ERIC Number: ED451656
Record Type: Non-Journal
Publication Date: 2001-Jan
Reference Count: N/A
Early Intervention Preservice Preparation: Program Evaluation and Reflections. Master's Personnel Prep Program. Final Report.
Bricker, Diane; Squires, Jane
This final report discusses the activities and outcomes of the early intervention interdisciplinary preservice program at the University of Oregon. This master's degree program used both "measurement of" and "reflection about" preservice efforts to address important questions regarding program effectiveness and identify important program characteristics related to positive student outcomes. Students in the program completed a common core of foundation and early intervention courses, participated in a variety of early intervention practica experiences, and attended a weekly practica-methods seminar. A competency-based approach was used to organize the course work content, plan practica activities, and direct, monitor, and evaluate students activities. The general goal of this competency-based personnel preparation program was to prepare students from a variety of backgrounds to provide quality intervention services to infants and young children at risk, or who have disabilities, and their families. Program evaluation data indicate students and supervisors recognized growth in knowledge and skills across competency areas. The report describes the program, reviews the specific evaluation tools used to measure program effectiveness, and shares the evaluation results across a 5-year period. In addition, the report highlights program components that were considered to be critical in relationship to positive student outcomes. (Contains 26 references.) (CR)
Descriptors: Curriculum Design, Disabilities, Early Intervention, Graduate Study, Higher Education, Infants, Interdisciplinary Approach, Knowledge Base for Teaching, Preservice Teacher Education, Program Evaluation, Teacher Education, Toddlers
Early Intervention Program, College of Education, University of Oregon, 5253 University of Oregon, Eugene, OR.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.