Using the EI/ECSE Personnel Preparation Standards to Inform In-Service Professional Development in Early Intervention

Q3 Social Sciences

Young Exceptional Children Pub Date : 2022-07-01 DOI:10.1177/10962506221108952

S. Tomchek, S. Wheeler

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引用次数: 0

Abstract

146 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 3, September 2022 https://doi.org/10.1177/10962506221108952 DOI: 10.1177/10962506221108952 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2022 Division for Early Childhood The US Department of Education, Office of Special Education Programs (OSEP) recently deemed a state Part C Program as “Needs Intervention,” the lowest performance rating. The early intervention system (EIS) was over budget and failed to meet several compliance indicators, as well as child and family outcomes targets on the State Performance Plan/ Annual Performance Report (SPP/ APR). Targets for timely access to eligibility and/or early intervention (EI) services and seamless transition to Part B were not met for significant populations of children. These factors served as the call to action for systemic change. The state program, organized through regional networks with dedicated intake, evaluation/ assessment, and service coordination, offered comprehensive EI services through a variety of community agencies by a cross-disciplinary group of vendor-based providers. The independent and regional nature of the state system provider pool created challenges for consistency in the EI service delivery. The state program convened a diverse stakeholder group of EI providers, families, and community partners to articulate a new vision that prioritized family-centered practices; individualized, evidence-based 1108952 YECXXX10.1177/10962506221108952Young Exceptional ChildrenProfessional Preparation Standards Informed In-Service PD / Tomchek and Wheeler research-article2022

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使用EI/ECSE人员准备标准为早期干预的在职专业发展提供信息

146青少年例外儿童第25卷，第3期，2022年9月https://doi.org/10.1177/10962506221108952DOI:10.1177/10962506221108952 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2022幼儿部美国教育部特殊教育项目办公室（OSEP）最近将州C部分项目视为“需要干预”，这是最低的绩效评级。早期干预系统（EIS）超出预算，未能达到几个合规指标，以及国家绩效计划/年度绩效报告（SPP/APR）中的儿童和家庭结果目标。大量儿童没有实现及时获得资格和/或早期干预服务以及无缝过渡到B部分的目标。这些因素呼吁采取行动进行系统性变革。该州计划通过专门的招生、评估/评估和服务协调的区域网络组织，由供应商组成的跨学科提供者小组通过各种社区机构提供全面的EI服务。国家系统提供商池的独立性和区域性对EI服务提供的一致性提出了挑战。该州计划召集了一个由EI提供者、家庭和社区合作伙伴组成的多元化利益相关者小组，以阐明一个优先考虑以家庭为中心的做法的新愿景；个性化、循证1108952 YECXXX10.1177/10962506221108952年轻特殊儿童在职知情专业准备标准PD/Tomchek和Wheeler研究2022

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

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.