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A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community

Kristie Pretti-Frontczak
Kent State University, Kent, OH

William McInerney
University of Toledo

Contact author: Laurie Dinnebeil, University of Toledo, Early Childhood, Physical, Special Education, 2801 West Bancroft Street, MS 914, Toledo, OH 43606. E-mail: laurie.dinnebeil{at}utoledo.edu.

Purpose: This article, written by experts in itinerant early childhood special education, describes and differentiates approaches to itinerant early childhood special education as a primary service delivery option. Consultative itinerant early childhood special education services, in particular, are a means of ensuring that young children with disabilities have access to the general early childhood curriculum as offered in community-based programs.

Method: A discussion of the empirical literature that supports a consultative approach, literature that focuses on behavioral consultation and principles of distributed practice and embedded learning opportunities, is included. In addition, this article outlines a set of assumptions that program personnel make when implementing a consultative itinerant approach to service delivery. The need for and challenges associated with a consultative itinerant approach are discussed.

Conclusion: Itinerant early childhood special educators face similar challenges as speech-language pathologists with regard to providing high-quality interventions to children in inclusive settings.

KEY WORDS: early childhood special education, preschool children, itinerant early childhood special educators

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				J. N. Kaderavek Perspectives From the Field of Early Childhood Special Education Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 403 - 405. [Abstract] [Full Text] [PDF]