Considerations in the Personnel Preparation of Itinerant Early Childhood Special Education Consultants

2004 ◽  
Vol 15 (2) ◽  
pp. 151-165 ◽  
Author(s):  
M. Diane Klein ◽  
Kathleen C. Harris
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Personnel Preparation

Personnel Preparation in Early Childhood Special Education: A Southern Perspective

1991 ◽  
Vol 12 (3) ◽  
pp. 3-8
Author(s):  
Tom Jambor ◽  
Richard M. Gargiulo ◽  
Marcy Guddemi ◽  
Mac H. Brown ◽  
Jim Campbell ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Personnel Preparation

Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood

2012 ◽  
Vol 32 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Deborah C. Cochran ◽  
Peggy A. Gallagher ◽  
Vicki D. Stayton ◽  
Laurie A. Dinnebeil ◽  
Karin Lifter ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education ◽  
Personnel Preparation

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.

Sign in / Sign up

Export Citation Format

Share Document