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CREST | Research
IES awards College researchers $4.8 million/5 years to create a new doctoral training program for educational scientists
CIRGE | Research
CIRGE has been busy: its 5-Years Out study drew wide attention and it has hosted three int'l workshops on PhD education...
Research
Projects
Project Title: Teachers Without Classrooms
COE Investigators: Susan Sandall
Start/End Dates: 2001 – Ongoing
Increasing numbers of early intervention and early childhood special education teachers work as itinerant or consulting teachers. They may assist communitybased teachers and child care providers who include young children with disabilities in their classrooms and programs. Little is known about the roles and responsibilities of these itinerant/consulting teachers. Most were prepared to teach children in classrooms, yet their current positions require that they spend most of their time working with other adults and working with a variety of programs and agencies. The purpose of this project is to gain a deeper understanding of this model of early intervention/early childhood special education. Activities include interviews with itinerant teachers, their supervisors and the recipients of their services, and intervention studies to determine the effectiveness of the Building Blocks approach to consultation with communitybased teachers.
Selected related publications
Sandall, S.R., Schwartz, I.S., et. al., (2002). Building Blocks for Teaching Preschoolers with Special Needs. Baltimore: Paul Brookes.
Sandall, S.R., Schwartz, I.S., & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children 4(3), 3-9.
Projects
