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A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education

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Title: A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education
Language: English
Authors: Bricker, Diane D., Felimban, Huda S., Lin, Fang Yu, Stegenga, Sondra M. (ORCID 0000-0002-3873-1488), Storie, Sloan O'Malley (ORCID 0000-0003-3981-1794)
Source: Topics in Early Childhood Special Education. Feb 2022 41(4):240-252.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Early Intervention, Early Childhood Education, Special Education, Students with Disabilities, Educational Legislation, Federal Legislation, Equal Education, Caregivers, Cooperation, Program Implementation
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act, Individuals with Disabilities Education Act Part C
DOI: 10.1177/0271121419890683
ISSN: 0271-1214
Abstract: Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of principles and practices that are essential for teams and programs to employ if they are to ensure effective and sustained change. Despite the recognized complexity of collaboration in EI/ECSE, few systems frameworks have been proposed that organize the essential components of effective collaboration. We offer a framework that defines the core components of collaboration in EI/ECSE. The proposed system further identifies and operationalizes the infrastructure and practices associated with the components and the levels of action at which these practices operate.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325661
Database: ERIC
FullText Text:
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  Data: A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education
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  Data: <searchLink fieldCode="AR" term="%22Bricker%2C+Diane+D%2E%22">Bricker, Diane D.</searchLink><br /><searchLink fieldCode="AR" term="%22Felimban%2C+Huda+S%2E%22">Felimban, Huda S.</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Fang+Yu%22">Lin, Fang Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Stegenga%2C+Sondra+M%2E%22">Stegenga, Sondra M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3873-1488">0000-0002-3873-1488</externalLink>)<br /><searchLink fieldCode="AR" term="%22Storie%2C+Sloan+O'Malley%22">Storie, Sloan O'Malley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3981-1794">0000-0003-3981-1794</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. Feb 2022 41(4):240-252.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Label: Laws, Policies and Program Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink><br /><searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act+Part+C%22">Individuals with Disabilities Education Act Part C</searchLink>
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  Data: 10.1177/0271121419890683
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  Data: 0271-1214
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  Data: Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of principles and practices that are essential for teams and programs to employ if they are to ensure effective and sustained change. Despite the recognized complexity of collaboration in EI/ECSE, few systems frameworks have been proposed that organize the essential components of effective collaboration. We offer a framework that defines the core components of collaboration in EI/ECSE. The proposed system further identifies and operationalizes the infrastructure and practices associated with the components and the levels of action at which these practices operate.
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  Data: 2022
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  Data: EJ1325661
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        Value: 10.1177/0271121419890683
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 240
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      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Special Education
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      – SubjectFull: Individuals with Disabilities Education Act
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      – SubjectFull: Individuals with Disabilities Education Act Part C
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      – TitleFull: A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education
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