Date of Conferral

3-6-2024

Date of Award

March 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Joanna Karet

Abstract

Early childhood providers care for infants and toddlers with developmental delays and special needs in their programs and classrooms. This study addressed the problem that there is insufficient professional development (PD) training for early childhood providers working with infants and toddlers with special needs in inclusive settings. The purpose of this basic qualitative study was to understand what training early childhood providers report they have had, and what training early childhood providers perceive that they need to support infants and toddlers with special needs in inclusive settings. Using the whole teacher approach as the conceptual framework, the research questions explored participants’ PD experiences and PD needs. Data were collected via semistructured interviews of six participants who met the criteria of (a) being Early childhood providers, (b) having experience with children with special needs, and (c) participating in inclusive PD for this student population. Data analysis involved the use of a priori and open coding to identify codes, categories, and themes. The emergent six themes were (a) format of PD; (b) collaboration with families and colleagues; (c) influence of PD on beliefs and self-confidence; (d) ongoing, systemic content related to special needs; (e) supervision and systems of collegial collaboration; and (f) factors affecting adoption of new practices. The findings of this study may contribute to positive social change by informing education stakeholders of the PD and support needs for early childhood providers thereby strengthening knowledge and skills to enhance instruction and support for infants and toddlers with special needs and their families.

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