Preparing Early Interventionists to Implement Family-Centered Practices

Autor/inn/en	Hile, Kimberly A.; Milagros Santos, Rosa; Hughes, Mary-alayne
Titel	Preparing Early Interventionists to Implement Family-Centered Practices
Quelle	In: Journal of Early Childhood Teacher Education, 37 (2016) 4, S.314-330 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Intervention; At Risk Persons; Disabilities; Family Needs; Family Programs; Early Childhood Education; Preschool Teachers; Teaching Methods; Online Surveys; Focus Groups; College Graduates; Attitude Measures; Program Effectiveness; Masters Degrees; Likert Scales; Coding; Teacher Education Programs; Mixed Methods Research + Suchen Sie Ihr Suchwort? Risikogruppe; Handicap; Behinderung; Family program; Familienprogramm; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulabsolvent; Hochschulabsolventin; Likert-Skala; Codierung; Programmierung
Abstract	The reauthorization of IDEA in 1997 placed greater emphasis on providing early intervention services to the family unit versus solely focusing on children with disabilities or children who are at risk for disabilities. Due to the shift from child-focused services to family-focused services, the need to implement family-centered practices became apparent. This study explored the experiences of graduates of an early intervention/early childhood special education personnel preparation program to gain an understanding of the factors that facilitate implementation of family-centered practices. Results from an online survey and focus groups revealed that the graduates, in general, held positive beliefs about partnering with families, and there were several program components that facilitated the implementation of family-centered practices. Implications are described for advancing the knowledge base about preparing students to work in the field of early intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01