Building Belonging and Resilience

An Early Childhood Special Education Practicum Model to Support Teacher Preparation

Authors

  • Ya-Chih Chang California State University, Los Angeles https://orcid.org/0000-0003-3411-1123
  • Nancy Hunt California State University, Los Angeles
  • Anna Osipova California State University, Los Angeles

DOI:

https://doi.org/10.33043/aarkktn7e37

Keywords:

early childhood special education, fieldwork experience, relationship-based, teacher preparation

Abstract

Sufficient and meaningful clinical practice is a critical factor in special education teacher retention, yet it often occurs late in the credential programs and varies in quality. This article presents an early practicum model for early childhood special education (ECSE) candidates that introduces an earlier, structured fieldwork experience embedded within the coursework. The Relationship-Based Skill Building Model comprises six key components: reflective readings and assignments, professional development, on-site supervision and coaching, peer support and teaming, small- and large-group discussions, and individual feedback. The practicum model emphasizes relationship-based, culturally responsive strategies and builds on candidates’ social-emotional competence, fostering peer relationships that may become protective factors contributing to retention in the field. The model, which can be generalized across content areas, offers a developmental approach to workforce preparation that aims not only to meet teacher competencies but also to promote long-term persistence and resilience in the field of special education.

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Author Biographies

Ya-Chih Chang, California State University, Los Angeles

Ya-Chih Chang, Ph.D., is a Professor in the Department of Special Education and Counseling at California State University, Los Angeles. She has over 20 years of experience working with caregivers, early interventionists, and early childhood educators in supporting young children who are at risk or with disabilities using evidence-based practices. Her research focuses on the implementation of evidence-based interventions in under-resourced and underserved communities and teacher education.

Nancy Hunt, California State University, Los Angeles

Dr. Nancy Hunt is a Professor Emerita in the Department of Special Education and Counseling at California State University, Los Angeles. She has worked with young children and families throughout a long career, with special interests in the long-term effects of prematurity and early language and literacy.

Anna Osipova, California State University, Los Angeles

Dr. Anna Osipova is an Associate Professor in the Department of Special Education and Counseling at California State University, Los Angeles. Dr. Osipova has extensive experience as a K-12 special educator, having worked in public schools for over a decade. Her research and courses that she teaches focus on language and literacy development, language and literacy-based interventions for diverse multilingual students with disabilities, and professional training for special education teachers.  

Cover of Journal of Special Education Preparation

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Published

03/18/2026

How to Cite

Chang, Y.-C., Hunt, N., & Osipova, A. (2026). Building Belonging and Resilience: An Early Childhood Special Education Practicum Model to Support Teacher Preparation. Journal of Special Education Preparation. https://doi.org/10.33043/aarkktn7e37

Issue

Advanced Online Publications

Section

Open Submission

License

Copyright (c) 2026 Ya-Chih Chang, Nancy Hunt, Anna Osipova

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.