scholarly journals Professional Development for Early Childhood Special Education Teachers: Based on Adult Learning Context and Perspectives

2014 ◽  
Vol 16 (1) ◽  
pp. 385-404 ◽  
Author(s):  
Kim, Byungkeon ◽  
박유정
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Adult Learning ◽  
Special Education Teachers ◽  
Early Childhood Special Education ◽  
Learning Context

Authentically Preparing Early Childhood Special Education Teachers to Partner with Families

2020 ◽  
Vol 48 (6) ◽  
pp. 767-779
Author(s):  
Jennifer Call Jones ◽  
Patricia Korzekwa Hampshire ◽  
Andrea P. McDonnell
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Early Childhood Special Education

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

2017 ◽  
Vol 40 (1) ◽  
pp. 87-103 ◽  
Author(s):  
Christan Grygas Coogle ◽  
Jennifer R. Ottley ◽  
Naomi L. Rahn ◽  
Sloan Storie
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Single Case ◽  
Communication Strategies ◽  
Early Childhood Special Education ◽  
Single Case Design ◽  
Communication Difficulties ◽  
Multiple Probe ◽  
Case Design

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

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.

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