Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings

Authors

DOI:

https://doi.org/10.33043/a4yz726r

Keywords:

field experience, early childhood special education, teacher preparation

Abstract

Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge Project, Getting Started Early, Peer Coaching to Increase Naturalistic Developmental Behavioral Interventions, and University Supervisors Coaching Teacher Candidates: Supporting Young Bi/Multilingual Children with Disabilities. Although there is variety in the settings and effective practices supported through these field placements, performance feedback and collaboration are clear themes across models.

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Published

05/01/2024

How to Cite

McLeod, R., Chai, Z., Malmburg, D. B., Chang, Y.-C., Hunt, N., O’Grady, C., … Bhattashali, A. (2024). Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings. Journal of Special Education Preparation, 4(1), 86–97. https://doi.org/10.33043/a4yz726r

Issue

Section

Special Issue on Early Childhood