TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

2007 ◽  
Vol 26 (3) ◽  
pp. 3-15 ◽  
Author(s):  
Pamela Deardorff ◽  
Gary Glasenapp ◽  
Mark Schalock ◽  
Tom Udell
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Development Program ◽  
Early Childhood Special Education ◽  
Cost Effective ◽  
Professional Development Program ◽  
Learning Needs ◽  
Or Education ◽  
Suburban Communities

This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth Aylward ◽  
Cathrine Neilsen-Hewett
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Childhood Education ◽  
Children With Asd ◽  
Education And Care ◽  
Targeted Professional Development

Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

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