Abstract
To meet the critical need for early intervention/early childhood special education (EI/ECSE) personnel in rural areas, the Rural Early Intervention Training Project was developed. The content of this program was designed to assist students in developing competencies in 8 areas, with an emphasis on practicum activities in the rural locale. University professors traveled to a designated rural community to conduct coursework each month, and a practicum supervisor observed students bi-monthly. Project evaluation results suggested student acquisition of intervention skills and high student satisfaction with coursework, supervisors, and instructors. In addition, results on the Early Intervention Self-Rating Instrument (Ryan-Vincek & Losardo, 1987) reflected a significant positive linear trend in students' self-ratings for 14 of 16 ratings.
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