A GUIDE TO Itinerant Early Childhood Special Education Services

About the Authors

Laurie A. Dinnebeil

Laurie A. Dinnebeil, Ph.D., Professor and Judith Daso Herb Chair, ECE, Judith Herb College of Education, University of Toledo.

Dr. Laurie Dinnebeil is a professor of inclusive early childhood education with extensive experience in itinerant early childhood special education (ECSE) service delivery. She has taught various undergraduate and graduate courses related to early childhood education and ECSE and has secured more than $6 million in funding.

William F. McInerney

William F. McInerney, Ph.D., Professor of Special Education, Judith Herb College of Education, University of Toledo.

Dr. McInerney teaches graduate-level courses in ECSE and has managed multiple grants to support the training of ECSE teachers and early intervention personnel. He has coordinated statewide professional development programs and presented work at various conferences.

Foreword

The role of itinerant early childhood special education (IECSE) providers has evolved significantly. Children with disabilities are increasingly served in inclusive settings, necessitating new professional roles. Dinnebeil and McInerney’s work provides vital insights on IECSE services, clarifying misconceptions about these roles and emphasizing the partnerships that are key to effective service delivery.

Preface

IECSE services are increasingly vital for supporting young children with disabilities within community settings. Despite the growing prevalence, the role of itinerant educators remains poorly defined. This book aims to provide insights into the roles of IECSE teachers and offers a framework for effective service delivery that includes coaching and consultation.

Acknowledgments

The authors acknowledge numerous individuals who have contributed to the development of this text, recognizing the value of collaborative efforts in advancing the practice of consultation in early childhood special education.

Chapter 1: Introduction to Itinerant Early Childhood Special Education Services

Early childhood inclusion allows every infant and young child, regardless of ability, to participate fully in their families and communities. IECSE teachers work with children aged 3-5 in various settings, providing essential support and consultation to parents and teachers to promote inclusive practices.

What Are Itinerant Early Childhood Special Education Services?

IECSE services can be provided directly to children or on a consultative basis with educators. This includes services in community preschool programs or at home, emphasizing the importance of developing strong partnerships among teachers, parents, and specialists.

Where Are Itinerant Early Childhood Special Education Services Provided?

IECSE services are influenced by legislation stipulating that children must be educated in the least restrictive environment. Accurate data on these services has been difficult to obtain, but awareness of the need for effective programming has grown.

The Structure of This Book

The book covers various chapters detailing the roles of IECSE teachers, discussing models for effective service delivery, and providing logistical guidance for implementing these services in different settings. It aims to inform and equip practitioners with the tools necessary to enhance the inclusion and support provided to young children with disabilities.

Contents

1. Introduction to Itinerant Early Childhood Special Education Services
2. The Rationale for Consultation in IECSE Services
3. Essential Roles of IECSE Teachers
4. The IECSE Teacher as Consultant
5. The IECSE Teacher as Coach
6. The IECSE Teacher as Assessor
7. The IECSE Teacher as Service Coordinator
8. The IECSE Teacher as Team Member
9. A Model for Providing Itinerant Services: Gathering Information and Planning for Intervention
10. A Model for Providing Itinerant Services: Coaching, Consultation, and Evaluation
11. Pulling It All Together: A Case Study
12. Logistics of Providing Itinerant Services

Appendix

• A: Sample Letters of Introduction and Administrative Agreements
• B: Sample Forms
• C: Professional Development

References

[References to be included based on content]

Index

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