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State licensure/certification requirements for personnel serving infants and young children with special needs and their families

Resource Type: Reports & Papers
Author(s): Chen, Ching-I; Mickelson, Ann M.;
Date Issued: October-December 2015
Description: The trend toward inclusive and interdisciplinary service delivery in early intervention and early childhood special education has propelled collaboration focused on aligning respective standards for personnel preparation across professional organizations (V. D. Stayton, 2015). Representing what a state deems to be the minimum parameters necessary to ensure a licensee is ready to practice, licensure requirements have historically been seen as a conduit for ensuring the availability of competent professionals (W. Geiger et al., 2014). Advocacy has focused on increasing congruence across competencies and licensure requirements to reflect the commonalities required of practice for all providers of services to young children with disabilities and their families. In an effort to document the current status of national licensure/certification requirements for professionals working in early childhood, the Early Childhood Personnel Center investigated state licensure parameters for 13 professional disciplines across all 50 states and the District of Columbia. Results indicate historic variance in licensure requirements persists within and between disciplines involved in the delivery of services to young children with disabilities and their families. Detailed findings and implications are discussed. (author abstract)
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Funder(s): Special Education Programs (U.S.)
Journal Title: Infants & Young Children
Volume Number: 28
Issue Number: 4
Page Range: 294-307
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Children with Special Needs

Policies > Child Care & Early Education Policies > Licensing & Regulation
Country: United States
ISSN: 1550-5081 Online
0896-3746 Paper
Peer Reviewed: yes
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