The Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) represent the first formal standards to focus specifically on the preparation of early interventionists and early childhood special educators who work with young children ages birth through 8 years of age who have or are at-risk for developmental delays and disabilities and their families, across home, classroom and community settings. These standards build on the history of EI/ECSE as an integrative but unique field of study, policy, research, and practice and emphasize the unique skills and knowledge required for specialization in working with young children and their families.
These standards are designed for candidates in their first special education preparation program. These programs may be at the bachelor’s, post-baccalaureate, or master’s level. The development of both was guided by a paper prepared by CEC’s Standards Framing Paper Workgroup: Shaping the Future of Special Education: Framing CEC’s Professional Preparation Standards, which recommended that the standards:
These standards are designed for candidates in their first special education preparation program. These programs may be at the bachelor’s, post-baccalaureate, or master’s level. The development of both was guided by a paper prepared by CEC’s Standards Framing Paper Workgroup: Shaping the Future of Special Education: Framing CEC’s Professional Preparation Standards, which recommended that the standards:
- Are practice-based
- Focus on in-depth candidate proficiency
- Form the foundation for future professional development
- Address diverse populations with individual differences and needs
- Promote continuous improvement of professional preparation programs
- Clearly articulate the expectations for a well-prepared special educator with stakeholders
The new standards reflect many hours of support from CEC’s DEC EI/ECSE Standards Development Task Force (SDTF). Gratitude for this historic work is offered to the Standards Development Task Force but also to those who paved the way, over decades of passion for the work, and to all members and partners for your feedback and ideas, your vision paved the way forward.
Standards Development Task Force (SDTF)
Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators
- Eva Horn, Committee Chair; University of Kansas
- Erin Barton; Vanderbilt University
- Susan Connor; University of Illinois at Urbana-Champaign
- Natalie Danner; University of Nebraska-Kearney
- Lorraine DeJong; Furman University
- Christy Hooser; Eastern Illinois University
- Jennifer Kilgo; University of Alabama at Birmingham
- Hailey Love; University of Nevada, Las Vegas
- Ann Mickelson; University of North Carolina-Charlotte
- Jeanette McCollum; University of Illinois at Urbana-Champaign
- Megan Purcell, Purdue University
- Sandra Robbins Amante; University of West Georgia*
- Cynthia Vail; University of Georgia
- Serena Wheeler; University of Louisville
- Hasan Zaghlawan; University of Northern Colorado
* The Standards Development Task Force would like to recognize Sandra Robbins Amante, Ph.D., who is no longer with us. Her work as part of this group and her dedication to high-quality preparation of early interventionists and early childhood special educators have made this work possible.
Publications
The tradition of early childhood personnel preparation standards alignment analysis
Ann Mickelson, Vicki Stayton, Lynette Chandler, Katy Green, Natalie Danner, Cindy Vail, Judy Swett, Hazel Jones, Sandy Robbins
Journal for Early Childhood Teacher Education, vol. 44(2), 2023, pp. 199-215
Position Statement Executive Summary: Personnel Standards in Early Childhood Special Education
Vicki Stayton, Linda Flynn-Wilson, Harriet Able, Natalie Danner, Lorraine Dejong, Cori Hill, Eva Horn, Hailey Love, Jennifer Kilgo, Ann Mickelson, Mary Murray, Sandy Hess Robbins, Christine Marvin, Cynthia Vail, Pam Winton
Division for Early Childhood, 2017
Position Statement: Personnel Standards in Early Childhood Special Education
Vicki Stayton, Linda Flynn-Wilson, Harriet Able, Natalie Danner, Lorraine Dejong, Cori Hill, Eva Horn, Hailey Love, Jennifer Kilgo, Ann Mickelson, Mary Murray, Sandy Hess Robbins, Christine Marvin, Cynthia Vail, Pam Winton
Division for Early Childhood, 2017
