The challenges of itinerant early childhood special education: The perspectives of practitioners

Year 2019, , 18 - 30, 30.06.2019

Laurie A. Dınnebeıl Gwen Weber William F. Mcınerney

https://doi.org/10.20489/intjecse.583501

Abstract

ECSE teachers who
serve as itinerants face professional challenges that can differ from their
classroom-based colleagues. The purpose of this study was to understand the
kinds of challenges that itinerant ECSE teachers from one state face. A content
analysis of comments related to professional challenges yielded six themes that
focused on logistics, caseload, confidence and competence, characteristics of
teachers, parents, or early childhood programs, accessing resources and
professional support, and meeting the needs of specific children. Most of the
comments centered on the characteristics of teachers, parents or early
childhood programs. Implications for future research include the need for
replication with other groups of itinerant teachers. Implications for practice
focus on the need to better prepare ECSE teachers for roles as itinerants.

Keywords

consultation, coaching, early childhood inclusion, itinerant services

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