早期干预/早期儿童特殊教育标准:发展、使用和未来展望

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2023-04-22 DOI:10.1177/02711214231165192

V. Stayton, Jennifer L. Kilgo, Eva M. Horn, Peggy Kemp, M. Bruder

{"title":"早期干预/早期儿童特殊教育标准:发展、使用和未来展望","authors":"V. Stayton, Jennifer L. Kilgo, Eva M. Horn, Peggy Kemp, M. Bruder","doi":"10.1177/02711214231165192","DOIUrl":null,"url":null,"abstract":"Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future\",\"authors\":\"V. Stayton, Jennifer L. Kilgo, Eva M. Horn, Peggy Kemp, M. Bruder\",\"doi\":\"10.1177/02711214231165192\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-04-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214231165192\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214231165192","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

专业标准确定了未来的教育工作者在完成高等教育机构(IHE)的学习项目后应该知道和能够做什么。在特殊儿童委员会(CEC)的支持下，首个独立的早期干预/早期儿童特殊教育(EI/ECSE)标准于2020年获得批准。在本文中，我们(a)讨论了当前背景下独立的EI/ECSE标准的基本原理;(b)简要介绍各项标准;(c)概述这些标准是如何制订的;(d)为人事系统开发领域提供远景和指导，以确保在职前和在职准备、IHE项目认证、跨学科合作、研究和开发以及政策和宣传方面应用EI/ECSE标准。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future

Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.