Early Childhood Special Educators Reflect on their Preparation and Practice-Reference-Cited by-同舟云学术

Early Childhood Special Educators Reflect on their Preparation and Practice

Published:2004-04 Issue:2 Volume:27 Page:190-201
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

Lava Valerie F.¹,Recchia Susan L.²,Giovacco-Johnson Tricia²

Affiliation:

1. School of Education, Department of Teaching and Learning, Long Island University–The Brooklyn Campus.

2. Program in Early Childhood Special Education, Department of Curriculum and Teaching, Teachers College, Columbia University.

Abstract

Twenty-five recent graduates of a Master's Program in Early Childhood Special Education participated in focus group interviews designed to explore their perceptions and experiences regarding their first years of practice in urban schools. Findings revealed that participants faced many challenges including collaboration with colleagues, seeking and finding support, working with complex family issues, and dealing with the demands of a large bureaucratic system. Implications for personnel preparation programs are discussed and recommendations are provided, focusing on the needs of early childhood special education teachers.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/088840640402700209

Reference33 articles.

1. Negotiating the challenges of the “survival” stage of professional development

2. Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of Special and General Education Teachers from a National Perspective

3. The Shortage of Fully Certified Teachers in Special and General Education

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