ERIC Number: EJ785946
Record Type: Journal
Publication Date: 2003-Oct-1
Reference Count: 0
A Unified Theory of Practice in Early Intervention/Early Childhood Special Education: Evidence-Based Practices
Odom, S. L.; Wolery, M.
Journal of Special Education, v37 n3 p164-173 Oct 2003
Over the last decade, the field of early intervention/early childhood special education (EI/ECSE) has emerged as a primary service for infants and preschool children with disabilities and their families. Systems for providing early intervention for infants and toddlers exist in every state, and all state Departments of Education are responsible for special education for preschool children. In EI/ECSE, a unified theory of practice has emerged and draws from a range of psychological and educational theories. A strong, evidence-based set of practices that service providers and caregivers use to promote the development and well-being of infants and young children with disabilities and their families underlies this theory of practice. The purpose of this article is to describe the tenets of this theory and identify evidence-based practices associated with each.
Descriptors: Early Intervention, Educational Theories, Caregivers, Disabilities, Preschool Children, Infants, Special Education, Educational Research, Child Development, Well Being
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A