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Journal of Early Intervention
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Itinerant Early Childhood Special Education Services

Service Delivery in One State

LAURIE A. DINNEBEIL

University of Toledo

WILLIAM F. McINERNEY

University of Toledo

JEANETTE ROTH

Norwalk City Schools

VIDYA RAMASWAMY

University of Toledo

This article describes a survey of itinerant early childhood special education teachers in one state. Itinerant teachers address the Individualized Education Program (IEP) goals and objectives of children who receive special education services in their homes or in a community-based program. Itinerant teachers who responded to this survey identified a range of strategies they use as part of their jobs. Most of the strategies identified as frequently used involve providing direct services to children. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for general education teachers or parents. Itinerant teachers reported being satisfied with their job and were generally welcomed in classrooms and homes.

Journal of Early Intervention, Vol. 24, No. 1, 35-44 (2001)
DOI: 10.1177/105381510102400106
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[Abstract] [PDF]