A theory to practice model: Clinical university school lab partnerships to prepare early intervention specialists
The International Journal of Early Childhood Learning
The increasing prevalence of children born prematurely with low birth weights and co-occurrence of one or more developmental disabilities propels the need for the development of highly specialized personnel preparation programs in the field of early interventions. This paper reports a practice focus on one university's response to meet the need for teacher training and development through a collaborative partnership with an inclusive early childhood agency. The partnership allows a hands-on experience for graduate students who are interested in focusing on the areas of children with autism and sensory impairments (visual and hearing impairments). Following a review of current practices in higher education institutions for early intervention personnel preparation in the United States, the paper highlights a brief history of early education initiatives, the response of national and state funded programs to provide family-centered practices, and the incorporation of clinical experiences demonstrating evidence-based practices in natural settings. Offering a case study of perspectives on teacher training and development, this paper is co-authored by a university professor, clinical supervising child development therapist, and graduate early intervention candidate.
Panagos, Rebecca; Hantak, Kelly; and Lindsay, Maria, "A theory to practice model: Clinical university school lab partnerships to prepare early intervention specialists" (2013). Faculty Scholarship. 227.