A Theory to Practice Model

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  • Title: A Theory to Practice Model: Clinical University School Lab Partnerships to Prepare Early Intervention Specialists
  • Author(s): Rebecca Panagos, Kelly Hantak, Maria Lindsay
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Early Childhood Learning
  • Keywords: Early Interventions, Autism, Sensory Impairments, Field Experience, Preservice, Professional Development Schools, Teacher Preparation
  • Volume: 19
  • Issue: 1
  • Date: March 06, 2013
  • ISSN: 2327-7939 (Print)
  • ISSN: 2327-8722 (Online)
  • DOI: https://doi.org/10.18848/2327-7939/CGP/v19i01/48441
  • Citation: Panagos, Rebecca , Kelly Hantak, and Maria Lindsay. 2013. "A Theory to Practice Model: Clinical University School Lab Partnerships to Prepare Early Intervention Specialists." The International Journal of Early Childhood Learning 19 (1): 29-38. doi:10.18848/2327-7939/CGP/v19i01/48441.
  • Extent: 10 pages

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Abstract

The increasing prevalence of children born prematurely with low birth weights and co-occurrence of one or more developmental disabilities propels the need for the development of highly specialized personnel preparation programs in the field of early interventions. This paper reports a practice focus on one university’s response to meet the need for teacher training and development through a collaborative partnership with an inclusive early childhood agency. The partnership allows a hands-on experience for graduate students who are interested in focusing on the areas of children with autism and sensory impairments (visual and hearing impairments). Following a review of current practices in higher education institutions for early intervention personnel preparation in the United States, the paper highlights a brief history of early education initiatives, the response of national and state funded programs to provide family-centered practices, and the incorporation of clinical experiences demonstrating evidence-based practices in natural settings. Offering a case study of perspectives on teacher training and development, this paper is co-authored by a university professor, clinical supervising child development therapist, and graduate early intervention candidate.