A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs

Abstract

ABSTRACT Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education’s integrated program and the program’s process to align coursework with both the Professional Standards and Competencies for Early Childhood Educators and Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators. We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE’s integrated program history, (c) our process for embedding standards, and (d) next steps.