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Advancing Comprehensive Early Childhood Intervention
Session 5
ECI INFRASTRUCTURE Topic - Personnel Preparation
p5.05 Early Childhood Special Education Leaders (ECSEL): Scholar Perspectives of a Personnel Preparation Model Presenting Author: Cynthia C. Baughan (USA) Affiliation: Anderson University Co-Author: Laura McCorkle This presentation reports on a personnel preparation program designed to prepare early intervention/early childhood special education (EI/ECSE) practitioners. This program was specifically designed to prepare master’s level practitioners to be: 1. instructional leaders who provide high quality evidence-based assessment and instructional interventions; 2. family advocates and partners who assist, support, and partner with families of young children with disabilities; 3. professional leaders who collaborate with, lead, and train other early intervention personnel on issues related to EI/ECSE interventions; and 4. action researchers who consume, apply, and generate research related to interventions with young children with disabilities and their families. Presenters will share a description of the program’s design and findings from program evaluation data. These findings include lessons learned across four cohorts of scholars based on their reported experiences and perspectives, and recommendations for designing and implementing a similar program. p5.06 Experiences of the Swedish Doctoral Program towards Early Interventions 2018-2025: Implementation, Achievements, Lessons for the Future Presenting Author: Eva Siljehag (Sweden) Affiliation: Stockholm University Co-Authors: Mara Westling Allodi, Sven Bölte, Mats Granlund The research school towards early interventions is a multidisciplinary and multisite program that received funding from the Swedish Research Council with the aim to develop courses and supervise students working on early intervention projects in early childhood education. It was the first time that the discipline of Special Education received a grant of this type in Sweden; early intervention in early childhood education was underdeveloped and the grant was a great opportunity to make the field grow. Ten PhD students have been enrolled in the program and several others have been involved. The aim of the poster is to describe the implementation of the PhD program, the curriculum developed, to report quantitative and qualitative analyses of achievements in terms of these published articles, and some preliminary evaluations of the impact of the school both in research and professional training. Based on these experiences recommendations for future efforts are provided.
p5.07 Infant & Early Childhood Mental Health: Advancing Practices in Personnel Preparation Presenting Author: Sondra M. Stegenga (USA) Affiliation: University of Utah Co-Authors: Susan Johnston, Meridith Karppinen, Alysse Loomis
Twenty percent of children ages 0-6 have mental health or behavioral health needs (Cree et al., 2018). In addition, suspension and expulsion in early childhood intervention settings continues to be a concern with disproportionate impacts on children of color who experience greater expulsion rates. Despite these concerns, EI/ECSE teachers continue to cite inadequate preservice training focused on social emotional (SE), mental health, and behavior related needs. The importance of teacher competence in supporting the development of social emotional skills through cross-disciplinary collaboration is outlined clearly in DEC Recommended Practices (i.e., INT 1-5, TC1, TC2). Therefore, preservice training must include addressing early social emotional skills, including infant/EC mental health, as well as the cross-disciplinary collaboration necessary for optimally meeting these needs. Therefore, this session discusses an innovative cross- disciplinary approach to preservice training between EI/ECSE teachers and social workers focused on better addressing EC mental health, SE development, and diverse child/family needs.
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