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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ678703
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
Improving the Sensitivity and Responsivity of Preservice Teachers toward Young Children with Disabilities.
Rimm-Kaufman, Sara E.; Voorhees, Mary D.; Snell, Martha E.; La Paro, Karen M.
Topics in Early Childhood Special Education, v23 n3 p151-63 Fall 2003
This article provides a theoretical framework for teacher sensitivity and responsiveness, describes the evidence that supports this focus, and delineates the research, interventions, and challenges that bear upon the enhancement of teacher-child sensitivity and responsibility in early childhood special education. A pilot program for facilitating sensitive teacher-child interactions is discussed. (Contains references.) (Author/CR)
Descriptors: Classroom Communication, Disabilities, Early Childhood Education, Early Intervention, Interpersonal Communication, Interpersonal Competence, Preservice Teacher Education, Sensitivity Training, Teacher Education Programs, Teacher Role, Teacher Student Relationship
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Theme Issue: Assessment and Intervention Focused on Emergent Literacy.