Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a his...

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Bibliographic Details
Published inTeacher education and special education Vol. 45; no. 2; pp. 101 - 122
Main Authors Mickelson, Ann M., Correa, Vivian I., Stayton, Vicki D.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2022
SAGE PUBLICATIONS, INC
Subjects
Access to Education
Advocacy
Childhood
Coordination
Disabilities
Early Childhood Education
Early Intervention
Educational Cooperation
Educational History
Educational Legislation
Educational Quality
Emotional intelligence
Equal Education
Federal Legislation
Historical analysis
Inclusion
Preservice Teacher Education
Special Education
Students with Disabilities
teacher preparation for inclusion
collaborative models of preparation
personnel preparation
early childhood education
early intervention/early childhood special education
blended preparation
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Summary:The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.
ISSN:0888-4064
1944-4931
DOI:10.1177/08884064211037377