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Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation

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Title: Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation
Language: English
Authors: Maria L. Hugh, Kathleen Tuck, Alana Schnitz, Lisa Didion, Andrea Nelson
Source: Journal of Special Education Preparation. 2024 4(1):36-46.
Availability: Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; email: odslibs@bsu.edu; Web site: bsu.edu/library
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Higher Education
Postsecondary Education
Descriptors: Special Education, Early Childhood Education, Intervention, Preservice Teacher Education, Data Use, Decision Making, Competency Based Teacher Education, Teaching Methods, Special Needs Students, Learning Processes, Student Needs
ISSN: 2768-1432
Abstract: Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally recommended practices (Division of Early Childhood [DEC], 2014) and teacher preparation standards (DEC, 2020) provide the frameworks for early childhood special education training. However, guidance on intensifying individualized instructional practices and supports is needed. The intensive intervention taxonomy (Fuchs et al., 2017) offers educators guidance on improving the effectiveness and intensity of interventions for K-12 students for whom current approaches are unsuccessful. However, more guidance is needed on intensifying instruction in early childhood (0-8 years old). To offer support to early intervention/ early childhood special education (EI/ECSE) education preparation programs, we offer an adapted version of the taxonomy that is transformed into competencies that EI/ECSE educators with expertise in supporting young children with high-intensity needs. We ground these competencies in a strengths-based (Wehmeyer, 2019), culturally responsive approach to learning and instruction (Gay, 2010). Next, we aligned these competencies with critical features of early childhood (e.g., naturalistic instruction, family partnerships, DAP). We offer these competencies and a sample program of study to ensure EI/ECSE educators are equipped with intensification competencies through their pre-service preparation to support all young children, including those with high-intensity support needs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432844
Database: ERIC
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  Data: Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation
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  Data: <searchLink fieldCode="AR" term="%22Maria+L%2E+Hugh%22">Maria L. Hugh</searchLink><br /><searchLink fieldCode="AR" term="%22Kathleen+Tuck%22">Kathleen Tuck</searchLink><br /><searchLink fieldCode="AR" term="%22Alana+Schnitz%22">Alana Schnitz</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Didion%22">Lisa Didion</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Nelson%22">Andrea Nelson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Preparation%22"><i>Journal of Special Education Preparation</i></searchLink>. 2024 4(1):36-46.
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  Data: Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; email: odslibs@bsu.edu; Web site: bsu.edu/library
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  Data: 2768-1432
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  Data: Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally recommended practices (Division of Early Childhood [DEC], 2014) and teacher preparation standards (DEC, 2020) provide the frameworks for early childhood special education training. However, guidance on intensifying individualized instructional practices and supports is needed. The intensive intervention taxonomy (Fuchs et al., 2017) offers educators guidance on improving the effectiveness and intensity of interventions for K-12 students for whom current approaches are unsuccessful. However, more guidance is needed on intensifying instruction in early childhood (0-8 years old). To offer support to early intervention/ early childhood special education (EI/ECSE) education preparation programs, we offer an adapted version of the taxonomy that is transformed into competencies that EI/ECSE educators with expertise in supporting young children with high-intensity needs. We ground these competencies in a strengths-based (Wehmeyer, 2019), culturally responsive approach to learning and instruction (Gay, 2010). Next, we aligned these competencies with critical features of early childhood (e.g., naturalistic instruction, family partnerships, DAP). We offer these competencies and a sample program of study to ensure EI/ECSE educators are equipped with intensification competencies through their pre-service preparation to support all young children, including those with high-intensity support needs.
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      – Text: English
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        PageCount: 11
        StartPage: 36
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      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Intervention
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Data Use
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      – SubjectFull: Decision Making
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Student Needs
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    Titles:
      – TitleFull: Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Pre-Service Preparation
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