Dinnebeil Laurie, Pretti-Frontczak Kristie, McInerney William
University of Toledo, Early Childhood, Physical, Special Education, Toledo, OH, USA.
Lang Speech Hear Serv Sch. 2009 Oct;40(4):435-45. doi: 10.1044/0161-1461(2008/08-0028). Epub 2008 Oct 24.
This article, written by experts in itinerant early childhood special education, describes and differentiates approaches to itinerant early childhood special education as a primary service delivery option. Consultative itinerant early childhood special education services, in particular, are a means of ensuring that young children with disabilities have access to the general early childhood curriculum as offered in community-based programs.
A discussion of the empirical literature that supports a consultative approach, literature that focuses on behavioral consultation and principles of distributed practice and embedded learning opportunities, is included. In addition, this article outlines a set of assumptions that program personnel make when implementing a consultative itinerant approach to service delivery. The need for and challenges associated with a consultative itinerant approach are discussed.
Itinerant early childhood special educators face similar challenges as speech-language pathologists with regard to providing high-quality interventions to children in inclusive settings.
本文由巡回幼儿特殊教育专家撰写，描述并区分了巡回幼儿特殊教育作为主要服务提供方式的方法。特别是咨询性巡回幼儿特殊教育服务，是确保残疾幼儿能够接触到社区项目中提供的一般幼儿课程的一种手段。
本文讨论了支持咨询方法的实证文献，重点关注行为咨询以及分布式实践和嵌入式学习机会的原则。此外，本文概述了项目人员在实施咨询性巡回服务提供方法时所做的一系列假设。还讨论了咨询性巡回方法的必要性和相关挑战。
在为融合环境中的儿童提供高质量干预方面，巡回幼儿特殊教育工作者面临着与言语病理学家类似的挑战。
