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

Yıl 2019, , 18 - 30, 30.06.2019

Laurie A. Dınnebeıl Gwen Weber William F. Mcınerney

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

Öz

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.

Anahtar Kelimeler

consultation, coaching, early childhood inclusion, itinerant services

Kaynakça

• Artman-Meeker, K. M., & Hemmeter, M. L. (2013). Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in Early Childhood Special Education, 33(2), 112-123. doi: 10.1177/0271121412447115
• Barnett, W. S., Carolan, M. E., Fitzgerald, M. J., & Squires, M. J. H. (2012). The state of preschool 2012. National Institute for Early Education Research, 6.
• Bredekamp, S. (1993). The relationship between early childhood education and early child-hood special education: Healthy marriage or family feud? Topics in Early Childhood Special Education, 13(3), 258-273. doi: 10.1177/027112149301300305
• Buysse, V., West, T., & Hollingsworth, H. (2009). Why program quality matters for early childhood inclusion: Recommendations for professional development. National Professional Development Center on Inclusion. (ERIC Document Reproduction Service No. ED530291).
• Chang, F., Early, D.M., & Winton, P. J. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27, 110-124. doi: 10.1177/105381510502700206
• Clough, P., & Nutbrown, C. (2004). Special educational needs and inclusion: Multiple perspectives of preschool educators in the UK. Journal of Early Childhood Research, 2(1), pp. 191 – 211. doi: 10.1177/1476718X04043015
• Dinnebeil, L. A., & McInerney, W. F. (2011). A guide to itinerant early childhood special education services. Baltimore, MD: Brookes Publishing Company.
• Dinnebeil, L. A., McInerney, W. F., Roth, J., & Ramaswamy, V. (2001). Itinerant early child-hood special education services: Service delivery in one state. Journal of Early Intervention, 24(1), 35-44. doi: 10.1177/105381510102400106
• Dinnebeil, L., McInerney, W., & Hale, L. (2006). Understanding the roles and responsibilities of itinerant ECSE teachers through Delphi research. Topics in Early Childhood Special Education, 26 (3), 153-166. doi: 10.1177/02711214060260030301
• Downer, J. T., Locasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development, 20(3), 431-455. doi: 10.1080/10409280802688626
• Early, D. M., & Winton, P. J. (2001). Preparing the workforce: Early childhood teacher preparation at 2-and 4-year institutions of higher education. Early Childhood Research Quar-terly, 16(3), 285-306. doi: 10.1016/S0885-2006(01)00106-5
• Fox, L., Hemmeter, M. L., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31(3), 178-192. do: 10.1177/0271121411404440
• Fyssa, A., Vlachou, A., & Avramidis. E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223-237. doi: 10.1080/09669760.2014.909309
• Grace, R., Llewellyn, G., Wedgwood, N., Fenech, M., & McConnell, D. (2008). Far from ide-al: Everyday experiences of mothers and early childhood professionals negotiating an inclusive early childhood experience in the Australian context. Topics in Early Childhood Special Education, 28(1), 18-30. doi: 10.1177/0271121407313525
• Harris, A. M., & Cancelli, A. A. (1991). Teachers as volunteer consultees: Enthusiastic, will-ing, or resistant participants? Journal of Educational and Psychological Consultation, 2(3), 217-238. doi: 10.1207/s1532768xjepc0203_2
• Johnson, L. J., Pugach, M. C., & Hammitte, D. J. (1988). Barriers to effective special education consultation. Remedial and Special Education, 9(6), 41-47. doi: 10.1177/074193258800900609
• Krippendorff, K. (2012). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
• Maxwell, K.L., Lim, C-I, & Early, D.M. (2006). Early childhood teacher preparation programs in the United States: National Report. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute
• Mitchell, A. (2009). Quality rating and improvement systems as the framework for early care and education system reform. Retrieved from http://buildinitiative.org/WhatsNew/ViewArticle/tabid/96/smid/412/ArticleID/496/Default.aspx
• Odom, S.L., & Diamond, K.E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3–26. doi: 10.1016/S0885-2006(99)80023-4
• Region 1 Office of Child Care and the National Infant and Toddler Child Care Initiative (2011). A guide to effective consultation with settings serving infants, toddlers, and their families: Core knowledge, skills, and dispositions. Washington, DC: U.S. Department of Human Services, Administration for Children, Youth and Families.
• Sheridan, S. M., Clarke, B. L., Knoche, L. L., & Pope Edwards, C. (2006). The effects of conjoint behavioral consultation in early childhood settings. Early Education and Development, 17(4), 593-617. doi: 10.1207/s15566935eed1704_5
• Zellman, G.L. & Perlman, M. (2008). Child-care quality rating and improvement systems in five pioneer states: Implementation issues and lessons learned. Santa Monica, CA: RAND Corporation, http://www.rand.org/pubs/monographs/MG79.