ERIC Number: EJ1448208
Record Type: Journal
Publication Date: 2024-Nov
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: EISSN-1538-4845
Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future
Vicki D. Stayton; Jennifer Kilgo; Eva Horn; Peggy Kemp; Mary Beth Bruder
Topics in Early Childhood Special Education, v44 n3 p195-205 2024
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.
Descriptors: Standards, Early Intervention, Early Childhood Education, Special Education, Preservice Teacher Education, Inservice Teacher Education, Accreditation (Institutions), Interdisciplinary Approach, Research and Development, Educational Policy, Advocacy
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A