Parent-implemented interventions and family-centered service delivery approaches in early intervention and early childhood special education

2019 ◽  
pp. 1-12 ◽  
Author(s):  
Sara Movahedazarhouligh
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Service Delivery ◽  
Early Childhood Special Education ◽  
Family Centered ◽  
Family Centered Service Delivery

The DEC Recommended Practices in Early Intervention/Early Childhood Special Education: Social Validation

2002 ◽  
Vol 25 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Mary E. McLean ◽  
Patricia Snyder ◽  
Barbara J. Smith ◽  
Susan R. Sandall
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education ◽  
Social Validation ◽  
Recommended Practices

Guidelines for Collaborating With Interpreters in Early Intervention/Early Childhood Special Education

2016 ◽  
Vol 21 (3) ◽  
pp. 170-184 ◽  
Author(s):  
Serra Acar ◽  
Patricia M. Blasco
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

2021 ◽  
pp. 088840642110373
Author(s):  
Ann M. Mickelson ◽  
Vivian I. Correa ◽  
Vicki D. Stayton
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Historical Analysis ◽  
Early Childhood Special Education ◽  
Call To Action ◽  
Social Foundations ◽  
Roles And Responsibilities ◽  
Collaborative Models ◽  
Strategic Coordination

The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

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