The Role of Theory in the Preparation of Professionals in Early Childhood Special Education

Abstract

The purpose of this paper is to examine the role that theory-based research plays in educational practices in early childhood special education. Knowledge generated through basic research must be translated for use by teachers; this translation is a responsibility that the research and development process in early childhood special education shares with basic and applied researchers from other disciplines. When research is translated, it becomes a part of teacher education programs and serves as one source of knowledge upon which teachers may base their actions with young children with handicaps or their families. A surface understanding of theory-based knowledge will have greatest relevance for teachers during the preservice and induction phase of their careers, with practical knowledge and a deeper understanding of theory-based knowledge playing a greater role later in their careers. It is proposed that the role of teacher education is to provide teachers with skills to (a) construct their “personalized theories” of educational practices that are effective in specific situations with specific children and families and (b) evaluate the accuracy of their theories. Implications for teacher education and educational reform are discussed.