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Building the New York State Early Intervention Workforce: Institutions of Higher Education (IHE) Requirements of Interdisciplinary Personnel Development and Preparation
Description
Project Goal: The goal of this early intervention policy research project is twofold: 1) to address New York State’s shortage of early interventionists and build the early intervention (EI) workforce capacity across disciplines (i.e., Early Childhood Special Education, Occupational Therapy, Physical Therapy, and Speech Language Pathology); and 2) to enhance the quality of the educational preparation of current and future preservice early interventionists across the disciplines authorized to provide Early Intervention services in New York. This will involve closely examining and assessing NYSED Office of Higher Education and Office of the Professions’ rules, regulations, and requirements for certification in Early Childhood and Early Childhood Special Education (birth to 2nd grade) and licensures across the allied disciplines as well as submitting a final report of recommendations to the NYS Department of Health Bureau of Early Intervention through the Early Intervention Coordinating Task Force.
Design
- Conduct a close examination and analyses of the NYSED Office of the Professions regulations and requirements towards professional licensure within the key allied disciplines authorized to provide EI services (e.g., OT, PT, SLP) to identify necessary revisions needed within their regulations to ensure NYSDOH BEI evidence-based EI Competencies are part of the requirements in IHE courses, including students’ fieldwork placements with infants’ birth to three in EI settings.
- Conduct a close examination and analyses of the NYSED Office of the Higher Education regulations and requirements towards certification in early childhood special education and early childhood education to identify necessary revisions needed within their regulations to ensure NYSDOH BEI evidence-based EI Competencies are part of the requirements in IHE courses, including students’ fieldwork placements with infants from birth to three in EI settings.
Researchers
Jacqueline D. Shannon, MSEd, PhD (PI), Brooklyn College, CUNY
Michael Bergen, AuD, FAAA, CCC-A (Co-Investigator), Brooklyn College, CUNY
Sharon Beaumont-Bowman, SLPD, CCC-SLP (Co-Investigator), Brooklyn College, CUNY
Beth Elenko, PhD, OTR/L, BCP, CLA, FAOTA (Co-Investigator), New York Institute of Technology
Karen McFadden, MA, PhD (Co-Investigator), Brooklyn College, CUNY
Contributing Institutions
Brooklyn College’s Department of Early Childhood Education/Art Education.
Brooklyn College’s Department of Communication Arts, Sciences, and Disorders.
New York Institute of Technology’s Department of Occupational Therapy.