Interdisciplinary perspectives in early intervention: Professional development in multiple disabilities through distance education

Author(s): Chen, Deborah; Klein, M. Diane; Minor, Lavada;
Date Issued: April 2009
Description: A description of the development, implementation, and evaluation of an online professional development course designed to acquaint early intervention workers with the work of specialists from several health- and development-related disciplines
show entire record ↓
Funder(s): Special Education Programs (U.S.)
Journal Title: Infants and Young Children
Volume Number: 22
Issue Number: 2
Page Range: 146-158
Topics: Child Care & Early Education Provider Workforce > Education, Certification, & Credentialing

Programs, Interventions & Curricula > Interventions/Curricula > Special Needs Children
Country: United States
States: CALIFORNIA
ISSN: 0896-3746 Paper
1550-5081 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Interdisciplinary doctoral leadership training in early intervention: Considerations for research and practice in the 21st century Other
Fostering wisdom-based action through web 2.0 communities of practice: An example of the early childhood family support community of practice Reports & Papers
Collaboration of teacher education and child disability health care: Transdisciplinary approach to inclusive practice for early childhood pre-service teachers Reports & Papers
Toward evidence-based literacy interventions for children with severe and multiple disabilities Reports & Papers
Implementing Te Whariki as postmodernist practice: A perspective from Aotearoa/New Zealand Other

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate