A r c h i v e d  I n f o r m a t i o n

An Advisory committee made up of University of Vermont faculty and community members prepare Early Intervention Specialists to Serve Infants, Toddlers and Preschoolers At-Risk or With Identified Disabilities and Their Families Within Rural Vermont.

What types of interprofessional activities occur?

In the community:

Sites are chosen for their transdisciplinary nature. The integration that occurs on site involves students using their previously acquired skills in conjunction with knowledge derived from the program to serve community members.

In the degree program:

The Master's program intentionally recruits and accepts people who have a variety of professional backgrounds (physical therapy, speech therapy, nursing, and early childhood education) who are trained to be early interventionists. The integration occurs at the classroom-level where students are encouraged to share the expertise that they've gained in previous professional areas. Every student must integrate what they know to serve the community.

How is the community served?

The program provides family-centered, integrated early childhood special education services to young children and their families within community settings. The program also prepares professionals from within the community (already employed in human and social services) and those who come from various professional backgrounds to focus on family-centered special education services.

How do schools participate?

The schools serve as sites for practical experience and co-supervise students.

How long has the interprofessional development program been operating?

The program has been in existence for six years.

What clinical experiences are offered?

Practicum sites are chosen based upon their transdisciplinary nature. Every student must use her previously acquired and newly gained knowledge to serve children and their families within the community.

How is the program evaluated?

Evaluations are conducted on a number of levels. Students evaluate faculty and their practical experience. Family members (in families that are practicum sites) evaluate students on their abilities to be family-centered in their service provision. School administrators evaluate students on their performances within the schools. The advisory committee uses all of this evaluation material to make formative changes in the program.

Contact Person(s):

Karla Hull, Training Project Coordinator
Early Childhood Training Team
499C Waterman Building
University of Vermont
Burlington, VT 05405
(802) 656-4031 (Phone)

[University of Southern California Interprofessional Initiative: Los Angeles, California]

[The Institute for Educational Renewal at Miami University: Miami (of Ohio) University: Oxford, Ohio]