NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED544669
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-
Building Professional Development Partnerships for Inclusion. FPG Snapshot. Number 57. February 2009
FPG Child Development Institute
While inclusion is a legal mandate, most early childhood teacher preparation programs are not doing an adequate job of preparing students to teach and care for young children with disabilities. Even if changes were made today to teacher preparation programs, states would still have to play catch-up with the existing early childhood workforce. This means relying on ongoing professional development like inservice training, coaching, or consultation--a challenging prospect as many states have no unified professional development system for early childhood practitioners. Even fewer state professional development systems are cross-sector in nature, offering collaboration and supports across disciplines and roles. In 2001, FPG Child Development Institute's Natural Allies project set out to address these challenges. Natural Allies worked with states to enhance personnel preparation programs by growing the capacity of community college and university faculty, from early childhood and early childhood special education disciplines, to collaborate in preparing and supporting practitioners for early childhood inclusion. The lessons learned from Natural Allies are discussed in this document. (Contains 1 footnote.)
FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of North Carolina at Chapel Hill, FPG Child Development Institute
Identifiers - Location: Nebraska; North Dakota; Pennsylvania