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ERIC Number: EJ946959
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1090-1027
Supporting Early Childhood Special Education Personnel for Itinerant Service Delivery through a State-Level Technical Assistance Project
Nelson, Chelie; Lindeman, David P.; Stroup-Rentier, Vera Lynne
Journal of Early Childhood Teacher Education, v32 n4 p367-380 2011
An itinerant service delivery model takes early intervention and special education services to environments where young children with disabilities participate in their communities. Reconciliation of the mismatch that often occurs between recommended and actual practice requires support at all levels of the service delivery system, including professional development systems. The purpose of this article is to reflect on the use of a state-level technical assistance project as it relates to support and training for the provision of itinerant ECSE service. Those who provide professional development activities have a responsibility to ensure they apply research-based, adult learning principles that will effectively expand the knowledge and skills of those they seek to support and train. This article discusses the results of focus groups that were held to gather information related to training and supports early childhood professionals believed they would need to implement itinerant models that better reflected recommended practices. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A