Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Chang, F.
Right arrow Articles by Winton, P. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education

Florence Chang

FPG Child Development Institute, University of North Carolina at Chapel Hill, chang{at}mail.fpg.unc.edu

Diane M. Early

FPG Child Development Institute, University of North Carolina at Chapel Hill

Pamela J. Winton

FPG Child Development Institute, University of North Carolina at Chapel Hill

The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher's role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special educationlearly intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special educationlearly intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.

Journal of Early Intervention, Vol. 27, No. 2, 110-124 (2005)
DOI: 10.1177/105381510502700206
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 LSHSSHome page
L. Dinnebeil, K. Pretti-Frontczak, and W. McInerney
A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community
Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 435 - 445.
[Abstract] [Full Text] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
M. J. Baker-Ericzen, M. Garnand Mueggenborg, and M. M. Shea
Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion: What Factors Are Associated With Change?
Topics in Early Childhood Special Education, February 1, 2009; 28(4): 196 - 208.
[Abstract] [PDF]