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Project Direct Connections: Preparing Itinerant Early Childhood Special Education Teachers to Work with Others

 

Laurie Dinnebeil

Department of Early Childhood Education, Higher Education & Special Education

University of Toledo MS 954, Tel: 419 530 4118, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Abstract

As early childhood inclusion becomes a reality for many children, families, and professionals, it is increasingly important that early childhood/special education (ECSE) teachers have the requisite knowledge and skills to work effectively with other adults.  Unfortunately, most ECSE teachers receive very little preparation as part of their preservice education program. The purpose of Project DIRECT Connections (PDC) was to prepare itinerant ECSE teachers to work effectively with other adults such as parents and general education teachers (e.g., preschool teachers, childcare providers) through a consultative service delivery model.  PDC provided a two-year, part-time online program of study that included opportunities to develop and enhance the knowledge and skills itinerant teachers need to work effectively with other adults. Self-report, pre/post measures completed by the candidates demonstrated significant increases in their knowledge and skills related to effective consultation, coaching, and communication skills.

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Keywords:  professional development, teaming and collaboration, early childhood inclusion

Citation: Dinnebeil, L. (2017) Project Direct Connections: Preparing Itinerant Early Childhood Special Education Teachers to Work with Others. Journal of Pedagogy and Educational Management 1, pp.45-58

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