The Georgia Higher Education Consortium: A Model for Linking Early Intervention Faculty

Abstract

The adequate and timely preparation of personnel to provide mandated family-centered services to young children with disabilities and their families is an important challenge to those working in the field of Early Intervention (EI) under the Individuals with Disabilities Education Act (IDEA). This challenge is particularly critical to those working in rural states where medical and professional expertise may be concentrated in limited areas of the state. This paper provides a description of a model for and evaluation of a Higher Education Consortium (HEC) in EI. The HECs purpose is to stimulate the growth and development of pre-service training in early intervention across multiple disciplines and universities throughout a largely rural state. A two-factor evaluation plan used both quantitative and qualitative data. The authors used two survey instruments to gather quantitative data, while a focus group provided participants an opportunity to intensely reflect and comment on the HEC and its progress and outcomes. HEC faculty members from across the state reported benefits from participation in the HEC. These included development and implementation of coursework in EI, development of interdisciplinary collaborative relationships, and an increased knowledge of state resources. Faculty respondents reported that their participation in the HEC was associated with enhanced knowledge relative to early intervention content, children with disabilities, best practice in early intervention, and best practice in personnel training. HEC members identified parent involvement in personnel preparation as a priority for future HEC efforts.