The challenges of itinerant early childhood special education: The perspectives of practitioners

Abstract

Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} ECSE teachers who serve as itinerants face professional challenges that can differ from their classroom-based colleagues. The purpose of this study was to understand the kinds of challenges that itinerant ECSE teachers from one state face. A content analysis of comments related to professional challenges yielded six themes that focused on logistics, caseload, confidence and competence, characteristics of teachers, parents, or early childhood programs, accessing resources and professional support, and meeting the needs of specific children. Most of the comments centered on the characteristics of teachers, parents or early childhood programs. Implications for future research include the need for replication with other groups of itinerant teachers. Implications for practice focus on the need to better prepare ECSE teachers for roles as itinerants.