Comments on: Developing & Promoting Early Intervention Expertise – What Interventionists Can Do

By: Dana Childress, M.Ed.

Dana Childress, M.Ed. — Tue, 24 Feb 2015 12:57:18 +0000

In reply to michelle.

I really like how you describe yourself as an early interventionist first. Wouldn’t it be something if we all looked at ourselves that way? I think that would promote more of a holistic view of the child’s development, if WE didn’t divide ourselves up into disciplines!

By: michelle

michelle — Mon, 23 Feb 2015 21:26:53 +0000

This was a great topic, being “new” to Early Intervention in VA, I struggled with identifying my role. I have a Masters in Early Childhood Special Education because of the license I am required to document 180 credits for licensure every 5 years. I tell parents that I am a Early Interventionist with a educator’s degree in Early Childhood Special Education. When I was teaching in the classroom, I did have a few parents asked me what my qualifications were since I was teaching their child. I created a bullet list of my education and professional experiences. At the beginning of the school year, each parent would receive a copy of the list, this also open the door to conversations with the parents about their child, concerns or other relevant opportunities. I consider myself to be life long learner always looking to further my knowledge in the early childhood special education/early intervention field.

By: Lori

Lori — Thu, 01 May 2014 19:28:54 +0000

The reflection about lifelong learning resonates throughout my entire philosophy & intrinsic value of teaching. When we teach families; we are asking them to being “lifelong learners” especially with a subject they likely never even intended to volunteer their interest towards. In classrooms; students are at the beginning of their “lifelong learning” experience. If a teacher or an educator does not consider oneself a lifelong learner than how can we ask that of someone else to receive from us?

By: Dana Childress, M.Ed.

Dana Childress, M.Ed. — Wed, 30 Apr 2014 18:51:12 +0000

In reply to Dylan_Rodgers.

Yes, Dylan, having an attitude and environment that supports continual learning is key. I’ve been part of journal discussion groups at work before that were actually pretty fun. It was great to share something that I was interested in AND be able to learn from others. We met over lunch once a month and took turns finding the article to share. It was a great way to build our team’s knowledge.

By: Dylan_Rodgers

Dylan_Rodgers — Wed, 30 Apr 2014 16:14:15 +0000

By developing on our own time we can then put what is learned into practice as well as share the information with other staff to help educate even when some individuals may not have the time to research the material but it can be shared in group, personal, or team settings to help influence other in a continually learning environment

By: Dana Childress, M.Ed.

Dana Childress, M.Ed. — Wed, 30 Apr 2014 12:24:14 +0000

In reply to sgoncalves.

You raise a great point about communication among professional team members. Making sure that everyone understands what their team members’ roles are is important. Awareness of and respect for team members’ expertise makes it much easier to communicate and trust them as you share responsibility for the child’s intervention. Without those things, it is so difficult to truly work together. Do you have any recommendations for how to build that trust and respect among team members?

By: sgoncalves

sgoncalves — Tue, 29 Apr 2014 20:22:56 +0000

Reflection #1- I strongly feel it is very important how you identify yourself starting at the first session with the family and also how you explain to the family what your role as the early interventionist will be regardless what your discipline is. I always make it clear to the family that even though I’m the primary provider (or the only one in some cases)that throughout their child’s EI services there maybe times that I will need to consult with my other early interventionists who are of other disciplines or even the same discipline with the end goal being what is in the best interest for their child. Communication is key not only between the early interventionist and family but also with the EI team (SC, case manager, etc.)

By: Dana Childress, M.Ed.

Dana Childress, M.Ed. — Thu, 24 Apr 2014 12:38:05 +0000

In reply to Marlyne Foster.

It sounds like you had really well-rounded educational preparation, Marlyne! How do you stay current? Do you read journal articles? Do you reserve time to explore up-to-date info? How do you squeeze it in? I’d love to hear what strategies you use because I think lots of folks find it hard to keep up, having a job that’s so busy.

By: Dana Childress, M.Ed.

Dana Childress, M.Ed. — Wed, 23 Apr 2014 15:31:30 +0000

In reply to Carol Wesley MS,CCC-SLP.

So interesting! I’ve wondered if sometimes families and doctors don’t jump on the opportunity to get EI or speech therapy BECAUSE they think what your mother-in-law suggested…why would my child need it if he can’t speak yet? I like your idea of emphasizing a description of what we do rather than focusing so much on getting the title right. Sometimes people’s identities are might closely tied to these specific titles. It’s a good exercise to think about how we identify ourselves as well as how we describe the support we provide. A title only goes so far…

By: Marlyne Foster

Marlyne Foster — Wed, 23 Apr 2014 13:35:54 +0000

Thank you Dana for this thought provoking post.
I have a post graduate degree in Early Childhood Special Education from CA. Our training focused on having a thorough understanding child development, the whole child, family-centered services and providing services in a variety of environments. The department chair was the director of the Early Start program on the college campus. Having said all that, my training took place in the late 80’s and so much has changed since then. I agree that working with young children and families is complex and requires a commitment to being a lifelong learner who is willing to stay up to date with current research and practices. Even though I’ve always considered myself an early intervention teacher/specialist, the title of Early Interventionist makes me even more aware of the need for ongoing professional development.