Araştırma Makalesi
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Erken müdahale ve okul öncesi özel eğitim uygulayıcılarının güven ve yeterliliklerinin değerlendirilmesi

Yıl 2011, Cilt: 3 Sayı: 1, 13 - 37, 01.03.2011
https://doi.org/10.20489/intjecse.107944

Öz

1800'den fazla 0-3 yaş çocuklarıyla çalışan erken müdahale uygulayıcıları ve 3-5 yaş çocuklarına hizmet sağlayan okul öncesi özel eğitim uygulayıcıları altı farklı tür uygulamayı kullanmada (aile merkezli uygulamalar, ekip oluşturma ve işbirliği, ölçme ve değerlendirme, Bireyselleştirilmiş Aile Hizmet Planları [IFSPs] ve Bireyselleştirilmiş Eğitim Planları [IEPs], eğitimsel uygulamalar, doğal ortamlar ve kaynaştırma) yeterliliklerini ve güvenlerini kendi kendilerine değerlendirmiştir. Katılımcılar sınıf ve özel eğitim öğretmenleri, konuşma, iş ve fizyo terapistleri ve psikologlar ve sosyal çalışmacılardan oluşmaktadır. Sonuçlar neredeyse tüm analizlerde, uygulamacıların kendilerini aile ve çocuklarla gerçekleştirdikleri uygulamaları kullanmada yeterli olmaktan daha fazla emin olarak değerlendirdiklerini göstermiştir. Hep birlikte bulgular, uygulamacıların erken müdahale ve okul öncesi özel eğitim yeterliliklerini değerlendirmedeki benzerlikleri ve farklılıkları üzerine ilk veri setini oluşturmaktadır. Araştırma ve uygulama için yansımalar açıklanmıştır.

Kaynakça

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  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
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Confidence and Competence Appraisals of Early Intervention and Preschool Special Education Practitioners

Yıl 2011, Cilt: 3 Sayı: 1, 13 - 37, 01.03.2011
https://doi.org/10.20489/intjecse.107944

Öz

More than 1,800 early intervention practitioners serving birth to 3 year old children and preschool special education practitioners serving 3 to 5 year old children made self-judgments of their competence and confidence in using six different kinds of practices (family-centered practices, teaming and collaboration, assessment and evaluation, IFSPs and IEPs, instructional practices, and natural environments and inclusion). The participants include regular and special education teachers, speech, occupation and physical therapists, and psychologists and social workers. Results showed that in nearly all analyses, the practitioners judged themselves as more confident than competent in using the practices with children and families regardless of discipline. The findings taken together constitute the first set of data on the similarities and differences in practitioners' appraisals of their early intervention and preschool special education capabilities. Implications for research and practice are described.

