education and intervention. Although they recognize that a thorough knowledge of child development and recommended practices in early intervention constitute the "content" of consultation, it is not a sufficient foundation for understanding the consultation "process." Because research examining the consultation process in early intervention is limited, they look to the larger body of knowledge about consultation from other disciplines, most notably reputable sources on school-based consultation. The consultation framework the authors propose incorporates key elements shared by models of consultation practiced outside the early intervention field and is best characterized as a collaborative approach that involves shared responsibility between the consultant (an early interventionist or itinerant teacher) and consultee (a family member or classroom teacher) during all stages of the consultation process. The authors begin with a brief vignette illustrating consultation in an inclusive early childhood classroom. The authors then explore this example in each stage of an eight-stage consultation process that is a modification of one proposed by Brown, Pryzwansky and Schulte (1998) and others for providing consultation in schools. Because the process of consulting essentially involves a series of conversations between a consultant and a consultee, they include sample excerpts of dialogue, emphasizing the consultant's role in supporting and influencing the consultee. (Contains 1 figure.) (ERIC).
Anmerkungen	Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.dec-sped.org/publications.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10