Itinerant Model - Community of Practice

 

The Itinerant Early Childhood Special Education Service (IECSE) Delivery Method is a model developed by Drs. Laurie Dinnebeil and William McInerney. The model supports the inclusion of young children with disabilities whose primary placement is a comummunity based program such as a private preschool, childcare center, or Head Start classroom. Itinerant teachers, also called inclusion specialists, visit children's community based classroms on a regular basis to provide special education program IEP-based services. The model has helped to define the critical roles of the IECSE teacher including assessor, consultant, coach, direct service provider, service coordinator, and team member. Itinerant services activities do not replace the delivery of specially designed instruction. Instead, they distribute the delivery of high quality instructional activities across the day and by all adults working with child to increase the opportunity to practice needed skills. 

The Early Childhood Special Education (ECSE) unit has supported professional development using the Itinerant Model for several years and has trained more than 16 school districts and 60 practitioners. To support participants' ongoing professional development needs, the ECSE unit will offer continuing support within a professional learning community of practice, hosting regular meetings and providing resources led by one of the unit's Program Specialists. Please join us by contacting the ECSE Inbox.

 

A Guide to Itinerant Early Childhood Special Education Services

SY 2020

 

Page revised 8/2/21

From the Exceptional Student Services Blog

INTERNAL PD OPPORTUNITY: Developing Fluency with Whole Numbers Sun, Sep 12 2021 Professional Learning and Sustainability, Updates

What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
DATA MANAGEMENT ALERT: Reporting of Primary/Secondary Needs in AzEDS Tue, Aug 31 2021 Data Management, Updates

This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.

When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.