Kaynakça

  • Abbitt, J. T., & Klett, M. D. (2004). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, 6, 28-42.
  • Bailey, D. B., Jr., Simeonsson, R. J., Yoder, D. E., & Huntington, G. S. (1990). Preparing professionals to serve infants and toddlers with handicaps and their families: An integrative analysis across eight disciplines. Exceptional Children, 57, 26-35.
  • Bailey, D. B., Jr.,, & Simeonsson, R. J. (1988). Family assessment in early intervention. Columbus, OH: Merrill.
  • Bailey, D. B., Palsha, S. A., & Huntington, G. S. (1990). Preservice preparation of special educators to serve infants with handicaps and their families: Current status and training needs. Journal of Early Intervention, 14, 43-54.
  • Ballantyne, R., Hansford, B., & Packer, J. (1995). Mentoring beginning teachers: A qualitative analysis of process and outcomes. Educational Review, 47, 297-307.
  • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 200-239). New York: Cambridge University Press.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bennett, T., Lingerfelt, B. V., & Nelson, D. E. (1990). Developing individualized family support plans: A training manual. Cambridge, MA: Brookline Books.
  • Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Erlbaum.
  • Bruder, M. B. (1993). The provision of early intervention and early childhood special education within community early childhood programs: Characteristics of effective service delivery. Topics in Early Childhood Special Education, 13, 19- 37.
  • Bruder, M. B. (1994). Working with members of other disciplines: Collaboration for success. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.
  • Bruder, M. B. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention, 21, 177-186.
  • Bruder, M. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20, 105-116, 122.
  • Bruder, M. B., & Dunst, C. J. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25, 25-33.
  • Bruder, M. B., & Stayton, V. (2006). The center to inform personnel preparation and practice in early intervention and preschool education: Study VI. Training and technical assistance survey of Part C & 619 coordinators. Retrieved May 10, 2009, http://www.uconnucedd.org/per_prep_center/Presentations/Presentation%20Stud y%20VI%20Part%20C%20and%20619%20Training%20and%20TA%2011.07.p df. from
  • Burgess, K. A., Lundgren, K. A., Wills, J., & Pianta, R. C. (2001, April 17). Preschool teachers' self-reported beliefs and practices about literacy instruction: CIERA report. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. (ERIC Document Reproduction Service No. ED452513).
  • Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment (Quantitative Applications in the Social Sciences No. 17). Newbury Park, CA: Sage.
  • Cerit, Y. (2010). Teacher efficacy scale: The study of validity and reliability and preservice classroom teachers' self efficacy beliefs. Journal of Theory and Practice in Education, 6, 68-85.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.
  • Clever, A., Bear, G., & Juvonen, J. (1992). Discrepancies between competence and importance in self-perceptions of children in integrated classes. Journal of Special Education, 26, 125-138.
  • Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (1999, November). Learning professional competence and confidence: The link between instructional practices and learning gains for female and male students. Paper presented at the Twenty-ninth Annual ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico.
  • Corbell, K. A., Osborne, J. W., & Grable, L. L. (2008). Examining the performance standards for in-service teachers: A confirmatory factor analysis of the assessment of teachers' NETS-T expertise. Computers in the Schools, 25, 10-24.
  • Cripe, J. W., Hanline, M. F., & Daley, S. E. (1997). Preparing practitioners for planning intervention for natural environments. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 337-350). Baltimore: Brookes.
  • Delfin, P. E., & Roberts, M. C. (1980). Self-perceived confidence and competence as a function of training in the beginning graduate student in clinical psychology. Teaching of Psychology, 7, 168-171.
  • Doolittle, S. A., Dodds, P., & Placek, J. H. (1993). Persistence of beliefs about teaching during formal training of preservice teachers. Journal of Teaching in Physical Education, 12, 355-365.
  • Druckman, D., & Bjork, R. A. (Eds.). (1994). Learning, remembering, believing: Enhanced human performance. Washington, DC: National Academy Press.
  • Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106.
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  • McMullen, M. B. (1998). The beliefs and practices of early childhood educators: Does specialized preparation make a difference in adoption of best practices? International Journal of Early Childhood Education, 3, 5-30.
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  • Miller, P., & Stayton, V. (2000). Recommended practices in personnel preparation. In M. M. S. Sandall & B. Smith (Eds.), DEC recommended practices for early intervention / early childhood special education (pp. 77-88). Longmont, CO: Sopris West.
  • Moore, H. W., & Wilcox, M. J. (2006). Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics in Early Childhood Special Education, 26, 15-23.
  • Neisworth, J. T., & Bagnato, S. J. (2000). Recommended practices in assessment. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early intervention/early childhood special education (pp. 17-27). Longmont, CO: Sopris West.
  • Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (2003). Early intervention practices around the world. Baltimore: Brookes.
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  • Olson, J., Murphy, C. L., & Olson, P. D. (1998). Building effective successful teams: An interacting teaming model for inservice education. Journal of Early Intervention, 21, 339-349.
  • Pajares, F. (1997). Current directions in self-efficacy research. Advances in Motivation and Achievement, 10, 1-49.
  • Paris, S. G., & Winograd, P. (1998). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. In Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond: Information Series No. 376 (pp. 219-252). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment. (ERIC Document Reproduction Service No. ED427263).
  • Pretti-Frontczak, K., Giallourakis, A., Janas, D., & Hayes, A. (2002). Using a family- centered preservice curriculum to prepare early intervention and early childhood special education personnel. Teacher Education and Special Education, 25, 291- 297.
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  • Wagenaar, W., & Keren, G. (1986). Does the expert know? The reliability of predictions and confidence ratings of experts. In E. Hollnagel, G. Mancini, & D. D. Woods (Eds.), Intelligent decision support in process environments (NATO ASI Series: Computer and Systems Sciences, Vol. 21) (pp. 87-103). New York, NY: Springer.
  • Weintraub Moore, H., & Wilcox, M. (2006). AT and young children: Confidence, experience, and education of early intervention providers. Topics in Early Childhood Special Education, 26, 15-24.
  • Wilcox, M. J., Guimond, A., Campbell, P. H., & Moore, H. W. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 33-49.
  • Wing, L. (1989). The influence of preschool teachers' beliefs on young children's conceptions of reading and writing. Early Childhood Research Quarterly, 4, 61- 74.
  • Winton, P. J., McCollum, J. A., & Catlett, C. (Eds.). (1997). Reforming personnel preparation in early intervention: Issues, models, and practical strategies. Baltimore: Brookes.
  • Wolery, M. (1994). Instructional strategies for teaching young children with special needs. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 119-140). Washington, DC: National Association for the Education of Young Children.
  • Wolery, M., & Sainato, D. M. (1996). General curriculum and intervention strategies. In S. L. Odom & M. E. McLean (Eds.), Early intervention/early childhood special education: Recommended practices (pp. 125-158). Austin, TX: PRO-ED.
  • Wolfe, B. (1993). In-service best practices: Research on what works and what does not. Eau Claire, WI: Author.
Toplam 100 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mary Beth Bruder Bu kişi benim

Carl J. Dunst And Cristina Mogro-wilson Bu kişi benim

Carl J. Dunst Bu kişi benim

Yayımlanma Tarihi 1 Mart 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 3 Sayı: 1

Kaynak Göster

APA Bruder, M. B., Mogro-wilson, C. J. D. A. C., & Dunst, C. J. (2011). Confidence and Competence Appraisals of Early Intervention and Preschool Special Education Practitioners. International Journal of Early Childhood Special Education, 3(1), 13-37. https://doi.org/10.20489/intjecse.107944