Preservice Training of Pediatric Residents and Early Interventionists: The Early Intervention Specialist Project. Final Report.

Autor/in	Bruder, Mary Beth
Institution	Connecticut Univ. Health Center, Farmington.
Titel	Preservice Training of Pediatric Residents and Early Interventionists: The Early Intervention Specialist Project. Final Report.
Quelle	(2000), (419 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Certification; Course Content; Disabilities; Early Childhood Education; Early Intervention; Family Needs; Infants; Interdisciplinary Approach; Mentors; Pediatrics; Portfolio Assessment; Postsecondary Education; Practicums; Preservice Teacher Education; Teacher Competencies; Toddlers; Training Methods; Young Children; Connecticut + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Kursprogramm; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Toddler; Toddlers; Kleinkind; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Klinische Sozialpädiatrie; Portfoliobeurteilung; Post-secondary education; Tertiäre Bildung; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Infants; Didaktik; Trainingsmaßnahme; Frühe Kindheit
Abstract	This final report discusses the activities and outcomes of the Early Intervention Specialist Program, a preservice personnel preparation project designed to develop, implement, and evaluate a new interdisciplinary certificate/credential process for early interventionists providing services within Connecticut's early intervention system. The certificate program consisted of 15 credit hours, 9 credits of coursework and 6 credit hours of supervised practicum experience. The course content of the project contained three modules: families of infants and toddlers, interventions through teaming and interagency collaborations, and systems change. The second feature consisted of a supervised practicum experience based upon a series of 41 competency-based tasks used to measure the trainee's acquisition and application of critical content taught in the modules. These competencies included areas such as family and child assessment, Individualized Family Service Plan development, child intervention and service delivery, assistive technology, community resources, teaming, and interagency collaborations. An important feature of the program was the identification of peer mentorships as an effective method of training. The report discusses project goals and objectives, theoretical frameworks, logistical problems, results, and impact. Extensive appendices include information on curriculum content, competencies, supervisory materials, training manuals, and evaluation instruments. (Contains 46 references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC