Using Case Method of Instruction Effectively in Early Intervention Personnel Preparation

Snyder, Patricia; McWilliam, P. J.

doi:10.1097/00001163-200310000-00003

Cited by 28 publications

(26 citation statements)

References 6 publications

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“…As Snyder and McWilliam (2003) Before the ecomap video was shown, a presentation about the need to develop the ecomap and the steps for conducting an ecomap were discussed. Trainees were asked to draw an ecomap as the parent on the video discussed her formal and informal supports.…”

Section: A Training Program On Iep/ifsp' Objectives Quality 12mentioning

confidence: 99%

A Training Program to Improve IFSP/IEP Goals and Objectives Through the Routines-Based Interview

Boavida

Aguiar

McWilliam

2013

Topics in Early Childhood Special Education

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The authors describe a training program designed to improve the knowledge and skills of early childhood interventionists. Within the context of using the Routines-Based Early Intervention approach, this training focused on improving the quality of goals and objectives on individualized plans, through the Routines-Based Interview. We structured the training around five face-to-face sessions and a follow up 3 months later. Here, we describe the development of the program, its content and methods, and the results on improvement of the goals and objectives with 80 professionals. These participants had completed the training, provided pre-training data, and provided post-training data. Results showed that the training described here had the desired very large effect: Quality ratings of goals and objectives increased by over three standard deviations. A Training Program on IEP/IFSP' Objectives Quality, 4A Training Program to Improve IFSP/IEP Goals and Objectives Through the Routines-Based InterviewPractices often do not match philosophies about family centeredness and functionality in early childhood intervention (ECI;Campbell & Halbert, 2002). Certain professional activities can, however, bring those philosophies to life. We propose a training program as a promising solution for bridging the gap between philosophy and practice.ECI has come to be defined as a family-centered endeavor, which means practitioners are expected to interact with families in a friendly and supportive manner, are expected to give families opportunities to make meaningful decisions about how ECI helps them, and are expected to address family-level needs (McWilliam, 2010a). Consistent with this approach has been an understanding that children learn in the contexts that their families and other caregivers, such as teachers, provide (Dunst, Bruder, Trivette, & Hamby, 2006). Along with this routines-based approach to conceptualizing ECI (McWilliam, 2010b), theorists have pointed out that functional child skills are those that help the child participate in everyday activities, those that promote a normalization of child and family life, and those that capitalize on the many learning opportunities afforded by home and group-care routines (Dunst, Hamby, Trivette, Raab, & Bruder, 2000). The training program described here was aimed at promoting these concepts of family centeredness and functionality among early childhood interventionists in the Lisbon area. The Portuguese context is briefly described below, but the utility of this training is probably universal. For example, even though much of the supporting research was conducted in the U.S., European notions and policies about the importance of function and participation are quite sophisticated. IEP and IFSP in PortugalIn Portugal, young children with disabilities may receive either early childhood special education (ECSE) or ECI services, depending on their age, type of child care Research on Actual Practices in ECIIn a literature meta-analysis on family-centered practices, Dunst, Trivett...

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Section: A Training Program On Iep/ifsp' Objectives Quality 12mentioning

confidence: 99%

A Training Program to Improve IFSP/IEP Goals and Objectives Through the Routines-Based Interview

Boavida

Aguiar

McWilliam

2013

Topics in Early Childhood Special Education

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“…Case-based learning originally emerged in the legal, business, medical, and education fields as early as the 1800s (Snyder & McWilliam, 2003). In contrast to a more didactic, traditional learning model, using case materials toward integration tends to encourage more participation and critical thinking, and can increase discussion and collaborative analysis.…”

Section: Advocacy and Policy Practice In Social Workmentioning

confidence: 99%

A Case-based Collaborative Learning Model for Teaching Advocacy

Kilbane¹,

Freire²,

Hong³

et al. 2014

Social Work Education

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Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called 'Advocacy Week', which prepares students for a statewide NASWsponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.

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“…Pupils learn to identify the facts, understand the dynamics of the situation, define the problem, outline courses of action and evaluate. This method has been found to be effective in teacher education (Snyder & McWilliam, 2003).…”

Section: Reflections From the Usa: The Delivery Of Teacher Educationmentioning

confidence: 99%

TEACHER EDUCATION: Reflections upon teacher education in severe difficulties in the USA: shared concerns about quantity and quality

Jones¹,

West²

2009

British J Special Edu

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In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers are discussed in the context of policy and practice in the USA. Reflections related to teacher education delivery in the USA, in terms of case-based learning and distance education, for example, and the content of teacher education courses, for example, in terms of helping teachers to understand the needs of pupils with learning difficulties and the promotion of evidence-based practices, are discussed. Phyllis Jones and Elizabeth West suggest that their reflections can contribute to continuing discussions about teacher education in the UK for teachers who work with pupils with severe and profound learning difficulties.

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Using Case Method of Instruction Effectively in Early Intervention Personnel Preparation

Cited by 28 publications

References 6 publications

A Training Program to Improve IFSP/IEP Goals and Objectives Through the Routines-Based Interview

A Training Program to Improve IFSP/IEP Goals and Objectives Through the Routines-Based Interview

A Case-based Collaborative Learning Model for Teaching Advocacy

TEACHER EDUCATION: Reflections upon teacher education in severe difficulties in the USA: shared concerns about quantity and quality

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