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ERIC Number: ED481562
Record Type: RIE
Publication Date: 2003-Aug
Pages: 79
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
New Scripts for 21st Century Services: An Innovative Model for Supporting Change & Reform in Interprofessional Preservice Training. Final Report.
Catlett, Camille; Winton, Pamela J.
This final report describes activities and accomplishments of a federally supported four-year project to enhance and implement an innovative model for interprofessional preservice training of early childhood intervention personnel. The New Scripts model is specifically committed to three areas of personnel development: supporting opportunities for early childhood and early intervention colleagues to work collaboratively; increasing the participation of individuals representing cultural and linguistic diversity; and encouraging the participation of community college representatives. The project prepared teams of higher education faculty, family members, practitioners, and agency representatives from nine states to serve as leaders in providing early childhood and early intervention training in their states. A total of 389 state level early childhood and early intervention leaders with personnel preparation responsibilities and 145 interdisciplinary team members participated directly in New Scripts activities. Documented benefits of participation included: (1) statistically significant increases in faculty knowledge and skills in early intervention content and training strategies; greater faculty commitment to participating in community-based inservice and technical assistance activities; (3) higher quality preservice and inservice training; and (4) increased linkages among state agencies, institutions of higher educations, and consumers. Three appendices provide measures used by the project. (Contains 23 references.) (DB)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.