The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems

Sheppard, Mary E.; Moran, Kaitlin K.

doi:10.1007/s10643-021-01225-x

Cited by 10 publications

(6 citation statements)

References 28 publications

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“…General required courses mainly include English, ideological and political courses, physical education, Chinese, and computer basics. General elective courses are composed of five modules: innovation and leadership, humanities, social sciences, natural sciences, and art appreciation [ 5 ]. The general courses of other comprehensive universities in China also basically adopt the mode of combining general compulsory courses with general elective courses, but there are some differences in the offering of specific general courses and, especially, the differences in the module design of general elective courses are slightly obvious; however, they are basically the same [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

The Value of Python Programming in General Education and Comprehensive Quality Improvement of Medical Students Based on a Retrospective Cohort Study

Chen

Liu

2022

Journal of Healthcare Engineering

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Objective. A retrospective cohort study was conducted to analyze the application value of Python programming in general education and comprehensive quality improvement of medical students. Methods. A retrospective analysis was made on the application value of Python programming in the general education classroom of medical students from September 2020 to July 2021 by undergraduate students majoring in anesthesia in grade 2020, imaging in grade 2019, clinical in grade 2020, and laboratory sciences in grade 2020 in our university. A hundred students who used Python programming in general education class were divided into study group and control group. The teaching satisfaction, medical knowledge and lifelong learning ability, clinical skills, medical service ability, disease prevention, health promotion ability, interpersonal communication ability, and information management and research ability were compared between the two groups. Results. In a comparison of teaching satisfaction between the two groups, the study group was very satisfied in 89 cases, satisfactory in 10 cases, and general in 1 case, and the satisfaction rate was 100.00%; the control group was very satisfied in 54 cases, satisfactory in 23 cases, general in 13 cases, and dissatisfied in 10 cases, and the satisfaction rate was 90.00%. The teaching satisfaction in the study group was higher than that in the control group, and the difference was statistically significant ( P < 0.05 ). Compared with the control group, medical knowledge ability (basic knowledge, general education, and professional knowledge) and lifelong learning ability (learning concept and professional learning attitude) in the research group were significantly higher than those in the research group ( P < 0.05 ). The scores of clinical skills (medical history analysis, basic diagnosis, treatment techniques, and disease analysis) and medical service ability (first aid ability, comprehensive analysis ability, and disease analysis ability) in the study group were significantly higher than those in the control group ( P < 0.05 ). In terms of the ability of disease prevention and health promotion, the scores of disease prevention (health guidance, health education, and self-care) and health promotion ability (cooperative participation in diagnosis and treatment, guidance of medical and health work, and rational use of health resources) in the study group were higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). In the comparison of interpersonal communication ability, the scores of listening, expression, understanding, trust, medical terminology, and communication ability in the study group were higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). Comparing information management with research ability, the scores of information management ability (searching information, screening information, and sorting information) and research ability (arrangement ability, planning ability, and execution ability) in the research group were higher than those in the control group, and the data difference was statistically significant ( P < 0.05 ). Conclusion. The application of the Python programming method in general education and comprehensive quality improvement of medical students can effectively improve medical students’ teaching satisfaction and medical knowledge such as lifelong learning ability, clinical skills, medical service ability, disease prevention, health promotion ability, interpersonal communication ability, and information management and research ability, which has a positive impact on the improvement of comprehensive quality.

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Section: Introductionmentioning

confidence: 99%

The Value of Python Programming in General Education and Comprehensive Quality Improvement of Medical Students Based on a Retrospective Cohort Study

Chen

Liu

2022

Journal of Healthcare Engineering

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“…After preliminary analysis, we determined that several stakeholder group experiences warranted further analysis. The first of these was the role of early care providers as a part of the EI/ECSE team (Sheppard & Moran, 2021). The second is the interaction between the special education providers and medical professionals because of the unique complexities that were found to hinder collaboration.…”

Section: Methodsmentioning

confidence: 99%

Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families

Moran

Sheppard

2022

Topics in Early Childhood Special Education

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Several types of professionals support families of young children with disabilities as they navigate the Early Intervention and Early Childhood Special Education Systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility, and providing services. The alignment between these two groups can directly influence child and family outcomes. We explored the experiences of medical professionals and EI/ECSE providers working in one large Northeastern U.S. city to understand how each group views their respective roles within the system and to gauge the degree to which they collaborate. Our findings revealed that both groups are committed to the families they serve but are often frustrated by conflicting recommendations for EI/ECSE service delivery. We provide suggestions to improve opportunities to communicate and collaborate to increase the effectiveness of support for children and their families.

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“…Finally, these financial costs have been coupled with high administrative costs because parents must navigate bureaucratic structures to get access to their children's specialized care, which can be time-consuming and stressful (Stabile & Allin, 2012). Particularly when children with disabilities are enrolled in ECE settings outside schools, coordination between their care provider and service providers can be challenging on both sides (Sheppard & Moran, 2021).…”

Section: Access To Carementioning

confidence: 99%

Supporting Young Children With Disabilities During the COVID-19 Pandemic: Evidence From Caregivers in Virginia

Shapiro

Bassok

2022

AERA Open

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Early care and education (ECE) experiences shape children’s developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilities have faced considerable challenges finding care for their children, which have increased during the COVID-19 pandemic. Using survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021, we find that caregivers of children with disabilities were less likely to find ECE programs that met their needs, more likely to experience high levels of stress, and more likely to be concerned about their children’s development than were caregivers of children without disabilities. Concerns about child development were particularly pronounced among caregivers of children with disabilities in remote instructional settings. Our findings suggest a disproportionate impact of ECE disruption on caregivers of children with disabilities and the need for targeted supports for these caregivers moving forward.

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The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems

Cited by 10 publications

References 28 publications

The Value of Python Programming in General Education and Comprehensive Quality Improvement of Medical Students Based on a Retrospective Cohort Study

The Value of Python Programming in General Education and Comprehensive Quality Improvement of Medical Students Based on a Retrospective Cohort Study

Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families

Supporting Young Children With Disabilities During the COVID-19 Pandemic: Evidence From Caregivers in Virginia

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