Early-Childhood Special Education

Beckman, Paula J.; Burke, Philip J.

doi:10.1177/027112148400400105

Cited by 15 publications

(4 citation statements)

References 15 publications

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“…The unique needs of handicapped and at-risk children from birth through 5 years and their families clearly have implications for the skills of personnel who attempt to serve them (Beckman & Burke, 1984;National Center for Clinical Infant Programs [NCCIP], 1985). Professionals need to be trained in these skills or competencies and state certification policies should ensure that such training or skill acquisition has taken place.…”

Section: State Certification Policiesmentioning

confidence: 99%

Issues Related to Developing State Certification Policies

Smith¹,

Powers²

1987

Topics in Early Childhood Special Education

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Two trends in early childhood special education personnel development are reviewed, personnel shortages and personnel certification policies. The authors studied state certification policies governing early childhood special education (ECSE) personnel by reviewing the literature and by analyzing policies sent to them in response to a survey. The states reporting ECSE certification are compared across three studies. Two types of certification policies are reviewed, competency and experiential based. Finally, issues and recommendations related to state personnel certification policies are discussed.

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Section: State Certification Policiesmentioning

confidence: 99%

Issues Related to Developing State Certification Policies

Smith¹,

Powers²

1987

Topics in Early Childhood Special Education

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“…Professionals providing services for young children and their families must have knowledge of typical and atypical child development (Fewell, 1982), family systems (Foster, Berger, & McLean, 1981), and medical and health problems of young children with disabilities or risk conditions (Beckman & Burke, 1984). Interventionists also must be able to conduct developmental assessments of and provide appropriate and effective services to children and their families (Bricker & Littman, 1982;Hanson, 1984).…”

Section: Program Componentsmentioning

confidence: 99%

Addressing State and Local Needs

Hanson¹,

Hanline²,

Petersen

1987

Topics in Early Childhood Special Education

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Personnel preparation in early childhood special education encompasses a wide range of competencies including typical and atypical child development, family services, program planning, assessment and program evaluation, and interagency coordination. This paper describes a graduate training program at San Francisco State University that prepares early childhood special education professionals to work with children with special needs from birth to 5 years and their families in a variety of settings. This interdisciplinary preservice training program was developed in response to identified state and local personnel preparation needs and is implemented through a combination of academic coursework and field-based experiences. The evaluation plan for this training program is outlined, and data on program outcomes are presented. These data reflect student satisfaction with the program, the utility of the program to graduates' subsequent job needs, and positive employer feedback on the skills of program graduates.

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“…Recently there has been an increase in the number of training programs designed specifically to prepare teachers to work with young handicapped children and their families. In spite of this, many of the personnel currently working in this field have not had formal academic preparation, and are not certified to work with handicapped infants or toddlers (Beckman & Burke, 1984;Bruder & McLean, in press). To offset this problem, federal and state agencies have been developing inservice training initiatives for upgrading the instructional skills of early childhood personnel.…”

mentioning

confidence: 99%

Special Education Practices with Young Handicapped Children

Mahoney

O’Sullivan

Fors

1989

Journal of Early Intervention

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A questionnaire was distributed to a representative sample of teachers of birth to six-year-old handicapped children from Connecticut. The questionnaire asked teachers to describe their current instructional practices, their attitudes related to these practices, and their perceptions of the factors that impeded their services. Teachers reported using a variety of curricula including test protocols, specially designed curricula for handicapped children, and traditional preschool curricula. Almost all teachers used IEPs, and the majority taught children in groups using structured didactic methods. Teachers felt that they were highly successful at achieving their instructional goals. They had very positive attitudes about their in. structional procedures which they felt did not impede their effectiveness as teachers. The implications of these findings for teacher training are discussed.

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Early-Childhood Special Education

Cited by 15 publications

References 15 publications

Issues Related to Developing State Certification Policies

Issues Related to Developing State Certification Policies

Addressing State and Local Needs

Special Education Practices with Young Handicapped Children

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