Multi-component professional development for early interventionists.

Yıl 2019, Cilt: 11 Sayı: 1, 52 - 63, 30.06.2019

Christine M. Spence Rosa Milagros Santos

https://doi.org/10.20489/intjecse.585390

Öz

An evaluation was conducted of
the Partnering for Success: Foundational Institute offered through the Early
Intervention Training Program at the University of Illinois, the state-funded
professional development provider for Part C. The evaluation examined
facilitators and barriers to changes in participants’ practices in working with
families in the early intervention system. Data were also gathered on the
efficacy of the training components used during the 4-day, multi-component
linked series. Participants reported that teaming and collaboration were
effective facilitators for change, and administrative issues served as barriers
to change. Participants also reported that group discussions and videos were
the most effective components that assisted in changing practices.

Anahtar Kelimeler

early intervention, Part C, professional development, family, teaming

Destekleyen Kurum

Office of Special Education Programs, U.S. Department of Education

Proje Numarası

H325D110037

Teşekkür

The authors would like to express profound thanks to the Early Intervention Training Program at the University of Illinois and the participants in the Partnering for Success: Foundational Institute. This re-search was supported in part by funding from the Office of Special Education Prog-rams, U.S. Department of Education: Project Blend (H325D110037). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.

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