Supporting Early Childhood Special Education Personnel for Itinerant Service Delivery Through a State-Level Technical Assistance Project

2011 ◽  
Vol 32 (4) ◽  
pp. 367-380 ◽  
Author(s):  
Chelie Nelson ◽  
David P. Lindeman ◽  
Vera Lynne Stroup-Rentier
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Service Delivery ◽  
Technical Assistance ◽  
Early Childhood Special Education ◽  
State Level ◽  
Education Personnel ◽  
Special Education Personnel ◽  
Assistance Project

Technology in Early Childhood Special Education - Access for Rural Programs

1989 ◽  
Vol 9 (4) ◽  
pp. 21-24 ◽  
Author(s):  
Andrea M. Lazzari ◽  
Mary Wilds
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Computer Technology ◽  
Technical Assistance ◽  
Special Educators ◽  
Early Childhood Special Education ◽  
Computer Skills ◽  
Education Programs ◽  
Education Access ◽  
Special Education Programs

As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.

A State System Framework for High-Quality Early Intervention and Early Childhood Special Education

2019 ◽  
Vol 40 (2) ◽  
pp. 97-109
Author(s):  
Christina Kasprzak ◽  
Kathleen Hebbeler ◽  
Donna Spiker ◽  
Katy McCullough ◽  
Anne Lucas ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Conceptual Framework ◽  
Technical Assistance ◽  
Early Childhood Special Education ◽  
State System ◽  
Self Assessment ◽  
High Quality ◽  
Critical Components

The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

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