EI/ECSE Personnel Practice-Based Preparation Standards: What Are They Good for?

Q3 Social Sciences Young Exceptional Children Pub Date : 2022-07-12 DOI:10.1177/10962506221111189

Eva‐Maria Horn, M. Purcell, Susan M. Connor, V. Stayton, L. Dejong

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引用次数: 1

Abstract

119 Vol. 25, No. 3, September 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506221111189 DOI: 10.1177/10962506221111189 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood Latest News: The Council for Exceptional Children (CEC), in partnership with CEC’s Division for Early Childhood (DEC), releases the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ ECSE) (birth through age 8) in 2020 (See Table 1). As DEC members received the news, much celebration was heard. These standards represent the first standards to focus specifically on the preparation of early interventionists and early childhood special educators who work with young children ages birth through 8 who have or are at-risk for developmental delays and disabilities and their families, across home, classroom, and community settings. While celebrating, members representing a variety of roles and perspectives also contemplated just exactly how these standards might fit into their work.

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EI/ECSE人员基于实践的准备标准:它们有什么好处?

119第25卷第3期，2022年9月https://doi.org/10.1177/10962506221111189DOI:10.1177/10962506221111189 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部最新消息：特殊儿童委员会（CEC）与CEC幼儿部（DEC）合作，2020年发布了《早期干预医生/幼儿特殊教育工作者（EI/ECE）（出生至8岁）基于初始实践的专业准备标准》（见表1）。当DEC成员收到这个消息时，人们听到了很多庆祝的声音。这些标准是第一个专门关注早期干预主义者和幼儿特殊教育者的准备工作的标准，他们在家庭、课堂和社区环境中为出生至8岁的有或有发育迟缓和残疾风险的幼儿及其家人工作。在庆祝的同时，代表各种角色和观点的成员们也在思考这些标准如何融入他们的工作。

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

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期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.