ERIC Number: ED421848
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Preparation of Personnel To Provide Early Intervention Services to Infants and Toddlers with Disabilities: Essential Early Education Reach Out Program. Final Report.
Vermont Univ., Burlington. Univ. Affiliated Program of Vermont.
This final report describes the activities and outcomes of a federally funded project that was designed to increase the availability of graduate level Essential Early Educators in Vermont who can: (1) provide integrated, family-centered, early childhood special education services to young children with disabilities and their families; (2) provide direct and consultative services across home, center, and inclusive community-based settings; (3) work with other agencies and disciplines to implement a comprehensive, coordinated system of services; and (4) assume the multiple education and leadership roles required for coordinating, implementing, and evaluating early childhood special education services in rural, sparsely populated settings. The project established and maintained a representative statewide Advisory Council to oversee activities related to Vermont's goals of establishing a unified system of early care, education, and intervention services. The project also succeeded in recruiting 28 participants from Head Start, Parent-Child Centers, child care, preschool and kindergarten programs to train to become Essential Early Educators. Appendices include the training strand for a master's in special education with an emphasis in Essential Early Education, and the training strand for a master's in special education with an emphasis in leadership. (CR)
Descriptors: Agency Cooperation, Delivery Systems, Disabilities, Early Childhood Education, Early Intervention, Graduate Study, Higher Education, Infants, Integrated Services, Interdisciplinary Approach, Leadership Training, Masters Programs, Postsecondary Education, Preservice Teacher Education, Rural Environment, Special Education Teachers, State Agencies, State Programs, Teacher Recruitment, Toddlers, Training Methods
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Vermont Univ., Burlington. Univ. Affiliated Program of Vermont.
Identifiers - Location: Vermont