ERIC Number: ED337963
Record Type: RIE
Publication Date: 1991-Jul
Reference Count: 0
Preparing Early Intervention Specialist To Service Newborn and Infant Children at Risk or with Identified Handicaps and Their Families within Rural Vermont. Final Report.
Fox, Wayne; Capone, Angela
The Preparation of Personnel To Provide Special Education and Related Service to Newborn and Infant Handicapped Children program of the University of Vermont offered interdisciplinary preservice programs to train Early Intervention Specialists at either the Master's level (36 credit hours) or the Certificate of Advanced Study level (30 credit hours). The training program prepared students to provide individualized, family-centered intervention services for newborns and infants who are at-risk or experience identified disabilities and their families; to implement individualized, family-centered services across hospital, home, and community settings; and to work with other agencies and disciplines to establish, coordinate, and evaluate comprehensive, interagency, interdisciplinary, early intervention service delivery systems with Vermont's rural communities. This final report describes practicum experiences, coursework, project accomplishments, and impact of training program activities beyond the university setting. A practicum manual is included in an appendix; this manual contains information about practicum sites, confidentiality agreements and other agreements, outlines for several practicum activities, grading procedures and evaluations, and an individual planning and progress chart. Other appendices contain sample program evaluation forms, consultation experience and family-based practicum outlines, and early intervention specialist competencies. (JDD)
Descriptors: At Risk Persons, Competency Based Teacher Education, Disabilities, Early Intervention, Family Programs, Graduate Study, Higher Education, Infants, Neonates, Practicums, Preschool Education, Preservice Teacher Education, Program Implementation, Records (Forms), Rural Areas, Rural Education, Special Education Teachers
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Vermont Univ., Burlington. Center for Developmental Disabilities.
Identifiers: University of Vermont; Vermont
Note: For related document, see EC 300 704.